To what extent does consumerism affect quality of life?

Grade 9
Carley Taylor
April 14th, 2015
EDUC 3700- Social Studies for Non-Majors

Overview:
Rationale:
Citizens of Canada and the United states are constantly bombarded with
consumerism. This unit aids students in exploring the impacts that consumerism has
on the environment, other cultures around the world and quality of life. Because
consumerism is a relevant issue to all of our students, it is important for them to learn
how to read and decipher the many advertisements and promotions they interact with
on a daily basis.
By the end of this unit, students should understand that consumerism has an
effect on every citizen; the extent is decided by each citizen individually. Every
individual has the right to let consumerism affect him or her in a positive or negative
way. This unit will help engage students into the process of decoding consumerism,
and taking a stand according to their beliefs. Students will constantly be asked
questions regarding their feelings on particular aspects of consumerism. Eventually,
they will have to take a position, and defend their opinion on the extent that
consumerism affects their quality of life; Doing this helps develop a sense of identity.
In this unit, students will discuss and evaluate consumerism from different
perspectives of North American cultures, which include perspectives of aboriginal,
francophone and other cultural and ethnic groups in Canada. They will also consider
other cultures in the United States that provide an image of larger diversity.

Throughout this unit, students spend much of their learning time observing and
evaluation sources of information to gain a perspective on consumerism. This unit is
focused around thought provoking questions that require students to think and gain
their own opinion on consumerism. Every lesson gradually leads into the final
assessment, and scaffolds the students into developing their own opinions. Students
are rarely given information, but rather have to discover and absorb it as they go.

Special Considerations:
This being one of the last units taught in the year, this using is designed
assuming students have a complex grasp of the quality of life. It is expected that
students understand the routines and expectations of working in partners or in groups.
When considering family / community issues that will need to be addressed, it is
important to consider the school in which this unit will be taught. At the moment, this
unit is not geared towards a specific audience. Thus, specific issues cannot be
addressed at this time. Through getting to know and understand our students, we can
alter this unit as needed to suit any issues that may arise.
Technology is integrated into this unit through the use of iPads, SMARTboards,
video cameras and computers. The final assessment for this unit allows students the
freedom to select from various mediums of technology to create their final project.

Unit Planning Organizer

Subject: Social Studies Grade 9
Unit/Topic: Consumerism
Date and Unit Duration: 2 weeks twelve 60-minute classes!
!
1. Unit Overview Critical Inquiry Question!
To!what!extent!does!consumerism!impact!Quality!of!Life?!
2. General Learning Outcomes for Unit !
!

9.2 - Issues for Canadians:

Economic Systems in Canada and the United States!
!
3. Focusing Questions for Unit (Related Questions)!

What affects the impact of consumerism on the economy of Canada and

the U.S.?
What opportunities and challenges can consumerism create for society?
To what extend does marketing impact consumer behavior?
Why might views on consumerism differ regionally in North America?
How can consumerism empower groups of people?

4. Key Concepts for Unit

Consumerism
Quality of life (Continued from previous unit)
Bias

5. Specific Learning Outcomes for Unit!

Knowledge:
9.2.5 assess, critically, the relationship between consumerism and quality of life in
Canada and the United States by exploring and reflecting upon the following
questions and issues:

How does individual consumer behavior impact quality of life (e.g.,

environmental issues)?
How does marketing impact consumerism?
How does consumerism provide opportunities for and limitations on impacting
quality of life?
To what extent do perspectives regarding consumerism, economic growth and
quality of life differ regionally in North America?
How is consumerism used as a power of a collective?

Attitude:
9.2.2 appreciate the relationship between consumerism and quality of life

Skill:
9.S.1 - develop skills of critical thinking and creative thinking:

determine the validity of information based on context, bias, source, objectivity,

evidence or reliability to broaden understanding of a topic or an issue
re-evaluate personal opinions to broaden understanding of a topic or an issue
generate creative ideas and strategies in individual and group activities

9.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

demonstrate leadership in groups, where appropriate, to achieve consensus and

resolve conflicts peacefully and equitably
demonstrate a positive attitude regarding the needs and perspectives of others
use networks to brainstorm, plan and share ideas with group members

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Summative!Task:!!Marketing!Project!

Marketing!Project:!

