Life Orientation CAT Part A Educators Manual 2023
Life Orientation CAT Part A Educators Manual 2023
Life Orientation CAT Part A Educators Manual 2023
2023
LIFE ORIENTATION
COMMON ASSESSMENT TASK: PART A
EDUCATOR'S MANUAL
Dear LO Educator
Thank you for your commitment to LO and for your role in growing the credibility of this subject.
LO has a very short history, and we are all working together to improve the attitudes associated
with this subject and to make it as relevant and valuable to our learners as possible.
The world is faced with many problems, some of which are endemic and entrenched. We
have relied on education to be the long term and slow solution for these problems. It is clear
in 2023 that education must reform and redirect its focus away from traditional curricula.
It doesn't help if we live in a bubble and cocoon ourselves with naivety and false bliss. The
problems we face will not go away, they will only get worse, and, therefore, we have the
responsibility to gift our learners to the world as fully formed catalysts.
The problems in our world also need to be managed with great hope. We are in the business
of hope. We must believe that our learners value changing it all for the better and we must
impart this hope to them.
The future survival of our world relies on citizens who are aware of the complex problems
that affect them directly and/or indirectly. They need to be especially aware that privilege
insulates many people. Learners need to be empowered to intervene and create change. If
we fail to do this, and especially if we fail in Life Orientation, then we risk becoming puppets
to those who have power. Puppets to our own insular perceptions and puppets to those who
would use their power to benefit themselves. The world is riddled with people who live to
the detriment of everyone else.
It is our civic responsibility to be knowledgeable and empathetic. Life Orientation should
teach this. If it teaches nothing else. This Common Assessment Task A and B, the final test
in the career path of a learner in this subject should showcase their growth in these areas.
Therefore, this task is set with a rigorous theme and demanding analysis. Our learners must
get the chance to demonstrate their growth and their insightful creativity by problem-solving
in a space where the world has an urgent need. This is a vital part of what we do in our
subject and the rigour of this analysis is our most important goal in the growth trajectory of
a learner in Grade 12.
• 'Optimism is a strategy for making a better future. Because unless you believe that the
future can be better, you are unlikely to step up and take responsibility for making it so.'
• 'Responsibility I believe accrues through privilege. People like you and me have an
unbelievable amount of privilege and therefore we have a huge amount of responsibility.
We live in free societies where we are not afraid of the police; we have extraordinary
wealth available to us by global standards. If you have those things, then you have the
kind of responsibility that a person does not have if he or she is slaving seventy hours a
week to put food on the table; a responsibility at the very least to inform yourself about
power. Beyond that, it is a question of whether you believe in moral certainties or not.
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• 'Do you train for passing tests or do you train for creative inquiry?'
• The world is a very puzzling place. If you're not willing to be puzzled, you just become a
replica of someone else's mind.
• The general population doesn't know what's happening, and it doesn't even know that it
doesn't know. ― Noam Chomsky
By working through this booklet, each learner should develop their ability to:
1. Become active learners. Encourage them to take the concepts learned in class and
to confront the problems being explored, to gather and analyse data, and to formulate
arguments through discussion.
2. Become responsible for their own research, reflection, and learning.
3. Explore how they think and feel about different challenging issues and be open to
learning from the opinions of others.
4. Be focused on the justification of their opinions and to be conscious of what they are
going to write before putting their thoughts and opinions down on paper to ensure
that their responses are logical and valid.
A personal grappling with, and understanding of, the concepts are required for this to be
fully realised. Please assist your learners in engaging with the subject matter personally and
in discussion with their class. Help learners to communicate their thoughts clearly and
insightfully and endeavour to ignite in them a passion for justice.
We need to challenge indifference in our learners and invite them to live in the present with
conscience and purpose.
The questions posed must deepen our learners' own awareness of issues, not only in
knowing what is going on, but also in understanding the long-term implications or
consequences if these issues prevail or worsen.
Engage in these conversations and pose the question: 'Is there a better way?'
[<https://www.zmescience.com/medicine.ls
d-effects-brain-0423/amp/>, accessed
18/10/2022]
'Consumerism has become a hypnosis that keeps our culture immature, as it keeps us overly
focused on ourselves and on material desires, instead of on cultivating deeper soul richness.'
— Sandra Ingerman
[<https://quotefancy.com/quote/2314597/Sandra-Ingerman-Consumerism-has-become-a-hypnosis-that-
keeps-our-culture-immature-as-it>, accessed 18/10/2022]
Consumerism offers several positive effects; the economy is driven forward, it generates
jobs for workers and wealth for business owners, it ensures the supply of goods and
services that are in demand, it promotes competition between companies and resultant
innovation, thereby ensuring a wide range of services and goods. Thus, potentially
improving the quality of the lives of individuals who can afford these goods and services.
One could argue that consumerism is important to the development of the economy on both
a national and global scale.
