top of page

Michael Hilton, Jeremy Staveley,  Joshua Steffens

How Your Consumerism Choices Leave an Imprint on Larger Social, Global, Economic, and Environmental Systems.

 

 

Task: In this inquiry, students are asked to create a photo exhibition that powerfully illustrates the imprint that their consumer choices have on larger social, global, economic, and environmental systems. Through the help of photographic experts, students will be guided through the process of creating evocative images that demonstrate effective visual communication skills. At the conclusion of the inquiry project, student photographs will be showcased in a photo essay format at a local community centre. To accomplish this inquiry project, students are asked to reflect on why the issue of consumerism is an important issue in their lives.

 

 

Question: To what extent does your consumer practices affect social, global, economic, and environmental systems?

Stage 1 - Introduction to consumerism:

  • To begin the unit, show students the 8 minute clip from the documentary Samsara to start a conversation around consumerism and its impact on environmental degradation. The documentary is used to make students consider their consumerism choices and begin to identify their impact on larger social, global, economic, and environmental systems. As part of this process, students are asked to reflect about this issue in groups of 10 or more in a fishbowl platform. Fishbowl discussions are designed to allow richer discussions about the topic and collaborate to construct meaning from a text.

  • Explanation of fishbowl: Divide the class into half or thirds depending on the size of the class. Each group should be a minimum of 10 students. Place 5 chairs in a circle for each group. The students sitting in the chairs are the only members of the group that are allowed to talk. If members standing on the outside want to speak, they must tap out one of the sitting members of the group. The students on the outside are responsible for observing the conversation, taking notes, and later pose question and give comments about what they observed. At the end of the fishbowl discussion, the notes can be compiled into a list on Google Docs that provides students with a set of guiding principles and possible alternative views. To help the conversation along, students will be supplied a set of questions based around the movie Sansara. Some example question could be:

    • What are the implications of buying fast food from establishments such as McDonalds and KFC?

    • Where does our food come from, do we grow/raise our food or is it imported from countries such as China?

    • Has consumerism created a society of gluttony?

    • What are the implications of gluttony?

  • Start by asking students to write a list of all the things they bought yesterday.Provide an example as a teacher: yesterday I bought a bottle of water, a coffee, gas. This list will be added to their Google Docs and provide students with an image of their daily consumer practices that will be used later when they begin to write their journalistic research into consumerism and artist statements.

 

Stage 2 - Perspectives on consumerism:

  • Before students can even consider the merits and potentially harmful effects of consumerism, students need to develop a balanced definition of the term "consumerism." Once the term consumerism is defined, students can then develop a visual representation of the opportunities and challenges that consumerism presents to quality of life and identities in selected regions and communities in North America and globally. Some questions that might guide students through their project pursuits include:

    • To what extent does the Alberta government's perspective on consumer practices affect the quality of life of Albertans?

    • To what extent do Aboriginal perspectives on consumer practices, values and ethics have an effect on my consumer choices?

      • Explore contemporary discussions and resources on social media or news articles.Examples include:

      • Vimeo video clip from the 3-part series :

        Could also draw on traditional stories.Examples:

        • Salmon people

      • To what extent do your consumer practices have an adverse effect on children around the world?

        Activity: Construct a balanced definition for consumerism

        • In this activity, ask students to construct a balanced or neutral definition for the concept of consumerism. Students will be broken into groups of three or four and will be provided with a list of definitions or statements about consumerism.

          • A selection of definitions or statements about consumerism can be found on the following link from Learn Alberta.

            Students are then asked to deconstruct the quotations on consumerism. To achieve this, students will be provided with a chart for deconstructing quotes along with an exemplar for them to follow. Instruct students to read each of the quotes carefully and to look for evidence that the statement presents either a critical or a positive view of consumerism. Students should look beyond the words that give a negative or positive connotation to identify the key ideas in the statement. After students have completed the chart, ask them to develop their own balanced definition for consumerism using the key ideas in the right-hand column. The chart could look like this:

        • It is important that students understand that the term consumerism is a relatively new concept and that it can have multiple meanings and connotations. Some use the term as a pejorative term to suggest excessive spending and the quest for material possessions. Others use the term in a positive way to refer to the ability of people to reap the rewards of their hard work by making choices about the goods and services they desire.

Stage 3 - Map your consumerism.

  • Students will begin to develop an understanding about how their consumerism has a global impact that reaches beyond their community. Using Google Earth/Maps, student will trace one of their consumer purchases listed in their Google Docs from day one of the inquiry. Students will plot where their consumer goods came from. (eg. Starbucks Coffee, where were the beans grown, where is the cup produced, where is the product shipped for packaging, what comes from Starbucks head office in Seattle, where is the location where use purchased your … ). Students will also plot where their product ends up after they are finished using it or consuming it. For an example did they place the Starbucks cup in the recycling or the trash? This part of the inquiry is designed to engage geographical thinking skills to bring meaning to issues and events. This part of the task involves the exploration of spatial orders, patterns, and associations. This will help students investigate environmental and societal issues using a range of geographic information that will help make connections between people and their environment.