Have!you!every!thought!about!the!influence!marketing!has!on!you!as!a!consumer,!and!how!it!affects!your!
quality!of!life?!As!we!know,!advertising!is!not!just!seen!on!television!or!in!magazines;!its!everywhere.!!In!
todays!world,!we!can!find!advertisements!at!the!mall,!in!public!washrooms,!on!public!busses,!online!and!
even!on!park!benches.!!!
!
In!Mixed!and!Market!economies,!marketers!use!advertisements!to!create!demand!for!their!product;!they!
encourage!consumers!to!purchase!their!product!even!if!they!dont!need!it.!!
!
This!assignment!consists!of!three!parts.!!Find!a!description!of!each!task!below:!!!
!
TASK!1:!!Create!a!product!/!service!that!is!NOT!a!necessity;!pitch!the!product!to!the!class.!(25!marks)!
!
You$will$be$assigned$to$a$marketing$team$of$2$or$3.$$You$must$give$the$public$a$good$reason$to$want$
to$purchase$your$new$product.$
$
You!must:!!
Select!an!original!product!that!is!not!a!necessity.!
Develop!a!photo!or!illustration!of!your!product/service!OR!have!a!physical!representation!of!your!
product.!
Present!a!rationale!as!to!why!the!product!is!a!must!buy.!
Explain!how!your!product!influences!your!quality!of!life.!
Develop!a!caption.!!(It!could!be!a!play!on!words!/!alliteration!/!or!just!a!catchy!phrase)!
Use!one!or!more!of!the!marketing!strategies!we!discussed!in!class.!These!include,!but!are!not!
limited!to:!bandwagon!effect,!emotional!appeal,!testimonials,!and!scientific!appeal.!
Develop!a!detailed!outline!to!present!your!product.!!This!must!be!checked!with!the!teacher!as!
soon!as!possible.!The!presentation!must!be!divided!equally!amongst!your!group!members.!!It!
should!be!approximately!1Y2!minutes!long.!(This)presentation)could)take)on)a)variety)of)forms.))You)
may)wish)to)perform)a)TV)advertisement,)news)report)or)some)other)creative)method)of)presenting)
your)project)!
Present!your!product!to!the!class!as!a!sales!pitch.!
!
*Remember!to!be!respectful!and!attentive!to!other!group!presentations.!
!
!

TASK!2:!Take!a!stand.!Answer!the!following!question:)To)what)extend)does)consumerism)impact)))
quality)of)life?!!!(25!marks)!

!
You!must:!!!
Come!to!a!personal!conclusion!to!answer!the!above!question.!
Make!reference!to!the!first!task;!explain!as!necessary.!
Defend!your!position.!(This!may!be!done!in!the!form!of!an!essay,!speech,!or!other!approved!
method)!
Provide!specific!evidence!to!support!your!conclusion.!
Make!reference!to!the!big!ideas!and!important!terms!discussed!in!class.!

Summative!Task:!!Marketing!Project!
!

You!will!be!assessed!as!follows:!