In addition, the increase in demand of goods brings with it an increase in production, which
has been criticised for causing a breakdown of traditional cultures and ways of living; for
weakening unselfish moral values; impoverishing many communities and civic lives; for
creating environmental issues such as land wastage, pollution, high levels of waste, and
depletion of natural resources; and the prevalence of negative psychological states such as
stress, anxiety, insecurity, and depression. In addition, it has allowed for the psychological
manipulation of consumers through sophisticated corporate advertising and marketing
campaigns.
One might also argue that many individuals in society are 'consuming each other' – where
the true value of oneself, and those of others, are not acknowledged or understood and we
live disconnected from each other. The increased need for instant gratification and the fast,
mass production in the supply chain of goods has led to many social ills; massive wealth
inequalities, human trafficking, child labour and other injustices are major problems in our
society.
Many people live in excess of what they actually need, while others are heavily deprived.
But, regardless of whether we live in excess or in deficit, we remain dissatisfied with our
lives. And, while there are many advantages to consumerism, it appears that the negatives
far outweigh the benefits.
A radical change must be seen; we need to find ways to protect and conserve ourselves,
each other, and our natural resources for generations to come. It is all our responsibility –
institutions must make huge changes and adaptation to how they operate, and most
importantly, education on unsustainable consumption remains a strong weapon to address
this worldwide issue.
The 2023 Common Assessment Task will require you to explore the world of consumerism
and to reflect on your own attitudes towards this, almost unavoidable, way of living. You will
also be exposed to the greater negative impact of our consumeristic society and be asked
to analyse, reflect on, and suggest a way forward. Question 4 will require you to research a
problematic area in industry of your own choosing and then to thoroughly discuss a viable
intervention strategy.
1. Critically evaluate different sources and contexts to determine your ethical stance
and identify areas of concern. Your educator will assist you with this process.
3. Gain an understanding of the changes that are necessary for our society to become
healthier. Ignoring the issues that are being caused by our consumeristic lifestyle will
be detrimental to our global environment and to our people.
4. Understand that we are not entirely powerless in this trajectory – but change can
only take place through collaborative action – communities, industry, civil society,
and the government must work together to bring about positive change.
5. Actively engage with the resources and questions to ensure that you have gained
the necessary skills to suggest a sincere and effective plan of action in Question 4.
This will encourage you to consider what impact you are able to make in this world
and how you can action this.
*Please note that a glossary of terms has been included at the end of this document.
The words have been placed in order of source. Please utilise this resource, should
you not understand the meaning of any words to ensure a full and proper grasp of
the nuance and sentiments of the authors.
**Please note that the sources that follow in this document present perspectives and
opinions of authors and journalists that aim to inform but may not necessarily offer alternative
perspectives. You are encouraged to consider these alternative perspectives and then draw
your own conclusion, provided you are able to justify these conclusions.
Question 3 (20 marks) and 4 (60 marks) are compulsory questions for assessment.
Please work through Questions 1 to Question 2 with your classmates and educator and
take careful note of the comments and observations made. These will give you insight into
the multiple perspectives of each contextual source that you may not have previously
considered. This will aid you in providing quality responses in the CAT A and B.
Regarding your responses in both CAT A and CAT B – please ensure that you provide
sufficient detail in your answers. You are required to think deeply about each question and
to ensure that your opinions and thoughts are supported by valid reasoning.
QUESTION 1
Aim: To gain a deeper understanding of the mechanisms behind, and influences of,
consumerism on society.
Consumerism is the idea that increasing the consumption of goods and services purchased
in the market is always a desirable goal, and that a person's well-being and happiness
depend fundamentally on obtaining consumer goods and material possessions.
Consumer spending is the key driver of the economy and that encouraging consumers to
spend is a major policy goal as it fuels economic growth. A healthy economy is signified by
healthy consumer demand, which is influenced by how confident members feel about their
own and their countries financial position, a high percentage of retail sales over a period,
and the prices consumers are prepared to pay for goods. Business owners, workers in the
industry, and owners of raw resources can profit from sales of consumer goods either
directly or through downstream buyers*.
High rates of thoughtless consumption often resulting in negative bank balances as real
resources are used up to purchase goods that are not valued for their use but rather the
image they portray. Consumerism creates incentives for consumers to take on
unsustainable debt levels that contribute to financial crises and recessions*.
It can serve as a signal to others and help establish one's identity. When it comes to being
a consumer, social factors (e.g., peer pressure, in-groups, advertisers) limit our free choice.
Consumerism is blamed for increasing status anxiety, where people experience stress
associated with social status and a perceived need to 'keep up with the Jones's' by
increasing their consumption.
Consumerism is often criticised for creating a materialistic society that neglects other
values. Traditional modes of production and ways of life are replaced by a focus on
consuming ever more costly goods in larger quantities.
'People like shopping. There's a psychological dimension to it. We're trying to fill a void,
we're trying to fulfil an emotional need,' said Mathis Wackernagel, founder, and president of
the international research group Global Footprint Network.
