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Exemplify: The boycott of Daishowa Ltd, a pulp and paper manufacturer which
was logging on the land of the Lubicon Cree. The boycott cost Daishowa millions
and pressured them into stopping their logging on Lubicon land.
Illustrate:
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Unit Test: 1 page of short answer questions based on the essential questions.
This assessment must be discussed with my teacher associate before it can be
created.
6. Essential Resources
Quality of Life:
- Quality of Life Index 2018. https://www.numbeo.com/quality-of-
life/rankings_by_country.jsp.
This index displays quality of life of cities and countries around the world
on a scale of 0-240. Quality of life is indicated by factors such as cost of
living, crime, health care, pollution and taxation. This resource will serve
as a beginning point in our introduction to quality of life, allowing us to
compare view cities we know and discuss whether we agree with the
rating given. This will also serve as a transition into reflection on what we
believe should dictate quality of life. The resource is quite dense with
statistics, so we will be focusing on comparing Canada’s ranking to that of
the U.S.
Consumerism:
- CTV: School Ban on Junk Food. https://www.ctvnews.ca/health/ban-on-
junk-food-sales-in-canadian-schools-having-positive-effect-study-
1.3475201.
This short news article by CTV details how “successful” the school junk
food band has been in Canada. This will serve as our first example for our
Health & Safety topic,and be used as a discussion starter to analyze
whether the government should be able to control our consumer behavior.
- Canada Trans Fat Ban, Yoni Freedhoff. https://www.youtube.com/watch?
time_continue=37&v=umtjrTb6aYs
Beginning September 15, 2018 all trans fat contained in foods will be
banned in Canada. This is a government policy which seeks to improve
the health of Canadian citizens. However, this directly interferes with the
sovereignty of consumer behavior, limiting consumer freedom of choice.
Should the government have the ability to limit our consumer purchases
even if it is in our best interest?
- Video: The Story of Stuff. https://www.youtube.com/watch?
v=9GorqroigqM&t=422s.
This 20-minute video goes into great depth on the impacts that
consumerism has on jobs and the environment. It discusses ideas of
scarcity and global economics; however, all of these ideas can be related
back to quality of life through a discussion following the video. The
information in this video is quite dense and covers a huge amount of
information. Because of this it will take some time to unpack the important
information and create the desired links to our quality of life. While
watching the video students will be given the task of recording 5 ways
which they saw consumerism and manufacturing affects our quality of life.
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Marketing: These sources will be exemplars of the different marketing strategies
used in advertisements.
- Bandwagon Effect: https://www.youtube.com/watch?v=6dQRCOEeHaY
This Old Navy commercial displays the bandwagon affect. A group of
children is shown as being cool by wearing Old Navy’s clothes, at the end
of the commercial the parent decides to shop at Old Navy too so her son
can be just as cool.
- Emotional Appeal: https://www.youtube.com/watch?v=IO9d2PpP7tQ
This SPCA commercial featuring Sarah McLachlan uses sad music,
imagery and language to create sympathy with its viewers in the hopes of
gaining donations.
- Generalities: https://www.youtube.com/watch?v=Ky7ic1Ro9yw
This Audi commercial relates driving the car to becoming a brave person,
although purchasing or driving an Audi has nothing to do with changing
your personality. The commercial seeks to make you believe everyone
who purchases an Audi is brave and confident.
- Ordinary Folk: https://www.youtube.com/watch?v=3t6bLugtJkQ
This Chevy commercial focuses on the real life of story of a girl growing up
with her best friend a golden retriever. However, at the end of the
commercial it displays a Chevy vehicle with the words “A best friend for
life’s journey”. Obviously, the vehicle had nothing to do with the real life
story, but creating this link to the story attempts to make us believe that
Chevy is a vehicle for ordinary people.
- Testimonials: https://www.youtube.com/watch?v=_KimnwIfhXc
This commercial featuring Selena Gomez uses her celebrity personality as
an influence for a UNICEF water project. This displays the celebrity
testimonial aspect of advertising.
https://www.youtube.com/watch?v=45mMioJ5szc Nike commercial
featuring Michael Jordan, this one is more obvious than the Selena
Gomez commercial.
- Scientific: https://www.youtube.com/watch?v=8ULR68LTmbw
This Colgate commercial uses statistics and scientific data to reinforce that
their toothpaste is the best to use, displaying the scientific appeal in
advertising strategies.