  • Students should refer to the Point of View - Purpose section of the rubric to help them determine if they are establishing a purpose and maintains a clear focus throughout their project. By mapping their consumerism, students are able to justify their 10 images and establish a connection to their consumerism and global and environmental consequences.

Stage 4 - Introduction to photography

First students will work in groups of two, producing ten photographs that clearly illustrates their consumer choices and habits. Students will use the 5W model to guide them through the photography process thus ensuring they have reflected on their consumer choices. Photos will be uploaded to the students' web sharing site such as Google+ that will provide students' with a platform for ongoing formative feedback by other students, teachers, experts in the field, and the local photographer. To begin this lesson start with an expert in the field of photography or watch, the short video clip by David Griffin on How Photography Connects Us. Experts and videos need to inform students about the basic components of successful visual communication. Concepts could be: the rule of 3s, effective composition, good lighting, colour and gesture or mood that portrays the appropriate message. To be a good photojournalist, you need more than just one good image. The secret to taking compelling photos is that you have to take photos continually in hopes that you capture one image that conveys the message or story you are telling. Students will learn the importance of how images are worth 1000 words and can be used as a powerful storytelling instrument.

  • Over the weekend, students need to begin taking photographs that can be used in their inquiry project. By posting the photos to Google + community, students will receive formative feedback in helping them select the best photographs that convey their message. To assist in the selection process, students should use the first section of the rubric about created images.

 

Stage 5 - Walkabout:

  • If possible, visit some local sites in or near the school that have consumer messages.

  • Use examples from the walk to explain the photographic components of this inquiry.Point out good photo possibilities. Examples could be vending machines, local convenience stores, gas stations etc.

  • This is an opportunity for students to take photographs for their final photo essay.

  • Recognize that students will be expected to take photographs after school time and during the weekend.

 

Stage 6 - Trip to Calgary Shepard Landfill and Recycling Sorting Facility:

  • On this field trip, students will interact with experts in city landfill use and environmental protection and restoration. Students will learn how Calgary implements diversion programs that help reduce the amount of garbage ending up in city dumps. Students will develop an understanding by seeing how natural resources are used to create everyday materials and how recycling and composting programs are imperative in saving our natural resources for future generations. Students will be able to visit the outdoor composting pad and see where leaves, yard waste, pumpkins, and Christmas Trees are turned into rich valuable soil that is used in city parks, instead of taking up valuable space in the landfill. Students will be able to visually see the kinds of waste and how much garbage Calgarians are producing daily, and how the experts in landfill operations deal with this issue today and in the future. Students will be informed on the dangers of illegally throwing household hazardous waste into the garbage or washing it down the drain. By disposing hazardous wastes in this manner, we are not only putting our own families at risk but contaminating the water table that affects communities drinking water downstream and contributes to the destruction of our rivers, lakes, and oceans. Students will also learn about Calgary’s new twist on the 3Rs (reduce, reuse, and recycle) that encourages personal action towards waste reduction.

 

Stage 7 - Media Images:

Introduction: Show students the photograph below to start a conversation around consumerism and its impact on environmental degradation.

  • As part of this process ask students to consider with a partner one consumer practice they partake in and how this might impact the environment.

  • Watch a clip from the story of stuff and discuss think share pair format

I

  • Throughout the next 3 classes, spend some time searching for photographs that link to your taken photographs

  • Secondly, each group will find ten photographs using the 5W model that connects their consumerism to larger social, global, economic, environmental systems. Through their exploration and selection of relevant photographs, students will demonstrate their understanding of consumerism and its broader impacts. Students are expected to use media literacy skills to assess and interpret media texts (photographs) to determine key messages and identify multiple points of views being communicated in the images such as biases. These photographs will also be downloaded to the students Google+ website for the purpose of formative feedback.

 

Stage 8 - Be a journalist

  • Carry out research that traces your photographed consumer images of those products to its source and its final destination.Have students use the photo research worksheet to help guide then through the research process.

Provide verbal formative feedback through this stage.  Worksheet could be completed using Google docs allowing for communication between teacher and partnering student.

Stage 9 - Putting together the photo essay:

  • Work on photo essay in groups

  • Each pairing of photographs will be accompanied with an artist statement (10 total). Each statement should be between 50-100 words that summarizes their 5W models and journalistic research. The purpose of these artist statements is to make a clear and obvious connection between their created and found photographs. These statements will be written in Google Docs, which will allow seamless interaction between the students and can be shared for formative feedback between teacher and peers.

  • This project can easily be adapted into a differentiated lesson for ELL students by having the ELL students create a multimodal text by using digital communication technology such as Google Translate. These multimodal texts will enhance the student projects and allow them to share their final project with their families and possibly share their photo essays with other members in their communities.