[Paraphrased from: Hayes, A, 28/09/2022 Consumerism Explained: Definition, Economic Impact, Pros &
Cons, Investopaedia, <https://www.investopedia.com/terms/c/consumerism.asp>, 19/12/2022]
Please note that many of the questions that follow in this section refer to all levels of the
supply chain. Consider all the levels when reflecting and responding.
The supply chain is a network of businesses and processes that contribute to the creation,
distribution, and ultimately the sale of a product. A supply chain includes five levels:
Planning (e.g., developing an overall strategy for the supply chain), Sourcing raw materials,
Manufacturing, Delivery and Returns.
Many of these questions are reflective questions that only require a facilitation
of response from you – responses should be unique to your learners'
communities – dependent on their socio-economic status and personal
circumstances. Learners may well feel that their circumstances are different to
those of their community. You will be required to lead your learners to think
on many levels and to listen to the experiences of others.
• In what ways are the positive effects of consumerism discussed in this article
relevant to your community?
Spend time going through the positive effects with your class (as mentioned
in the article and from their own knowledge) and then discuss the relevancy
with them.
• In what ways are the negative effects of consumerism discussed in this article
relevant to your community?
Spend time going through the negative effects with your class (as
mentioned in the article and from their own knowledge) and then discuss
their relevancy with them.
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This question refers to all levels of the supply chain. Draw your learners'
attention to each of the levels and discuss these individually. You will need
to discuss the different kinds of vulnerabilities of people as well.
• What role do brands, and product labels play in your community? Which labels
are most attractive? Why do you believe this?
Ask leaners to consider and explore which labels are desired by themselves
and by their community members. What do these labels mean to them and
how susceptible are they to spending money specifically to purchase these
labels.
• Are teenagers and children becoming consumerists earlier? Explain your answer.
However, young people are very vulnerable given the time they spend online
and because they are natural risk takers. Young people are constantly
exposed to advertisements for all sorts of goods. This results in pressure
being put on parents to purchase goods or disappoint their children. Is this
marketing ethical?
Affluent young people also have the means to purchase goods and enjoy
the 'thrill of the shop' if they feel their lives are boring and they catch onto
market trends quickly, etc.
Instruct learners to spend time researching this and to share their findings
with their class.
• In what way does mass media and society affect teenage consumerism?
Ask your leaners which media influences have the most impact on them –
YouTube, Instagram, magazines, television, the internet, etc. and what they
think these influences are.
Then ask your learners to do some research together in groups and feed
back to their class, topics like 'The Psychology of marketing persuasion' or
'Manipulative marketing techniques', etc. This makes for an interesting
conversation.
Ask your learners to consider whether people who are easily manipulated
to buy goods they don't need, who are unable to extend themselves beyond
the urgency of the purchase or who overconsume, lack creativity. Spend
time exploring this idea.
One might argue that the 'wanting, hunting, and getting of things – whether
they be tangible (a new computer) or intangible (information) – is distracting
people from being creative. The act of 'finding it' – the search, the
anticipation – is addictive. Our consumerist impulse stimulates the same
part of the brain that fires when we come up with new ideas. The
consumerist search capitalises on the same 'seeking' part of the brain that
fuels the creative rush.
Your learners can do further research on this phenomenon. What are the
causal factors of a person becoming addicted to shopping?
Watch:
How Apple and Nike have branded your brain | Your Brain on Money | Big Think
(5.30 mins): [<https://www.youtube.com/watch?v=4eIDBV4Mpek>]
These questions feed off the discussions in the previous section and from the
video. Allow your learners to spend time in class reflecting on the below
questions and answering them on paper. Then invite your learners to share
any insights or personal convictions with their class (if they wish to).
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• Have you ever been manipulated into 'wanting more stuff' (even if you can't buy it)?
• In what ways (and to what extent) are you personally subject to any of the
negative effects of consumerism?
• If you are being easily manipulated, what should, or could you do about it?
• If not, why do you think you are not being impacted by it?
• Did anything specific resonate with you in the YouTube videos you watched?
What were these aspects and why did you resonate with them?
Consumerism is not beneficial for individuals in society, because the 'good-life' is not
achievable for all and negatively impacts mental health.
Consumerism thrives from our desire to consume goods that immediately satisfy us,
despite this feeling being temporary. The goods then need to be replaced regularly to
maintain this satisfaction and prevent us feeling unhappy or inferior to others with more
affluent goods. Our consumer society makes us constantly feel the need to compare what
we have with others, judge who is superior and if we need to consume more to improve
ourselves. Thus, we rely on consumerism to improve our self-esteem, social identity, and
mental well-being.
Consuming goods presents individuals with more choice regarding how they construct
their identities which may allow them further social integration with certain groups. This
increased choice and goods allows some freedom of identity, social mobility, and
satisfaction, but this is not the case for poorer individuals who do not possess the means
to obtain more affluent goods. Therefore, they are left with the struggle to try and achieve
unreachable goals and commonly experience high levels of distress and anxiety whilst
doing so. Even the wealthiest of individuals are riddled with common mental disorders.
Their strive for the 'good-life' has left them alone and under high pressure to maintain
their prestige.
