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Consumerism and Quality of Life (Chapter 7)

Subject: Social Studies Grade and GLO: 9.2.5

Unit/Topic: Consumerism and Quality of Life

Unit Duration: 3 weeks

1. Unit Overview – Critical Inquiry Question

Does money buy happiness?

What role should Consumerism play in our economy?

2. Focusing Questions for Lessons (Related questions)

9.2.5 - assess, critically, the relationship between consumerism and quality of life
in Canada and the United States.

- What indicates Quality of life?

- How does consumerism affect quality of life?
- How does consumerism improve and limit Quality of life?
- What is the Relationship between consumerism and quality of life?
- How does Marketing impact consumerism?
- How can Consumerism be used as a collective tool? (boycotts)
- To what extent do perspectives regarding consumerism, economic growth and
quality of life differ regionally in North America?
- Reliance on natural resources, and ideas of deforestation and oil.
- Areas of depressed economy, Atlantic Canada. Alberta is a thriving
economy
- What societal values underlie social programs in Canada and the U.S?
(Culminating/Transition to Chapter 8)

3. SEE-I of Key Concept for Unit

State: Consumerism is an economic theory that links economic prosperity to an
increased demand for goods and services. This makes consumer behavior
central to economic thinking and policy making within a country.

Elaborate: When we buy goods and services, we become consumers. As a

consumer we are influenced by quality, price and manufacturing of the goods we
consume. When we make decisions about what products to consume we impact
the quality of life for us and others, for example the ability to boycott goods
affects the livelihood of others.

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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4. Culminating Task Description

Performance Task: Creating a Media Message, Textbook Page 240.
- Students will be asked to create a media message, answering the
question can money really buy happiness? Students should draw on
positive and negative impacts of consumerism on quality of life for
individuals, society and the environment to reasonably argue their
position. Their argument will be presented in a multi media format such
as a video, PowerPoint, poster, etc. Students will be assessed on their
use of class and outside content to support their position, such as the
positive and negative impacts of consumerism, government and
producer influence over consumer culture, and the effects of
consumerism on regional disparity. Presentations will serve as
examples of student’s grasp on key curricular ideas, as well as their
ability to use curricular ideas to create a reasoned judgement.
Presentations will be marked for their content and serve as a check in
for the teacher to ensure that all key ideas have been covered and
understood by the class before the unit test. (Summative/Formative)

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.

5. Specific Learning Outcomes for Unit

Values and attitudes:
- 9.2.2: appreciate the relationship between consumerism and quality of life.

Knowledge and understanding:

- 9.2.5 - assess, critically, the relationship between consumerism and quality
of life in Canada and the United States.

Skills and processes:

- 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.3 - Develop skills of geographic thinking.
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- Define geographic problems and issues and pose geographic questions.
- 9.S.4: Demonstrate skills of decision making and problem solving.
- Propose and apply strategies or options to solve problems and deal with
issues.
- Propose and apply new ideas and strategies, supported with facts and
reasons, to contribute to problem solving and decision making.

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.

7. Possible Learning Activities

Quality of Life Rubric: Following our review on what quality of life means and
what subjective characteristics make up an individuals quality of life. Students will
create a rubric containing 5 main criteria they believe is important to a high
quality of life such as freedom of expression. Students will then create a 3-point
scale for quantifying their criteria, for example unable to express oneself (1
point), limited self-expression (2 points), and complete freedom of self (3 points).
They will then evaluate their quality of life on their own rubric before exchanging it
with a partner to evaluate their QoL on a different rubric. (formative)

Marketing Methods (Health & Safety): Following our lesson on government

influence on consumerism through the integration of warnings, labels and
regulation on our consumer behavior. Students will be provided with short articles
detailing government or district intervention on consumerism, such as the ban on
“junk food” in Edmonton schools. We will use these articles as a class to explore
the ethical dimensions of government intervention in consumerism and attempt to
decide whether there is a reasonable argument which supports this infringement
on our freedom of choice. (formative)

Marketing Strategies Deconstruction: Following our lesson on the use of

various marketing strategies students will be provided with various ads from
popular brands to deconstruct. The focus of this activity is to have students
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become comfortable critically analyzing an advertisement to evaluate how they
are being influenced. Students will initially work in small groups on an image and
a video ad, before the ads are presented on the projector to be discussed by the
whole class. Students should be able to identify how advertisements often use
multiple strategies to influence their viewers and evaluate whether they believe
the ad is effective or not. (formative)

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)

Possible Discussion Topics:

- Bottled water vs. a water bottle, which has the greatest impact on our
quality of life.