Stage 10 - Presentation and Summarize with Positive Direction

  • Presentation day is designed for students to share their projects with their peers. This day is used as a formative feedback day that allows students to make constructive changes to their artist statements, photos that represent their consumerism, and the photo that illustrates the impact of their consumer choices. If possible, try to invite individuals that are experts in their fields, parents, and school faculty that will be able to give students critical feedback that can be used to improve their projects before they are put on display for public viewing.

  • End this inquiry project with an open discussion for students to reflect on their opinions, thoughts, and perspectives on consumerism.Recognize the importance of not getting into the mindset of “it’s out of my control” to “what types of changes can we make as individuals or as a school community”.The focus of the discussion can be guided to recognize the opportunities for positive change. Guiding questions could be:

  • How has your perspectives about consumerism changed?

  • How can consumers act together to bring about change?

  • What are some mediums or platforms (i.e political, media) that you can utilize to make changes in consumer practices?

 

Final Photo Essay Exhibit

Once projects have been completed, they will be put on display at a public venue. At this stage, the teacher will provide summative feedback based on the provided rubric. At this time, we will ask people to leave comments in a book or comment cards that can be shared with students at a later date. These comments will hopefully provide students with constructive feedback.

 

This inquiry may raise more questions about consumerism than provide answers.  However, the reflective nature in exploring how the students’ consumer practices shape, influence, and act to reinforce broad themes and issues is the essential goal.  In doing so, students will develop their collective and individual identities that enables them to become engaged, active, informed and responsible citizens (Alberta Education 2005; Sears 2004; Westheimer and Kahne 2004). 

 

 

Specific Grade 9 Outcomes        

 

in Canada (C, I, PADM)

  • 9.2 Issues for Canadians: Economic Systems in Canada and the United States the United States (C, ER)      

  • To what extent do consumer actions reflect individual and collective identity

    • How does individual consumer behaviour impact quality of life (e.g., environmental issues)?

    • How does marketing impact consumerism? (ER)

    • How does consumerism provide opportunities for and limitations on impacting quality of life? (PADM, ER)

    • How is consumerism used as a power of a collective (e.g., boycotts)? (ER, PADM, C)

    • What societal values underlie social programs in Canada and the United States? (PADM, ER, GC, I)

  • What are the indicators of quality of life? (PADM, ER)

 

9.2.6 assess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues:   

  • How do government decisions on environmental issues impact quality of life (i.e., preservation, exploitation and trade of natural resources)? (PADM, ER)

Dimensions of Thinking                                                                                                       

 

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

  • evaluate, critically, ideas, information and positions from multiple perspective

  • demonstrate the ability to analyze current affairs from multiple perspectives

  • re-evaluate personal opinions to broaden understanding of a topic or an issue

  • generate creative ideas and strategies in individual and group activities

  • access diverse viewpoints on particular topics by using appropriate technologies

  • assemble and organize different viewpoints in order to assess their validity

           

9.S.3    develop skills of geographic thinking:                                                           

  • use geographic tools, such as Geographic Information Systems (GIS) software, to assist inpreparing graphs and maps

  • define geographic problems and issues and pose geographic questions

  • access and operate multimedia applications and technologies from stand-alone and online sources (e.g., GIS)

 

9.S.4    demonstrate skills of decision making and problem solving:

 

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

  • access, retrieve and share information from electronic sources, such as common files

  • use networks to brainstorm, plan and share ideas with group members

 

9.S.6  develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:

  • develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events within their community

Research for Deliberative Inquiry                                                  

 

9.S.7 apply the research process:       

  • reflect on changes of perspective or opinion based on information gathered and research conducted

  • integrate and synthesize concepts to provide an informed point of view on a research question or an issue

  • develop a position supported by information gathered during research

  • draw conclusions based upon research and evidence

  • determine how information serves a variety of purposes and that the accuracy or relevance

  • organize and synthesize researched information

  • formulate new questions as research progresses

  • practise responsible and ethical use of information and technology

  • include and organize references as part of research

  • create a plan for an inquiry that includes consideration of time management

  • demonstrate the advanced search skills necessary to limit the number of hits desired for online and offline databases; for example, the use of “and” or “or” between search topics and the choice of appropriate search engines for the topic

  • develop a process to manage volumes of information that can be made available through electronic sources

  • evaluate the relevance of electronically accessed information to a particular topic

  • make connections among related, organized data, and assemble various pieces into a unified message

  • refine searches to limit sources to a manageable number

  • analyze and synthesize information to create a product

Communication

 

9.S.8    demonstrate skills of oral, written and visual literacy:

  • communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration

  • make reasoned comments relating to the topic of discussion

  • develop skills of media literacy:

  • examine techniques used to enhance the authority and authenticity of media messages

  • examine the values, lifestyles and points of view represented in a media message

analyze the impact of television, Internet, radio and print media on a particular current affairs issue

Have

  • facebook
  • Twitter Round
  • googleplus
  • flickr

© 2023 by Dawkins & Dodger Architecture. Proudly created with Wix.com

bottom of page