Individuals who hold the values of affluenza are more likely to suffer from instances of
depression, anxiety, personality disorders and addictions and thus reveal consumerism to
be making us susceptible to mental disorders instead of making us happy, because those
who cannot conform to its demands for consumption are deemed as failures for not
achieving the good life. This 'failure' is viewed as the fault of the individual rather than
that of the market being inaccessible to some. Individuals may fall into depression or
distress due to feeling inadequate for not fitting the norms of our consumer culture.
In addition, mental illness has become marketised to stimulate profits for medical
businesses. Adverts are created to encourage the individual to seek medical drug
treatments for their mental health issues instead of addressing potential wider social,
cultural, or economic issues which may be impacting their health.
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Capitalism presents us with the idea of meritocracy; that everybody has the same chance
for success regardless of their background if they are willing to work hard for success. This
pressure to be successful has detrimental effects on mental health, explaining its increase,
as well as that of eating disorders and suicide. This pressure produces many risks for those
who struggle to achieve the demands of the good-life and may turn to illegitimate means
of obtaining wealth and affluence; when individuals' access to achieve cultural goals is
hindered, they may turn to crime.
There has also been an emergence of risk prevention strategies as a response to the risks
we face today. It could be argued that money lending companies allow individuals to
consume goods they couldn't afford alone which in turn could reduce their mental strains
and need to turn to crime. In addition, many businesses have introduced corporate
wellness programmes for employees to improve their physical and mental health, these
include fitness trackers and award schemes. However, money lending schemes only
produce another risk of individuals falling into debt that they cannot pay back thus,
placing them back in the same mental vulnerability they started in. In addition, one fifth
of lost workdays in the UK has been found to be the result of anxiety and depression in
the UK and so suggests corporate wellness programmes to lack in effectiveness.
[Extract and paraphrased: Fergie, L, 16/04/2019, Consumerism is Making Us Sick, But That's Just
What Capitalism Wants PDF, Critical Reflections: A student Journal on Contemporary Sociological
Issues, <https://ojs.leedsbeckett.ac.uk/index.php/SOC/article/view/4583>, accessed 19/12/2022]
Allow your learners to spend time in class reflecting on the below questions
and answering them on paper. Then invite your learners to share any insights
or personal convictions with their class (if they wish to).
Class Discussion
• Some people spend a large percentage of their income on clothing and other
outward expressions of 'wealth', despite not being able to afford these things and
neglect other important aspects of living. Why do you think this happens?
Spending money on the status symbols like nice cars and clothes can be
tickets to better jobs (upward mobility). Persons are more likely to not judge
them by appearance because they may dress in expensive suits, drive
luxurious cars, and it also increases their self-esteem (helps people feel
better about themselves – feel more dignified) and gives others the
perception of class and wealth.
• Consider the implication of needing to 'keep up with the Jones's' in the light of our
current declining economic context.
Discuss with your learners this concept of potential ruin – constant debt
and dissatisfaction with life. Always wanting the biggest and the best.
• Refer to the image below and then answer the following questions …
‒ Discuss 'meritocracy' in the light of this image. In what ways might this create
judgement on those who have less?
Discuss these attitudes and allow your class to respond and to share
their perceptions in comparison to the above perceptions.
‒ Consider how those living on the right might feel when they look out at the
homes on the left, or work in those suburbs and visa-versa. How might these
opposing emotions and attitudes influence people's behaviours? (Wealth
versus Poverty)
Generally speaking, less affluent people feel the physical impact of long
hours of physical work, emotional pain and malnutrition. The pressure
of being dependent on others for money and for their lack of power over
their lives and choices due to their financial positions. People may lack
the resources to care for themselves or their family members adequately
(medical facilities and nutritious food deficiencies, etc.).
When impoverished people see what they can't have, these emotions
are compounded. Emotions felt may be distress, insecurity, fear, anger,
envy, helplessness, hopelessness, and shame.
Discuss these attitudes and allow your class to respond and to share
their perceptions in comparison to the above perceptions.
Ask your learners to reflect on these questions, write down their answers
and report back to their class (if happy to). These questions are designed
to help learners further understand the negatives of consumerism, to
develop empathy and to reflect on their own emotional health.
Give your class time to do this in groups/pairs and then report back and
share their findings with the class, e.g., expensive psychiatric medicines,
expensive psychological therapies, many more expensive and private
mental health clinics, etc. often only treating the symptoms as opposed to
curing the root issues of the problem.
QUESTION 2
BLIND OBSESSION
Aim: Through the analysis of contextual sources, you will respond to concepts linked to
consumerism and briefly unpack the negative social justice and environmental effects
in the supply chain.
One reason, no doubt, is that it may be the most difficult to change; our consumption
patterns are so much a part of our lives that to change them would require a massive
cultural overhaul, not to mention severe economic dislocation*. A drop in demand for
products, as economists note, brings on economic recession or even depression,
along with massive unemployment.