!
Task!1:!
!
!
!!!!Excellent!J!J!J!J!J!J!>!Satisfactory!J!J!J!J!J!J!J!>!Poor!J!J!J!J!>!Insufficient!
!
Product!Originality:! !
!
2!
!
!
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!
!
1!
!
0!
Is!your!product!unique?!
!
Product!Representation:! !
3!
!
!
2!
!
!
1!
!
0!
Do!you!have!a!visual!representation!of!your!product?!
Does!is!appropriately!represent!the!product?!
!
Rationale:! !
!
!
5!
!!!!!!!!4! !
3!
!!!!!!!2! !
1!
!
0!
Can!you!explain!why!your!product!is!a!must!have?!
Can!you!provide!specific!details?!
!
Caption:!
!
!
!
3!
!
!
2!
!
!
1!
!
0!
Did!you!create!a!caption!for!your!product?!
Is!your!caption!unique?!
Is!your!caption!catchy?!
!
Marketing!Strategies:!
!
3!
!
!
2!
!
!
1!
!
0!
Did!you!use!an!appropriate!marketing!strategy?!
Can!you!explain!how!each!strategy!is!relevant!for!your!product?!
!
Presentation!Outline:!
!
3!
!
!
2!
!
!
1!
!
0!
Did!you!create!a!detailed!outline!for!your!presentation?!
Is!your!outline!organized!and!appropriate?!
!
Presentation:!!
!
!
5!
!!!!!!!!4! !
3!
!!!!!!!2! !
1!
!
0!
Did!you!follow!your!presentation!outline?!
Was!the!presentation!spread!equally!among!each!group!member?!
Did!you!attempt!to!convince!the!audience!that!your!product!is!a!must!have?!
!
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Summative!Task:!!Marketing!Project!
Task!2:!
!
!
!!!!Excellent!J!J!J!J!J!J!>!Satisfactory!J!J!J!J!J!J!J!>!Poor!J!J!J!J!>!Insufficient!
!
Conclusion:! !
!
!
3!
!
!
2!
!
!
1!
!
0!
Did!you!arrive!at!a!conclusion!to!answer!the!question?!
Is!your!conclusion!clearly!stated!and!easily!identifiable?!
!
Defense!/!content:! !
!
5!
!!!!!!!!4! !
3!
!!!!!!!2! !
1!
!
0!!!!!!!!X2!
Did!you!use!appropriate!evidence!to!back!up!your!conclusion?!
Did!you!use!enough!evidence!to!support!your!conclusion?!
Did!you!explore!the!issue?!
!
!
!
!
!
!
Reference!to!important!concepts:!! 5!
!!!!!!!!4! !
3!
!!!!!!!2! !
1!
!
0!
Did!you!reference!the!big!ideas!in!the!unit?!
Are!the!concepts!referenced!appropriately?!
Do!you!demonstrate!understanding!of!the!important!concepts?!
!
Organization:!!
!
!
3!
!
!
2!
!
!
1!
!
0!
Is!your!final!product!easy!to!follow?!
Does!your!finished!product!put!together!in!a!logical!order?!
!
Clarity:!
!
!
!
3!
!
!
2!
!
!
1!
!
0!
Is!your!final!assignment!easy!to!understand?!
Do!you!explain!your!points!using!appropriate!language?!
Did!you!check!your!work!for!common!spelling!/!grammar!mistakes?!
!
!
Task!1:!_________!/!25!
!
Task!2:!__________!/!25!
!
!
Final!Grade:!_____________!/!50!
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Summative!Task:!!Marketing!Project!

