Stage 1 – Desired Results
Critical Inquiry Question
To what degree should we as Albertans be consumers of Alberta beef?
 How do the decisions we make as consumers affect our economy?
 What decisions do we make as consumers that impact our quality of life?
Understandings:
Students will understand…
 The concept of consumerism
 That the decisions we make as
consumers affect our economy
 That the decisions we make as
consumers impact our quality
of life
 The indicators/ how to measure
quality of life
 The products we choose to
consume shape our identities
and determine what is
important to our quality of life
 Health and safety influence
consumer behavior
 Jobs/ job opportunity influence
consumer behavior
 Concern for the environment
influences consumer behavior
 Marketing and the media
influence and manipulate
consumer behavior
 Consumerism can be used as a
power of a collective
 Consumerism varies regionally
Essential Questions:
 How do the decisions we make as consumers affect our
economy?
 What decisions do we make as consumers that are
impact our quality of life?
 What is consumerism?
 How do we measure quality of life? What are the
indicators of quality of life?
 To what extent do the products we consume shape our
identities and what’s important to our QofL?
 To what extent does health and safety influence
consumer behavior?
 To what extent do job opportunities influence consumer
behavior?
 To what extent does environmentalism influence
consumer behavior?
 To what extent does marketing influence manipulate
consumer behavior?
 To what extent does marketing consumers?
 How do consumers use their collective power to impact
the economy?
 To what extent does consumerism vary regionally?
Prior understandings…
Chapter 6: Economies Specific Learner Outcomes
-9.2.1: appreciate values underlying Students will…
economic decision making in Canada Chapter 7: Consumerism
and the USA
-9.2.4: compare and contrast the GLO #2: Students will demonstrate an understanding and
principles and practices of market and appreciation of how economic decision making in Canada and
mixed economies by exploring and the United States impacts quality of life, citizenship and
identity.
reflecting upon…
SLOs: Values and Attitudes
Where will this lead? -9.2.2: appreciate relationship between consumerism and quality
Chapter 8: Social Programs of life
-9.2.3: appreciate the impact of
government decision making on quality SLOs: Knowledge and Understanding
of life -9.2.5: assess, critically, the relationship between consumerism
-9.2.6: assess, critically, the and quality of life in Canada and the USA by exploring:
interrelationship between political  What are the indicators of quality of life?
decisions and economic systems by  How does individual consumer behavior impact quality of
exploring and reflecting upon… life (ex. environmental impacts, health awareness)?
 How does marketing impact consumerism?
 How does consumerism provide opportunities for and
limitations on impacting quality of life?
 How is consumerism used as a power of a collective (ex.
Boycotts)?
 To what extent do perspectives regarding consumerism,
economic growth and quality of life differ regionally in
NA?
 What societal values underlie social programs in Canada
and the USA?
Skills and Processes for Grade 9:
Dimensions of Thinking
 9.S.1 - Critical and creative thinking
 9.S.2 – Historical thinking
 9.S.3 - Geographical thinking
 9.S.4 - Decision making and problem solving
Social Participation as a Democratic Practice
 9.S.5 – demonstrate skills of cooperation, conflict resolution and consensus building
 9.S.6 – develop age-appropriate behavior for social involvement as responsible citizens contributing
to their community
Research for Deliberative Inquiry
 9.S.7 – apply the research process
Communication
 9.S.8 – demonstrate skills of oral, written and visual literacy
 9.S.9 – develop skills of media literacy
Ministerial Order Outcomes, 2013
(a) know how to learn; to gain knowledge, understanding or skills through experience, study and
interaction with others
(b) think critically: conceptualize, apply, analyze, synthesize ad evaluate to construct knowledge
(c) identify and solve complex problems
(d) manage information: access, interpret, evaluate, and use information effectively, efficiently, and
ethically
(e) innovate: create, generate and apply new ideas or concepts
(f) create opportunities through play, imagination, reflection, negotiation, and competition, with an
entrepreneurial spirit
(g) apply multiple literacies: reading, writing, mathematics, technology, languages, media and personal
finance
(h) demonstrate good communication skills and the ability to work cooperatively with others
(i) demonstrate global and cultural understanding, considering the economy and sustainable development
(j) identify and apply career and life skills through personal growth and well-being