[Richard Robbins, Global Problem and the Culture of Capitalism, (Allyn and Bacon, 1999
<https://www.globalissues.org/article/238/effects-of-consumerism>, accessed 22/12/2022]
Watch:
[<https://www.youtube.com/watch?v=bY9x0Yoc73g>]
Class Discussion
Learners living in rural areas or away from cities may feel no sense of
responsibility for the environmental problems. Learners in the city may feel
indifferent since they are removed from visible exposure to the damage
caused, etc. While others who possess a strong sense of justice may feel
more passionate and concerned. Allow for all these voices to be heard and
facilitate a discussion about what can be done, if anything.
They refer to recent report that says the company's production of plastics is
increasing.
Activists note that most plastics are manufactured using fossil fuels like oil, coal
and natural gases. The British government, which hosted the previous round of
global climate talks last year in Glasgow, took a stricter approach to corporate
responsibility issues, barring fossil fuel companies from sponsorship
arrangements.
'Plastic is suffocating our planet and, year after year, one company leads the pack
of polluters – Coca-Cola,' Ms. Elliott-Smith wrote on the petition's webpage.
In an email, a Coca-Cola representative, who did not give their name, said the
company shared the goal of eliminating waste from the ocean and appreciated
efforts to raise awareness about this challenge.
'While we recognise that we have more work to do, we believe that effective
climate solutions will require all of society to be involved including governments,
civil society and the private sector,' the press officer said.
The company says it plans to make its packaging recyclable worldwide by 2025,
according to its Business & Environmental, Social and Governance Report,
published last year. Coca-Cola also produced 900 prototype bottles in 2021 made
almost entirely of plant-based plastic, excluding the cap and the label.
But the progress report released by the MacArthur Foundation this month has cast
doubt on its environmental ambitions, revealing that the target of shifting all
packaging to reusable, recyclable, or compostable packaging by 2025 will 'almost
certainly' not be met.
'The report clearly shows that voluntary commitments from companies to address
plastic pollution have failed,' said Graham Forbes, a global project leader focused
on plastics at Greenpeace. 'Instead of tackling the plastic pollution crisis, big
brands like Coca-Cola, PepsiCo, and Mars actually increased the amount of plastic
they create since the EMF Global Commitment was launched in 2018.'
[Engelbrecht, Cora, 7/11/2022, Coke Is a Sponsor of the Climate Summit in Egypt. Some
Activists Aren't Happy, New York Times,
<https://www.nytimes.com/2022/11/07/climate/coca-cola-sponsor-cop27-climate-
egypt.html>, accessed 22/12/2022]
Class discussion
Learner perception here. Does your class feel that these accusations
are warranted or false?
Fast-fashion garments are cheap and disposable, made to be replaced with new
pieces of clothing as fast as possible. It has many effects on society, some with a
positive social impact, others disastrous.
Fast fashion is a global phenomenon that has gained massive popularity over the
last 20 years for many reasons. It answers the rising consumer demand for new
trendy and affordable clothing. But more and more people are questioning the
catastrophic social and environmental impact of the fast fashion industry.
Overproduction and overconsumption of cheaply made clothing changes the
world in multiple ways.
Many people love to shop for fast fashion because it's a fun activity. Some even
buy new clothes daily or are addicted to shopping. People feel pleasure,
excitement, and an adrenaline rush when they hunt and finally discover beautiful
clothes they want to buy.
Fast-fashion brands and retailers are pushing for lower production costs to
increase their profit margins and meet customer demand. Meanwhile,
manufacturers keep wages unliveable and working conditions terrible.
Fast fashion is responsible for cases of forced and child labour still reported to this
day in countries like Bangladesh, China, Indonesia, the Philippines, and Vietnam.
Fast fashion is severely criticised for its negative social impacts. It doesn't promote
decent work conditions, gender equality, diversity, or inclusivity. Instead, retailers
foster a culture of discrimination, harassment, and violence.
Poorly paid employees and dangerous working environments are very common
among fast-fashion brands and retail giants. Women especially are the victims of
fast fashion as they are subject to daily violence on the basis of their gender.
Thankfully, consumers with their buying power can drive positive change in the
fashion industry for a better society. Simply making more conscious clothing
choices can change the world.
[Assoune, A, 2022, Fast Fashion Social Impacts and How It Affects Society, Panaprium.com
<https://www.panaprium.com/blogs/i/fast-fashion-society>, accessed 22/12/2022]
Class discussion
• What do you believe happens to all of the clothes that are thrown away?
Given away, sold or thrown away (most common – landfills are full of
old clothing).
• Refer to the last paragraph. Do you believe that this is a viable solution to
the problem?
Chocolate is considered the universal expression of love and affection towards the
ones we cherish. Chocolate holds great symbolic meaning and is therefore
frequently given on occasions when our words simply cannot articulately* express
the appreciation we have for someone. However, behind this beautifully
constructed facade, a horrid story of exploitation and unequal exchange reveals
itself. Overshadowed by injustice and hardship, the chocolate industry has
difficulties clinging onto the romanticised idea of its delicacies*.