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 inquiry questions “does money buy happiness?” is an engaging and

informative focus for this unit. Every citizen has a differing answer to this question
which is rooted in their lived experiences and current quality of life. This inquiry
question is also very open ended and does not have a simple answer. It is my
hope that because of this I will be able to foster a lot of discussion, as well as
have students reevaluating their own opinion throughout the unit. Through
student self-reflection as new information is introduced, I will be encouraging a
sense of curiosity and open mindedness. Throughout this unit we will be looking
at how consumerism and the spending of money can both negatively and
positively impact one’s quality of life. Our inquiry into this topic will give students
the knowledge required to make a reasoned judgement on the inquiry question.
Through the use of a comparative case study between Canada and the U.S
particularly when viewing social programs, students will be able to achieve the
GLO 9.2.5 which is the overarching outcome for this unit.

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

Can Money Buy Happiness?

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.

Part 1: Reasoning Map.

Your reasoning map will summarize your response to the key question: Can money
buy happiness?
- In your reasoning map you will provide the answer to your question along with 5
supporting ideas that will be used to form your reasoned judgement.

Part 2: Creating your presentation.

You will be tasked with creating a multi media presentation which will answer our
key question: Can money buy happiness? Your presentation may be done in a
video, journal article, poster, etc. However, it must include both a written and
visual component that display your reasoned judgement. Performances such as
a video must be accompanied by short written portion (500 word max)
summarizing your reasoned judgement.

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?

Part 3: Sharing your learning.

As a class we will share our presentations and use the ideas within them to have
a final informal discussion answering the question Can money buy happiness? In this
final discussion we will see if we can come to a reasoned judgement on an answer. This
will also serve as the final activity of our unit.
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Performance Task Rubric

Considerations, concerns Criteria and Standards of Exceeding standards and

and areas that need work Performance areas of excellence
Reasoning Map
The reasoning map clearly
displays the student’s
answer to the inquiry
question, as well as five
supporting characteristics.
Content
Reasoned Judgement:
The student arrives at a
logical reasoned argument
utilizing the impacts of
consumerism on multiple
areas, as well as the
influences of government
and producers and
consumer behavior.
Supporting Material:
The student supports their
argument using content
learned in class as well as
examples found through life
experience and research.
This supporting material is
relevant to the reasoned
judgement and is logically
used.
Visual Presentation
The visual presentation is
clear and concise. The
student’s reasoned
judgement can easily be
understood as well as their
supporting material. The
presentation is appropriate
and relevant to the inquiry
question. Both the visual
and written components are
logically presented.
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Tentative 3 Week Schedule

Date: Lesson Topic: Key Ideas:

March 6, Tuesday Review: Quality of Life Quality of life is a subjective
idea, based on our lived
experiences. It is shaped by
the things we value most in
life.
March 7, Wednesday Activity: Quality of Life Students will complete the
Rubric QoL Rubric learning activity,
which explores their own
QoL.
March 8, Thursday Introduction: Consumerism How does our personal
Identity & Consumerism identity affect our consumer
behavior? How do the
products we consume reflect
our identity?
March 9, Friday Consolidating learning: This will seek to have
Discussion on QoL and students think ahead by
Consumerism guiding them to make
connections between
consumerism and their QoL.
March 12, Monday Consumerism: Health & How does government
Safety regulation seek to influence
our consumerism? Exploring
government influence as a
form of advertising.
March 13, Tuesday Consumerism: Impacts Exploring the impacts of
consumerism on jobs and the
environment, creating ties to
how this may affect our QoL.
Video: The Story of Stuff
March 14, Wednesday Introduction: Marketing As a class we will begin
Strategies exploring advertisement
strategies used in marketing
by breaking down ads in
class.
March 15, Thursday Marketing Strategies This is a flexible day as it
Continued. may take more time to cover
all advertisement strategies.
This day may also be used to
begin the What Drives
Consumer Behavior?
Activity.
March 16, Friday Marketing Strategies: Lemonade Stand Activity
Culmination
March 19, Monday What Drives Consumer Students will be given class
Behavior? time with laptops and their
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partners to continue research
for their assignment.
March 20, Tuesday Lesson: Regional This lesson will explore the
Differences and ideas of flourishing and
Consumerism depressed economies
regionally in Canada.
Connections will be made
throughout detailing how this
impacts QoL.
March 21, Wednesday Collective Consumer Action We will explore ways that
individuals can use their
buying power to influence
government and companies.
Exploring the ideas of
Special Interest Groups and
Boycotts.
March 22, Thursday Social Programs We will explore the use of
social programs to improve
QoL, by comparing Canada
and the U.S.
March 23, Friday Introduction: Performance Students will be introduced
Task to their performance task of
creating a multi media
message which explores the
impacts of consumerism on
our QoL, and answers the
question can money by
happiness?
March 25-27, Monday to Performance Task These periods will be given
Wednesday to the students to work
within their groups or as
individuals to create their
presentation for the
performance task.
March 28, Thursday Unit Test A one-page unit test
comprised of short answer
question focusing on the key
questions of the unit which
are detailed above.
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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:

Introduction: Minutes 0-5

- Begin the lesson by questioning the class on what they believe quality of life is, focus on
how they would perceive their own quality of life in Alberta.
o When they decided on their own quality of life what criteria did they use to rate
it?
Body: Minutes 5-20/25
- Introduce the definition of Quality of Life on the first slide, this will serve as a transition
to how QoL is globally measured.
o Explain that quality of life is measured based on cost of living, health care,
education, pollution and crime.
- Bring up the Quality of Life Index which will be analyzed as a class to see how Canada is
rated compared to the rest of the world, especially the U.S.
o Ratings: Cost of Living: Can (26) U.S. (25). Crime: Can (72) U.S. (35). Health
Care: Can (23) U.S. (30). Pollution: Can (85) U.S. (82) QoL: Can (16) U.S. (9)
o While going through this have students guess where they think Canada will rank.
Above or below the U.S? Do they agree with this QoL index?
o Remind them that QoL is subjective and will change based on the criteria used.
- Using the PowerPoint break down some of the characteristics that make up QoL such as
Social, Political, Health and Spiritual indicators.

Conclusion: Minutes 25-35

- As a class discuss what characteristics they believe should judge quality of life.
o Which characteristics are the most important to them? Do they differ between
students? Are there any qualities that students disagree with?
o This will help prime thinking for the QoL rubric activity which will occur next
class.

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?

Lesson: 2 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 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:

Introduction: Minutes 0-10

- Review what quality of life and some of the characteristics that were discussed last class
such as cost of living, health care, education, pollution and crime.
o Remind the students that these characteristics are used to evaluate on a global
scale and may be very different from their ideas.
- Have a very short discussion about what each student believes the most important criteria
should be in quality of life.

Activity: Minutes 10-25/30

- Display the teacher’s exemplar QoL template on the projector. Discuss why you picked
the 5 criteria you did, and quickly go through scoring yourself.
- Students will be tasked with creating their own 5 criteria they believe is the most
important to quality of life.
o The criteria are placed on a template that has a 3-point system with varying
degrees of achievement.
- Students will then be given 15-20 minutes to create their 5 criteria.
- Once completed students will evaluate their own QoL rating.
- They will then exchange with a partner and evaluate themselves on their partners QoL
rubric.
o Time permitting: continue exchanging rubrics with the rest of the class.

Conclusion: Minutes 25/30-35

- As a conclusion have an informal discussion about the students with some of the criteria
they used.
o Were there some they did not consider? Some they did/didn’t agree with?
o Were there any criteria that the whole class could agree judge QoL?
- Transition: How many of our criteria were influenced by spending money or being
wealthy?
o This will serve as a primer for our transition to consumerism and how it impacts
our quality of life.

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:

Quality of Life Rubric

Criteria 1 Point 2 Points 3 Points

Freedom of Self- Unable to express Somewhat able to. Completely free to
Expression oneself. express oneself.

Access to Education Unable to access Limited access or Universal access to

and Information education. restricted access. education.

Freedom to make No control over Some control. Complete control over

your own decisions decisions. your own decisions.

Freedom to travel Unable to go Able to travel with Able to go where you

when you desire anywhere, unless told permission or within a want when you want
to by someone of certain area. to.
authority.

General Happiness Unhappy Somewhat happy Happy

Rating: /15