Marketing!Project!Checklist:!
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!Task!1:!
!
We!selected!an!original,!unique!product!
We!have!an!appropriate!visual!representation!for!our!product!
We!have!an!appropriate!explanation!of!why!our!product!is!a!
'must!have'.!
We!have!an!appropriate!caption!
We!used!at!least!one!marketing!strategy!to!sell!our!product!
We!can!explain!how!the!marketing!strategy!is!useful!to!sell!our!
product!
!
Check$point:$$$$$$$$$$$$$$$$$$$$$$$$$$$$Teacher$Approval:$
!
We!wrote!a!detailed!outline!for!our!presentation!
!
Check$point:$$$$$$$$$$$$$$$$$$$$$$$$$$$$Teacher$Approval:$
$You$are$now$ready$to$present$your$product$to$the$class.$
$Task!2:!
!
I!have!decided!the!format!I!wish!to!use!
I!can!explain!what!my!finished!product!will!look!like.!
!
Check$point:$$$$$$$$$$$$$$$$$$$$$$$$$$$$Teacher$Approval:$
!
I!arrived!a!clear!position!to!answer!the!question.!
I!know!how!I!will!defend!my!decision!
I!know!how!I!will!reference!the!'big!ideas'!
I!have!written!a!detailed!outline!for!this!task!
!
Check$point:$$$$$$$$$$$$$$$$$$$$$$$$$$$$Teacher$Approval:$
!I!have!a!completed!draft!of!my!assignment!!
My!assignment!is!clear!and!concise.!
The!evidence!I!supplied!is!relevant!
My!assignment!is!organized!and!easy!to!follow!
I!appropriately!defended!my!position!
I!referred!to!the!'big!ideas'!
I!referred!to!Task!1!
I!have!proof!read!and!edited!my!assignment!
!
You$are$ready$to$submit$your$assignment$
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!Yes$ !No$ !
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Viewing'guide''Canadas'Brands:'Can'they'compete?'
!
Lesson!Overview!
!
Day'/'Outcomes' Instructional'
Length' Lesson'Procedure'
Addressed'
Objectives'
of'
Lesson'
Class'1'
Students'will:'
60'
1.'Give'students'a'budget'of'$500.'Have'them'write'
'
'
minutes' down'how'they'would'spend'their'money'and'why.'
Outcomes:'
M'Identify'how'
2.'Using'the'same'budget,'give'students'flyers.'
9.2.2'
consuming'
Allow'students'to'write'down'how'they'would'
9.2.5'
objects'make'
spend'their'money'after'looking'at'the'flyers.''For'
9.S.1'
them'feel.'
items'not'in'the'flyers'or'catalogues,'have'them'
'
'
search'for'prices'online.''They'must'stay'within'
To!what!extent! M'Begin'thinking'
their'$500'budget.'
does!
about'how'
3.''In'groups,'have'students'discuss'their'choices'
consuming!
consuming'goods'
and'how'these'products'would'make'them'feel.''
goods!and!
and'services'may'
Discuss'whether'or'not'they'had'enough'money'or'
services!impact! impact'their'
they'could'not'afford'everything'that'they'wanted'
your!life?!
quality'of'life.'
and'the'rationale'they'used'for'eliminated'
'
particular'products.'
4.'Cut'the'budget'to'$100.''Repeat'the'process'
above.'Have'students'explain'how'it'made'them'
feel'to'have'to'eliminate'products.''Have'them'
explain'their'rationale'for'eliminating'the'products'
they'did.'
5.''Reflection'in'the'Social'studies'journal:'See'
assessment.'
Students'will:'
60'
1.'Divide'students'into'groups'of'four.'
M'Explain'the'
minutes' 2.'Students'will'receive'a'pack'of'pictures.''As'a'
meaning'of'the'
group'they'will'look'at'each'of'the'pictures,'and'
concept'
decide'if'there'are'any'similarities'among'them.'''
Consumerism'
3.'Distribute'the'images'to'the'students.'Ask'each'
M'Identify'
individual'group'their'rational'for'sorting'the'
examples'and'
images'while'walking'around.'Guide'where'
nonMexamples'
needed.'''
of'
4.'Ask'one'group'to'tell'the'class'about'one'of'their'
Class'2'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.5 '
'
What!is!
consumerism?!

M'A'wide'
variety'of'
catalogues'and'
flyers:'
Grocery'
stores'
Electronics'
Clothing'
Sporting'
equipment'
'
M'Access'to'
internet'
through'iPads'
(if'available)'

List'of'
Materials'

Assessment'

M'Students'will'
complete'a'SEEMI'on'
Consumerism.++
Encourage'students'to'
think'of'examples''/'
nonMexamples'that'
were'not'discussed'in'
class.'
'

'

Journal'entry'on'the'
following'questions:'
How'did'you'feel'
when'you'had'a'
large'budget'in'
comparison'to'a'
small'budget?'
How'did'looking'
through'catalogues'
and'flyers'impact'
your'choice'of'
objects'to'
purchase?'
How'do'you'think'
consuming'goods'
and'services'affects'
quality'of'life?'

M'6M8'images'of'
advertisements'
of'products'
that'are'not'
necessities.'
M'6M8'images'of'
images'
depicting'
meeting'the'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
How!might!the!
views!of!
consumerism!
differ!within!
different!
cultural!groups!
in!North!
America?!!

Class'3'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1'
'
What!
challenges!/!
opportunities!
does!
consumerism!
create!for!
society?!

consumerism.'
groups'of'photos.''Ask'if'any'other'group'has'
something'to'add'to'that'description.''Ask'another'
group'to'share'how'they'classified'the'second'
group.''Ask'if'any'other'group'has'something'to'
add'to'that'description.'''
5.'Start'a'class'discussion.'''
Hold'up'a'few'advertisements'one'by'one'and'ask:'
Which'category'does'this'fall'into?'Why?'''
6.''Use'a'tMchart'to'divide'examples'of'
consumerism'from'nonMexamples'of'consumerism.''
Discuss'any'discrepancies.'
7.''Ask:'What'types'of'products'are'typically'in'
advertisements?'
Ask:'What'makes'you'want'to'purchase'these'
products'when'looking'at'these'advertisements?''
Ask:'What'can'we'call'the'people'who'buy'the'
products?'
8.'Have'students'explain'this'big'idea'to'their'
neighbor?''
9.'Complete'the'SeeMI''See'assessment'
Students'will:'
60'
1.'Watch'Canadas+Brands:+Can+they+compete?'(20'
'
minutes' minutes)'
M'identify'
2.'Students'will'have'a'viewing'guide'to'complete'
opportunities'
during'the'class.'After'each'section,'stop'the'video'
and'challenges'
for'10'minutes'to'allow'students'to'answer'
that'
questions'before'moving'on'to'the'next'section.'
consumerism'
3.'Students'will'reflect'on'the'questions'posted'in'
creates'for'
the'assessment'column.'
society.'
'
M'identify'effects'
that'
consumerism'has'
on'the'Canadian'
and'American'
economy.'