For example in Côte d'Ivoire, the cocoa production has caused apparent difficulties
in various guises* for the people involved within the chocolate supply chain. In the
2019 Netflix docu-series Rotten, the dark side of the West African chocolate
industry as well as cocoa production is clearly demonstrated. The region is one of
the world-leading suppliers of the cacao bean, especially in the case of the two
adjacent countries Côte d'Ivoire and Ghana. Jointly, the two countries constitute
about approximately 60% of the total supply of cacao worldwide. However, in the
vast supply chain of chocolate, cacao farming is nothing but a testimony to
tragedy. Not only is the cultivation of the crop a lengthy and laborious process,
but also an extremely volatile and dangerous industry*.
West African cacao production is also tainted by the foul play of multinational
corporations, colloquially* known as cocoa traders, and by the unequal exchange
of labour and materials provided by the cacao farmers. Within the supply chain,
various so-called middlemen profit from the exploitation of smallholders. Farmers
at the bottom of the supply chain are working in abject* conditions, which in the
documentary was compared to modern slavery, earning under a dollar a day
whilst large and powerful corporations produce huge profits at the expense of the
farmers. As a matter of fact, farmers solely receive approximately 6% of the
product's final market value whilst manufacturers and retailers respectively claim
about 44% and 35% of the share.
In the case of Côte d'Ivoire, it is clear that the cocoa industry is neither intended
for the people within the country nor at service of their own national interests.
Rather, the Ivorian cocoa production seems to solely exist to supply the demand
of foreign markets.
[Björk, L, 23/01/2022, Bitter Sweet: The Chocolate Industry's Testimony to Global Injustice,
Utblick Magazine, <https://www.utblick.org/2022/01/23/bitter-sweet-the-chocolate-industrys-
testimony-to-global-injustice/>, accessed 22/12/2022]
Class discussion
Ultimately, those responsible for the way an industry is run, for the
exploitation of people, and for other unethical practices, are never
held accountable. They are largely untouchable. This leaves one
feeling helpless to creating any change in this industry. This
statement is largely true for people in other industries and for
politicians, etc. When you have power and privilege and wealth – you
can easily conceal the truth through bribery and other unethical
means. The danger being that you can, mostly, buy your way out of
any foreseeable legal consequence.
• Does the gravity of the information outlined in the article potentially alter
your attitude towards buying chocolate? Explain your response.
QUESTION 3
Aim: Through the analysis of a contextual source, you will respond to the concept of
Conscious Consumerism and understand the need to live with intention and purpose.
This section needs to be completed under controlled conditions. Your educator will arrange
for this to be done at a viable time in class.
Name: Class:
INSTRUCTIONS
• Read the sources below and then answer the questions that follow.
• Take note of mark allocations as an indication of length and depth of response.
In the US, where so-called Black Friday originated, the shopping frenzy usually generates billions
of profit dollars in a single day, with revenue increasing annually.
But in recent years, the trend has also caught on in other countries. And while many consumers
get excited about the heavily discounted products, the sales extravaganza comes with a very
hefty price tag for the environment.
Purnell says people 'consume for the buzz, the endorphin lift' and the good feelings they get from
consuming. 'So what we need to do is find alternative, less damaging ways to give people that
satisfaction. We need to rethink our values, consuming less is a question of self-interest. Every
euro we spend on something that doesn't help us make our lives more valuable in a world of
climate change and resource constraints, is spent on building our own demise.'
'It's like brushing your teeth,' he said, explaining that we learn to do it because it is good for our
health. 'The same should be applied to keeping our planet healthy. Let's learn to consume less
because it's simply what makes sense in the current climate.'
An increasing number of companies are already boycotting Black Friday for environmental
reasons or are offering alternatives. For example,
• Swiss bag and accessories retailer Freitag, for instance, wants to change Black Friday 'from a
shopping day to a swapping day'. As such, it is closing its online stores during this time and
instead opening swap stores around the world, where people can exchange their old bags
rather than buying new ones.
• And for the whole of November, beauty company Deciem has been advertising 'slow shopping'
using its social media channels to raise awareness of the negative impacts of Black Friday.
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• At the same time, 'Green Friday,' which promotes responsible shopping, such as purchasing
from small local stores or buying second-hand items, is also gaining traction as an alternative.
We need to build a desire to change our behaviour instead of morally pressuring people. It's
about creating positive experiences around consuming less. That will create the shift we need to
adapt to a world of climate change and limited resources.
Brändlin, S.A, 11/24/2022, The environmental impact of Black Friday, Deutsche Welle (DW),
<https://www.dw.com/en/the-environmental-impact-of-black-friday/a-63875495>, accessed 22/12/2022
'A socially or environmentally conscious consumer will first think whether consumption is even
necessary,' Veresiu told Built In. 'And once they decide to buy, they do their homework and look
at who is providing the product or service that they would like to purchase, and how the product
or service impacts the environment and society through its design, delivery and even discard.'