Regional Disparity:
- Global News: Quality of Life Across Canada.
https://globalnews.ca/news/2852905/quality-of-life-between-canadian-
provinces-differ-despite-un-ranking-report/
This global news article discussed how Canada ranks in the top 10 for
international quality of life. However, it breaks the country down by
province and how each province would compare on an international scale.
This breakdown highlights massive regional disparity between provinces
for quality of life in Canada and serves as a conversation starter for our
lesson on regional differences.
Consumer Action:
- Boycott affecting the NRA: https://www.youtube.com/watch?
v=HJX_qOMXJjk
This short 4-minute video from CNN discusses how consumers are using
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the boycott of NRA supporting companies to put pressure on the NRA.
Because the NRA can not be boycotted itself, consumers are attempting to
erode their support by boycotting companies that offer deals to the NRA.
This video touches on a lot of factors such as youth taking action into their
own hands and discusses both arguments for and against the NRA. This
will serve as a discussion starter about the effectiveness of boycotts.
- The National: Alberta government boycotts B.C wine
https://www.youtube.com/watch?v=gdEPb2yRezA
In this case a boycott is being used by one government to influence
another. To pressure B.C into accepting the trans mountain pipeline,
Alberta has attempted to boycott B.C wine. Should governments be able
to use boycotts against each other. In this video Rachel Notley calls on
Albertans to help boycott wine from B.C. Should the government be able
to call on its people to help in political issues?
Social Programs:
- Which Country is more Livable (animated): Canada vs U.S.
https://www.youtube.com/watch?v=TmOqa2qeXqM
This short video touches on some important points such as education,
health, happiness and safety comparing statistics between Canada and
the U.S. The details in this video are quite shallow; however, it introduces
a more in depth look into what makes up Canada’s social programs and
how these programs can vary between countries. This video will be used
as an introduction and beginning discussion about what surprised students
when the two countries are compared.
What Guides Your Consumer Behavior?: Students either on their own or with
a partner, will select a product which they regularly use or would like to know
more about. The product will be approved and recorded by the teacher to ensure
it is appropriate. Using the internet students will then research their object
exploring its history, evolution over time, and the marketing strategies used for
advertising it. All research will be recorded and submitted to the teacher. They will
use this research to connect this object to their quality of life by researching the
objects impact on health & security, jobs and the environment before analyzing
how their own identity affects their choice of the product. Students will then
summarize the positives and negatives their object has on quality of life and
present it in a poster. Projects will be assessed based on the thoroughness of
their research and the connections made to quality of life.
(summative/formative)
Marketing Strategies (Lemonade Stand): This activity will follow our lesson and
discussion on marketing strategies and will require students to create their own
advertisements. I will provide the students with water, sugar and lemon juice. In
small groups it will be their task to create a lemonade brand, they will create a
name and decide on their “secret” lemonade formula. They will then be tasked
with creating an advertisement which attempts to get the other students to
purchase from them. However, no student from another group is allowed to taste
your lemonade. Your sales will rely entirely on your advertisement skills. Students
will then present their lemonade brand to the class in the best way they see fit,
such as a poster, skit, lecture, etc. Finally, students will individually cast a vote
deciding which lemonade brand they would decide to purchase. As a culmination
we will have a class discussion on which brands used the most influential
advertising and why. (formative)
8. Rationale:
This unit will be taught as part of the grade 9 social studies curriculum, which
focuses on the idea of quality of life for Canadian citizens. This is done through
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the analysis of various factors such as social programs, taxation, politics,
economics and immigration, as well as their influence on individual and collective
quality of life. This unit fits into this grand scheme by applying the idea of
consumerism to quality of life. Students will analyze not only their own personal
consumerism but the outside influences which seek to control and direct their
consumer behavior. This will be tied back into the main theme of quality of life by
analyzing the impacts consumerism has on not only individual’s lives but the
collective lives of all Canadians.
The nature of this unit focuses on class discussion due to the subjectivity of
the topic. Ideas of what characterizes quality of life and whether the impacts of
consumerism are good or bad are very personal and will vary between students.
Because of this I have scaffolded much of my lectures around the presentation
and deconstruction of not only our own consumer behavior, but the strategies
used by the market to guide our behavior. This allows students to bring multiple
view points to the subject content and touch on ideas that may not have been
addressed by their peers. For this unit I have created lessons which rely heavily
on class discussion. Focusing on the students guiding their own deconstruction
of material while I hope to facilitate and clarify ideas and content.