Video:''
Canadas+
Brands:+Can+
they+compete?+
+
Viewing'guide'
for'the'video.'

needs'of'
people.'
*Each'group'of'
4'students'will'
receive'these'
images.''Copy'
enough'images'
for'each'group'
to'receive'one'
of'each'image.'

Students'will'complete'
a'viewing'guide'on'the'
video'with'these'
questions'included:'
M''What'opportunities'
/'challenges'does'
consumerism'create'
for'society?'
M''What'effect'does'
consumerism'have'on'
the'Canadian'and'U.S.'
economy?'
M'What'factors'further'
affect'the'magnitude'
of'the'impact'of'
consumerism'on'the'

'M'Discuss'the'
following'question:''
How'might'the'views'
of'consumerism'
within'different'
cultural'groups'in'
North'America'differ'
from'ours'and'from'
each'other?'

Viewing'guide''Canadas'Brands:'Can'they'compete?'

Class'4'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1
9.S.5 '
'
To!what!extent!
does!
consumerism!
impact!our!
environment?!

Class'5'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1
9.S.5 '
'
To!what!extent!
is!information!
found!on!the!
internet!
reliable?!

'
economy?'
'
Students'will:'
60'
1.'Discuss'the'viewing'guide'from'the'previous'
The+Lorax+
Students'will'write'a'
'
minutes' class.'(~10'minutes)'
(book)+
one'page'response'to'
M'Explain'how'
2.''Read'The+Lorax+to'the'class.''Have'them'think'
the'book'in'order'to'
consumerisms'
about'the'following'questions'as'the'book'is'read:'
defend'their'opinion'
physical'effect'on'
on'the'posed'
How'does'this'book'relate'to'consumerism?'
the'land.'
questions.'

What'message(s)'come'from'this'book?'
'
'
What'does'the'word'unless'mean'near'the'
Identify'factors'
They'will'also'answer'
end'of'the'book?'
that'affect'the'
the'following'
3.'In'groups,'give'students'5'minutes'to'discuss'the'
magnitude'of'the'
questions:'
three'questions.'
impact'of'
'M'What'physical'
4.''Refer'to'assessment.'
consumerism.'
effects'might'
consumerism'have'on'
our'country?'Other'
countries?'
M'What'factors'might'
affect'the'impact'of'
consumerism?'
Students'will:'
Access'to'
Class'debate:'
'
laptops'/'iPads' '
Midentify'biases'
within'the'
Students'will'choose'
within'a'source.'
classroom.'
whether'or'not'they'
'
agree'with'the'two'
M'determine'
sources'that'
whether'or'not'
consumerism'is'evil.''
they'personally'
The'class'will'split'into'
believe'
two'groups'and'
consumerism'is'
defend'their'position.''
good'or'bad.'
Each'student'is'
required'to'make'
some'contributions'to'
the'debate.'
60'
1.''Watch'The+Story+of+Stuff+(video).+
minutes' 2.''In'pairs,'give'students'10'minutes'to'explore'the'
+'30'
website:'http://www.verdant.net'
minute' 3.''Ask'students:''What'opinions'do'these'sources'
flex'
have'on'consumerism?'Have'them'discuss'in'
time'
groups.'
4.''State:'I'guess'we'can'all'go'home.'Consumerism'
is'bad.'End'of'story.''Wait'for'a'student'to'respond.'
5.''Ask:'Do'you'think'there'are'any'positive'effects'
of'consumerism?'
6.'Explain'the'term'bias.++Help'students'see'that'
just'because'something'is'published,'does'not'
mean'it'is'completely'true.+
7.'Give'students'a'minute'to'think'about'where'
they'stand'on'the'value'of'consumerism.''
8.''Have'a'short'class'debate.'See'assessment:'