Conscious consumerism approaches shopping as a practice charged with weighty ethical and
political implications. It takes the form of buying – or boycotting – certain brands based on your
beliefs, principles, and awareness of how such purchases may affect the wider world.
Consumers rarely avoid a product these days on the basis of its packaging's recyclability. But they
will boycott brands because they don't support Black Lives Matter or align themselves with
LGBTQIA+ causes, for instance.
In the wake of George Floyd's murder by a white police officer and the resulting nationwide
protests, Gushers tweeted this from its corporate account:
'Gushers wouldn't be Gushers without the Black community and your voices. We're working with
@fruitbythefoot on creating space to amplify that. We see you. We stand with you.'
• Reducing your individual impact on the environment and curbing your contribution to waste.
• Putting pressure on brands that use harmful business practices, so they change their ways.
• Supporting communities or groups that have historically faced economic disadvantages due
to structural inequities.
• It typically means you are a socially responsible company and positively impact the
environment or society, whether in the form of reducing your organisation's carbon footprint
or donating profits to charitable causes, for example.
• It often adds esteem to your brand, bolstering brand equity and differentiating your brand in
the marketplace over time.
That said, in trying to cater to an audience of conscious consumers, brands run the risk of putting
their foot in their mouth if they don't back up their claims with real action. 'Brands are
increasingly – or should increasingly be – conscious of the worst-case scenario today, which is to
be labelled and perceived by the general public or a mass group of consumers or potential
consumers as greenwashing or woke-washing,' Veresiu said.
However, experiments conducted and recorded in the book The Myth of the Ethical Consumer
show that many consumers who claim to want ethical products are indifferent when actually
given the choice to buy them. Even when it means passing over an ethical product for a harmful
alternative, people don't want to sacrifice the quality and functionality of what they buy, despite
reporting that ethics are important to them.
But conscious consumerism is a good starting point for individuals to start taking action and start
thinking about how their individual behaviour impacts larger communities, social groups, the
planet, the environment.'
'There's a lot more pressure on individuals to become conscious, and to think about what they
purchase,' Veresiu added. 'But much more needs to be done by governments and corporations
around the world to ensure a safe and prosperous planet for all of us.'
So, if it becomes easier and more affordable for a person to be a conscious consumer – or if social
pushes are adjusted to make ethical consumption a more realistic option and less of a hopeful
one – the gap between saying you're a conscious consumer and being a conscious consumer will
inevitably shrink.
In other words, Trudel said, 'if you make it easy for that person to do it, they'll do it.'
Koss, H. 29/11/2022, Conscious Consumerism: What Is It? Where Did It Come From, BuiltIn.com,
<https://builtin.com/marketing/conscious-consumerism>, accessed 22/12/2022
GLOSSARY
QUESTIONS
(1)
3.1.2 Describe your reaction to the statistic from Question 3.1.1. Give two reasons
for your reaction.
(1 + 2 = 3)
3.2 3.2.1 What 3 solutions to over-consumption are identified in Source 1 that directly
focus on the individual?
(3)
3.2.2 Describe two approaches not described in Source 1 that individuals could
adopt to promote conscious consumerism.
(2 × 2 = 4)
3.3 Source 2 discusses our individual responsibility in targeting the environmental and
social problems caused by consumerism.
(5)
3.3.2 What challenges might be associated with making companies produce goods
and services ethically and in an environmentally friendly manner? Describe
two challenges.
(4)
[20]
3.1.2 1 2
3.2.1 3
3.2.2 2 2
3.3.1 1 2 2
3.3.2 2 2
TOTAL: 12 8
75% ✓
(1)
3.1.2 Discuss your reaction to the statistic from Question 3.1.1. Give two reasons
for your reaction.
The learner must answer the question (✓) and then qualify it with 2 viable
and detailed explanations that should centre around the seriousness of,
or concern for, the gravity of the issues (or lack thereof). ✓✓
(3)
3.2 3.2.1 What 3 solutions to over-consumption are identified in Source 1 that directly
focus on the individual?
3.2.2 Describe two approaches not described in Source 1 that individuals could
adopt to promote conscious consumerism.
1 mark for each solution and 1 mark for the accompanying explanation.
For example:
3.3 Source 2 further discusses our individual responsibility in targeting the environmental
and social problems caused by consumerism.
Some impoverished learners might find that they (or their parents) are
exploited in the primary sectors or in the industry and are therefore
negatively affected, but more affluent learners might find themselves
victims to the consumerist frenzy and some might not really be affected
at all – able to withstand the temptations and only buy when totally
necessary and in limited amounts.
(5)
QUESTION 4
Aim: Through research, you will be required to identify and discuss injustices that surround
the unethical practices of a specific company and to unpack various aspects pertaining
to this theme. The skills of problem-solving, reflection and analysis will be required to
respond adequately to the questions in this section.
We have now established that almost all of the products that we consume, have an
environmental and/or social justice price tag and that we do not need to stop consuming
altogether, but that it is more about having a conscious attitude while consuming.