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Performance Task
Description:
Over the last 3 weeks we have looked at various ways in which consumerism can
have both positive and negative impacts on our quality of life. However, these impacts
extent beyond just you and consumerism can affect the environment, our society or
even our country. Due to these impacts consumerism is a very powerful tool that every
one of us has the ability to use. It will be your task to decide whether Money really can
buy happiness. In order to do this, you must analyze your own personal beliefs on the
impacts of consumerism and whether these impacts are good or bad. When thinking
about your answer you should consider the affects of consumerism on not only yourself
but on the environment, jobs and society. Also consider ways in which government and
advertising agencies have the ability to influence your consumer behavior, and whether
you believe this is for the best.
Questions to consider:
o How does consumerism impact my personal quality of life?
o How does consumerism impact the environment and other members of
society?
o How does marketing and government policy impact my consumer
behavior?
o Do consumer initiatives such as boycotts and special interest groups allow
consumers to change things for the greater good?
o Are the negative consequences of consumerism outweighed by the
positives?
o Can money and spending bring happiness? For me? For Canada?
For the World?
LESSON PLAN #1
Subject: Social Studies Grade: 9 Date: March 6, 2018
Critical Inquiry Question: What characterizes Quality of Life?
Lesson: 1 Time: 45 minutes
SLOs:
- 9.2.5 - assess, critically, the relationship between consumerism and quality of life in
Canada and the United States.
o What are the indicators of quality of life?
Instructional Objectives: By the end of this lesson students will be able to define quality of life
as well as some of the characteristics which are globally used to define quality of life. Student’s
will also begin evaluating what they believe should characterize quality of life.
Knowledge:
- Quality of life is a measure of general happiness of the people in a country.
o QoL is characterized globally by education, health care, crime, religious freedom
and environmental condition.
o The characteristics of QoL are highly subjective and will vary based on a person’s
values and ideals.
Skill:
- Metacognition: students will begin thinking about how they would characterize quality of
life based on their own values and ideals.
Key Questions:
- What characterizes quality of life on a global scale?
o How does this differ from the way you characterize quality of life?
Materials:
- Quality of Life Index 2018. https://www.numbeo.com/quality-of-
life/rankings_by_country.jsp
- PowerPoint presentation and projector.
Preparation: This lecture will be heavily discussion based and will not need a large amount of
preparation. I will create a PowerPoint presentation and make notation before hand on where
Canada and the U.S are ranked in the Quality of Life index.
Adaptations: This lesson will involve a lot of visuals; however, I will be thoroughly analyzing
each visual presented. My PowerPoint slide will cover key ideas which I will elaborate on orally.
A majority of the lesson will be informal discussion about how and why we characterize quality
of life.
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Lesson Procedure:
Assessment: Due to this lessons reliance on discussion all assessment will be done formatively
through observation of student responses. By asking guiding question and evaluating the quality
of student’s response and engagement during informal discussion, I will be able to assess
whether students understand the foundational characteristics of quality of life.
Lesson Reflection:
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LESSON PLAN #2
Subject: Social Studies Grade: 9 Date: March 7, Wednesday
Critical Inquiry Question: What characteristics make up our own quality of life?
Instructional Objectives: By the end of this lesson students will have reflected on their own
quality of life and what the perceive as the most important criteria in creating QoL. Students will
begin to appreciate that quality of life is a complex topic that can be affected by various
influences.
Knowledge:
- Quality of life is a subjective measurement rooted in an individual lived experiences,
ideals and values.
o Students will evaluate what their own criteria of QoL is.
o Students will appreciate that many factors go into judging quality of life,
particularly on a societal level.
Skill:
- Metacognition: students will begin thinking about how they would characterize quality of
life based on their own values and ideals.
Key Questions:
- What characterizes my personal quality of life?
o Are my criteria the same as my classmates?
- Are there any criteria that everyone agrees should measure quality of life?
Materials:
- Quality of life template
- Example quality of life template
Preparation: This lesson is a student driven activity. Little preparation is required aside from
copying the quality of life template, so every student has one.
Adaptations: There is little presentation of material in this lesson; therefore, there is little
differentiation required in presenting information to the students. However, there are some
classroom management adaptations which may be used such as partnering the students yourself,
if the class is unruly or unwilling to focus.
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Lesson Procedure:
Assessment: This lesson will rely heavily on observation during the activity, by circulating the
classroom and checking in with students I will be able to assess their grasp on the content. The
discussion at the end of class will also serve as a formative assessment by asking guiding
questions and evaluating student responses I can evaluate student’s understanding of QoL and its
subjectivity.
Lesson Reflection:
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Name:
Rating: /15