N/A'

60'
Guest'speaker:'Marketer'
minutes'

Students'will:'
60'
Final'Assessment'Begins:'
'
minutes' 1.''Explain'the'assignment,'and'where'it'will'lead'
M'Begin'their'
by'the'end'of'the'performance'task.'''By'the'end'of'
performance'task'
class'students'should:'have'a'product,'find'a'
by'finding'a'
representative'image'for'the'product,'rational'for'
product,'visual'
the'product.''They'should'have'a'caption,'and'a'list'
representation,'
of'what'marketing'strategies'will'be'used'to'sell'
rationale,'
their'product.'
caption,'and'a'list'
'
of'marketing'
See'Performance'task'for'more'details.'
strategies'to'use.'

N/A'

Performance'Task:'
'
Find'a'product,'
representation,'
rationale,'caption'and'
a'list'of'marketing'
strategy.'

Students'take'notes'in'
their'journal'about'
topics'covered'by'the'
guest'speaker.'

Students'will'complete'
mini'notes'on'
different'
advertisement'
strategies'in'their'
journal.'

Access'to'iPads'
or'computers.'
'
Groups'
prearranged'
'
Assignment'
sheets'/'Rubric'
/'Checklist''
(see'attached'
document)'

Students'will:'
60'
1.'Divide'students'into'groups'of'4.'Provide'each'
An'abundance'
'
minutes' group'with'a'set'of'advertisements.''Do'not'
of'
Midentify'
duplicate'any'of'the'advertisements.'
advertisements'
strategies'used'in'
2.''Draw'a'large'scale'on'the'board.'Label'the'scale' (~20)'
marketing.'
from'0M10.''Have'students'place'each'
('include'
'
advertisement'on'the'scale'depicting'on'the'quality' advertisements'
M'explain'the'
of'the'advertisement.'
of'similar'
purpose'of'the'
3.''Have'students'discuss'what'makes'each'
products'
strategies'of'
advertisement'high'/'low'quality.'
represented'in'
marketing.'
4.'Write'these'strategies'on'the'board.'
different'ways)'
'
Magnets'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
Class'6'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1
9.S.5 '
'
How!can!we!
create!an!
effective!
advertisement!
for!a!product?!!
Class'7'
'
Outcomes:'
9.2.2'
9.2.5'
'
What!strategies!
are!used!in!
marketing?!
How!do!they!
promote!a!
product?!
Class'8'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1
9.S.5 '
'
How!can!we!
create!an!
effective!
advertisement!

Students'will:'
'
M'Make'notes'in'
their'journal'
about'strategies'
that'worked'/'
didnt'work'
M'make'notes'in'
their'journal'
about'how'the'
advertisements'
made'them'feel.'

60'
Students'will'have'this'class'to'work'on'their'Task'
minutes' 2'of'the'performance'task.''They'will'find'a'method'
that'they'wish'to'use'to'answer'the'question:'To'
what'extent'does'consumerism'affect'quality'of'
life?'

60'
minutes'
+'30'
minute'
flex'
'

Class'presentations'of'products.'Each'group'will'
receive'an'opportunity'to'present'their'product'
following'their'rationale.''A'copy'of'the'
presentation'outline'must'be'submitted'at'this'
point.'

Students'will:'
'
M'Answer'the'
question'in'a'
form'of'choice:'
To'what'extent'
does'
consumerism'

Performance'Task:'
'
Create'an'outline'for'
the'presentation.'

Assessment'
Performance'Task:'
sheets'to'
'
assess'the'
Class'presentations'
presentation.'
'
Make'notes'in'journal'
about'the'
presentations.''
Students'will'not'
critique'their'peers,'
but'merely'state'
things'that'did/didnt'
work'and'why'they'
think'that'was'the'
case.'
Access'to'
Performance'Task:'
laptops'/'iPads' '
/'Video'
Task'2'
Cameras'

Students'will:'
60'
Ask'students:'What'makes'a'good'presentation'of'a' A'mock'
'
minutes' product?''Brainstorm'on'the'board.'
presentation'
Create'an'outline'
Show'students'one'example'of'what'their'outline'
layout.'
for'their'
might'look'like'for'their'presentation.'
presentation.'
Students'will'have'the'remainder'of'class'to'outline'
their'presentation.'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
for!a!product.!
Class'9'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1
9.S.5 '
'
How!can!we!
create!an!
effective!
presentation!of!
a!product?!
Class'10'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1
9.S.5 '
'
What!strategies!
were!used!in!
the!
presentation!
that!were!
effective?!
Class'11'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1'
'
To!what!extent!

affect'quality'of'
life?'
'
Students'will:'
'
M'Answer'the'
question'in'a'
form'of'choice:'
To'what'extent'
does'
consumerism'
affect'quality'of'
life?'