The burden of addressing extreme consumerism cannot and should not be placed solely
on the individual. Instead, companies which have their own self-centred interests to make
a profit must also be held accountable. To create real change for vulnerable groups and the
environment, society must make the shift away from extreme consumerism through
extensive structural shifts. This must be a collaborative effort. What is needed is a
restructuring across all sectors of the economy towards valuing fewer, but higher quality,
goods.
Identify a specific area of injustice (mass manipulation of the public, deceitful green-
washing/woke-washing, exploitation of workers, child, or slave labour and/or callous
environmental ruin) at any point along the service chain (primary, secondary, or tertiary
sector) of an industry and research and respond to the requirements outlined below.
A. Content [35]
Research (compulsory) and analyse this issue under the following subheadings.
5.1 Briefly discuss the nature of the industry and the sector you have selected.
4.2 Discuss the injustice(s) fully to understand the causative factors and the
negative effects on people or on the environment (or negative influences).
4.3 Design and discuss, in detail, a remediation intervention strategy that will
directly target the problem area(s) you have identified. One that includes the
government, the industry itself and individuals in society, that brings light to the
public and suggests a way forward. (Provide realistic and viable strategies that
discuss who must be involved, what must be done and how it can be achieved).
4.4 Identify and unpack your own specific role and level of involvement in the
above intervention (be authentic – consider your current skill sets, passions,
talents, and future desired qualifications etc.).
B. Presentation [20]
Write a professionally presented report on your research findings and a detailed, written
account of your intervention proposal. Your report must include both text and images.
Chosen images must be well integrated, add value to your content, and be
professionally represented within the report. A minimum of 20 visuals must be included.
1. Cover page
2. The scope and purpose of the report (4.1.1 and a summary of the issues
identified in 4.1.2)
3. Research findings or results, principal conclusions, or significance of the
findings (4.1.2 unpacked in detail)
4. Recommendations and a way forward (4.1.3 unpacked in detail)
5. Personal note (4.1.4 and 4.1.5)
Your final presentation can be submitted in hard copy or in digital format. Your final
result depends on how thoroughly you respond to the content and presentation
requirements.
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OR
You are required to create a video educational appeal to educate the public on your
selected issue. You must include your response to the content requirement, video
footage and images. You may film actual contexts and interview key people yourself
or download a variety of digital content off the internet (no less than 5 videos and
15 images) and create your own compilation.
You must answer all the required content yourself (own voice-over or video of you
speaking) to give your target audiences a convincing and credible action plan. Length
of presentation (± 5 minutes) and your final result depends on how thoroughly you
respond to the content and presentation requirements.
A hard copy transcript (your content planning) must be submitted with your digital
content.
A reference list must be included. Please ensure that you use a recognised academic
referencing format.
TOTAL:___________/60
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NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – EDUCATOR'S MANUAL Page 40 of 40
GLOSSARY OF TERMS
QUESTION 1
Downstream buyers – activities post-manufacturing, namely distributing the product to the final customer.
(The upstream supply chain includes all activities related to the organisation's suppliers: those parties that
source raw material inputs to send to the manufacturer.)
Recessions – sustained period of weak or negative growth in real GDP (economic difficulties) that is
accompanied by a significant rise in the unemployment rate.
Affluent – having a great deal of money; wealthy.
QUESTION 2
Externalities – secondary by-products/pollutants.
Urban sprawl – urban developments (usually shacks) on undeveloped land near the city.
Commodities – raw materials or primary agricultural products.
Economic Dislocation – reorganisation and refunctioning of the economy.
Greenwashing – a false, misleading, or untrue action or set of claims made by an organisation about the
positive impact that a company, product, or service has on the environment.
Throwaway culture – It features overconsumption and a preference for short-lived products, which maximise
profit, rather than creating durable goods that don't need constant replacing. For example, single-use plastic
straws, plastic bags, polystyrene plates, and polypropylene utensils for takeaway food forming the material
basis of daily life. Everything could be acquired quickly, was easy to consume, and what was left could be
dumped in the bin.
Sweatshops – a factory that violates 2 or more labour laws. Sweatshops often have poor working conditions,
unfair wages, unreasonable hours, child labour, and a lack of benefits for workers.
Articulately – in a way that expresses thoughts and feelings easily and clearly.
Delicacies – something pleasing to eat that is considered rare or luxurious.
Akin – of similar nature or character.
Guises – external form, appearance, or manner of presentation that conceals the true nature of something.
Volatile and dangerous industry – Industry is volatile because the market is unpredictable, often marked by
sharp, price increases and decreases and it is dangerous because it presents great risk of financial loss and
manipulation, etc.
Colloquially – informal, ordinary, or familiar conversation
Abject – (of something bad) experienced or present to the maximum degree, e.g., utterly hopeless, miserable,
humiliating, etc.
Nexus – a connection or series of connections linking two or more things or a central or focal point.
Impunity – exemption from punishment or freedom from the consequences of an action
Peripheral – of, relating to, involving, forming, or located near an edge or surface of something, someone or
somewhere.