Jack Vander Sluis Education 302 Walcott and Keeley 10 April 2014 Consumerism and Well-being in Early Adolescence

(Content) I would be happier if only I had __________. This isnt an uncommon phrase in todays world, especially in the United States. The purpose of this article, by Helen Sweeting, Kate Hunt and Abita Bhaskar, is to examine the relationship between consumerism and well being, specifically among adolescence. I would assume that his articles intended audience is for parents of adolescence. The authors explain how characteristics such as anxiety, low self-esteem, higher conflict with parents, and most frequently- anger, are strongly associated with consumerism. The studies that this article went on describe looked at two variables: year group (age) and family affluence, as well as identifying the difference between standard possessions (televisions, generic clothing, school resources, etc.) and premium possessions (name brand clothing, gaming consoles, high-end cars, etc.). The study found that there is a direct link between consumerism lower well-being, however, some of these studies found exceptions; for instance, teenagers coming from lower socio economic families increased their overall wellbeing by acquiring standard possessions. The authors of this article recognized that perhaps consumerism doesnt cause dissatisfaction, but maybe dissatisfaction caused consumerism; but either way, dissatisfaction and consumerism are directly related. In general the studies found that consumerism almost always has negative implications; whether its social anxiety, reduced happiness, or conflict with parents, consumerism leads to lower well being. My unit plan is on Post-WWII America and a major part of this deals with the emergence of consumerism in the United States, specifically among teenagers. When presenting the information on consumerism in the 1950s I want to make sure the students understand the

connection between Americas consumerism ideologies that came about during this time and social problems that emerged as a result back then as well as how they continue to affect us today. Problems that include socio economic gaps, specifically how consumerism puts pressure on teenagers coming from less affluent families to spend above their means to maintain social status that is similar to teenagers from more affluent families.

Top Teacher Ties History to Current Events (Teaching Strategy) This article detailed Deidra Grodes quest to use her 7th and 8th grade social studies class to help students make connections between history and current situations in our country. This article is written for other teachers to take points from her leaching styles and integrate them into their own classrooms. Right off the bat she listed her goals as a teacher: inspiring a strong work ethic, ensuring mastery in essential skills, have students become knowledgeable in the content of study, help students recognize their own talents and power to make a positive change, and encouraging students to have a passion for learning and social justice. Ensuring mastery and knowledge in specific content areas is expected of all teachers, but she takes it one step further when she demands that she enables students to make a positive difference in the world as well as having a passion for social justice. Grode goes on to detail how she wants her students to use understand the past in order to make thoughtful and responsible decisions today. She also explains how her biggest challenge is how history has been devalued in education by its absence in standardized tests (compared to math, science, and English). Grode notes that she has never seen a student develop a love of learning, deep curiosity, critical thinking, and a desire to help their neighbor by taking tests; these are things brought about by thoughtful discussion, collaboration, and making connection between the past and our current social situations; all of this in order to create a desire to right historical wrongs, or as she puts it, develop the tools to address social injustices. This article is not only relevant to my unit plan, but also every lesson I will ever teach. If I am just spewing out information for students to fill in test questions they will at the least be disinterested and more than likely they will resent education, rather than use it as a tool to bring a positive change tomorrow. My unit plan on Post-WWII America provides me with a great

opportunity to not only show my students connections between social and political events in the 1950s and America today, but also allows me to encourage them to make changes in their own lives in order to enact changes that will impact the future of our country; however small or large those changes may be, they need to know that they have the talent, knowledge, and power to change our world for the better.

Bibliography Sweeting, Helen, Kate Hunt, and Abita Bhaskar. "Consumerism and Well-being in Early Adolescence." Journal of Youth Studies 15.6 (2012): 802-20. Web. 9 Apr. 2014. Ellen R. Delisio. "Top Teacher Ties History to Current Events." Education World (2008). Web. 9 Apr. 2014.