60'
Students'will'continue'working'on'task'2'to'
minutes' answer'the'following'question:''To'what'extent'
does'consumerism'affect'quality'of'life?'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
does!
consumerism!
affect!quality!of!
life?!
Class'12'
'
Outcomes:'
9.2.2'
9.2.5'
9.S.1'
'
To!what!extent!
does!
consumerism!
affect!quality!of!
life?!
'
!
*!After!a!few!days,!students!will!submit!their!project,!along!with!their!journals.!!!
'

Access'to'
Performance'Task:'
laptops'/'iPads' '
/'Video'
Task'2.'
Cameras'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
Annotated'Resources:'
'
Canadian'Broadcasting'Corporation,'(2006).'Canadas'brands:'can'they'compete?'[Video'file].''
Retrieved'from''http://www.learnalberta.ca/content/aeve/movieLauncher.html?'movie=smil/'
canada_brands_cc.mov'
'
This'news'clip'talks'about'manufacturing'in'Canada.''In'specific,'it'spends'a'great'amount'of'
time'focusing'on'Western'Glove'Works''or'as'the'kids'would'it'know'it:'Silver'Jeans.''This'is'
relevant'to'todays'students'because'many'of'them'wear'or'have'worn'Silver'Jeans.''This'video'
touches'on'a'variety'of'topics,'but'consumerTdecisionTmaking'is'beneficial'for'grade'9.'''Not'
only'that,'but'it'introduces'marketing,'and'helps'explain'the'effects'of'consumerism'on'the'
Canadian'economy,'and'the'labour'market.'''
'
Dr.'Seuss.'(1971).'The'lorax.'New'York:'Random'House!
'
This'book'explores'a'problem'we'are'all'faced'with:'buying,'selling'and'consuming.''Very'
seldom'to'people'consider'where'their'products'are'coming'from'and'the'damage'to'the'
environment'caused'by'production.''This'book'encourages'the'audience'to'think'about'where'
things'come'from,'and'where'they'go'when'they'throw'it'out.!
!
Kasser,'T.'[Center'for'a'New'American'Dream].'(Dec.'4,'2011).''The'high'price'of'materialism.'[Video'
file].'Retrieved'from'https://www.youtube.com/watch?v=oGab38pKscw'
'
This'video'provides'solutions'for'overcoming'consumerism.''It'helps'develop'the'negative'
effects'of'consumerism.''However,'this'video'is'very'one'sided,'and'portrays'the'idea'that'
consumerism'is'bad.''It'is'important'to'discuss'in'class'how'there'are'benefits'and'setbacks'of'
consumerism.'
'
Leonard,'A.'[Annie'Leonard].''(2009,'April'22).''The'story'of'stuff.'[Video'file].'Retrieved'from'
''''''''''https://www.youtube.com/watch?v=9GorqroigqM!
'
The'producers'of'this'video'illustrate'the'process'of'consumerism.'We'see,'we'want,'we'buy,'we'
work'to'pay'for'it.''We'are'on'an'endless'treadmill.'We'make,'we'use,'we'throw'away'goods.''It'
is'also'shown'how'items'are'made'to'be'disposable'to'bring'in'more'money.'
!
Marketer:'Advertisement'designer'from'ArtTRageous.'
'
This'company'is'the'longest'running'advertisement'business'in'Lethbridge.'They'have'
completed'a'lot'of'work'for'local'businesses.''We'would'have'one'of'their'markers'come'in'and'
speak'to'the'class'about'qualities'of'a'good'advertisement,'and'the'purpose'of'them.'
'
Overcoming'consumerism.'(1995).''Retrieved'from'http://www.verdant.net'
'
This'website'is'an'excellent'resource'to'show'a'biased'opinion'on'consumerism.''This'website'
is'extremely'antiTconsumerism,'but'is'a'great'resource'to'help'students'decipher'which'
information'the'see'valid.''One'particularly'interesting'aspect'of'this'website'is'the'basic'layout'
that'contains'no'advertisements'(which'is'rarely'seen).'
'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
First'Company:'
1. Fill!in!the!Blanks:''This'family'business'goes'back'_______________'generations.''It'is'located'in'
________________,'Nova'Scotia.''This'company'has'been'open'for'___________'years.'''
2. Describe'the'first'company'discussed'in'this'news'report.''(who'they'are,'where'they'are,'
what'they'sell,'etc.)'
'
'
'
'
'
'
3. Why'do'you'think'that'most'of'the'equipment'/'patterns'used'by'this'company'have'stayed'
the'same'for'so'many'years?'
'
'
'
'
'
'
'
4. What'do'you'think'John'Stanfield'means'when'he'says,'I'think'manufacturing'is'a'dying'
breed?'
'
'
'
'
'
'
'
5. Why'does'it'cost'more'money'to'produce'products'in'Canada'than'other'countries?'
'
'
'
'
'
'
'
6. Why'is'it'important'to'the'Stanfield'family'to'continue'manufacturing'in'Canada,'even'if'it'
means'less'profits?'
'
'
'
'
'
'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
Second'Company:'
'
7. Fill'in'the'blanks:''The'name'of'this'company'is'____________________''''____________________.''This'
company'is'located'in'Hawkesberry,'_________________________.''Alain'and'Karen'used'to'be'
_____________________''who'worked'in'the'drug'and'___________________________''industry.''They'used'
their'knowledge'to'create'_______________________________'heath'care'products.''

'
'
'
'
'
'
'
'
'
'
'
'

8. Describe'the'main'issue'this'company'faces'when'finding'ingredients'to'use.''Why'is'this'a'
problem'for'them?'
'
'
'
'
'
'
'
'
'
9. 'Why'does'this'company'choose'to'not'manufacture'the'products'themselves?'
'
'
'
'
'
'
'
'
'
10. Do'you'agree'or'disagree'with'this'companys'decision'to'remain'a'small'company'within'
Canada.''Should'they'expand?'Should'they'manufacture'elsewhere?''Explain'in'detail.'

'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
Third'Company:'
11. 'Fill'in'the'Blanks:''This'company'started'in'_______________________,'Manitoba.'''The'name'of'this'
company'is'________________________________________________________________________.''This'company'
makes'and'sells'________________________________.'
'
'
'
'
'
12. ''What'did'this'company'do'to'find'workers?''Why'do'you'think'they'willingly'accepted'the'
jobs?'
'
'
'
'
'
'
'
13. Why'does'_____'Silver'believe'it'is'important'to'know'how'to'design'and'sell'their'product?'
'
'
'
'
'
'
'
'
'
14. Why'did'this'company'have'to'shift'to'offTshore'production?'
'
'
'
'
'
'
'
'
'
15. Explain'what'Western'Glove'Works'did'to'reTinvent'itself'as'a'Canadian'company.''Explain'
what'this'does'to'the'cost'of'the'product.'''
'
'

Viewing'guide''Canadas'Brands:'Can'they'compete?'
Fourth'Company:'
16. Fill'in'the'blank:''This'company'does'not'_______________________'goods,'but'it'_____________________'
Canadian'Products.''It'is'located'in'_______________________,'British'Columbia.''Its'name'is'
______________________''''________________________''________________________.'
'
'
'
'
'
'
'
17. Why'does'this'company'earn'less'profit'from'selling'CanadianTmade'goods?''Why'is'this'
important'to'the'owner'if'this'company?'
'
'
'
'
'
'
'
'
18. Why'is'the'percentage'of'CanadianTmade'product'found'in'this'store'dropping?'
'
'
'
'
'
'
'
'
19. Would'you'be'willing'to'pay'more'money'for'a'product'that'was'made'in'Canada'vs'overseas?''
What'factors'might'you'consider'when'making'your'choice?'
'
'
'
'
'
'
'
20. The'amount'of'imported'goods'is'beginning'to'largely'outweigh'the'number'of'CanadianT
made'goods.''How'do'you'think'this'will'affect'our'country'in'the'long'run?'
'
'