Life Orientation CAT Part A Educators Manual 2023

NATIONAL SENIOR CERTIFICATE EXAMINATION
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.
IEB Copyright © 2023 PLEASE TURN OVER
NATIONAL SENIOR CERTIFICATE: LIFE ORIENTATION (CAT) – EDUCATOR'S MANUAL Page 2 of 40
• '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
[Noam Chomsky quotes, <https://www.goodreads.com/author/quotes/2476.Noam_Chomsky>, accessed

3/1/2023]
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.
Learners must feel safe to share their opinions freely.
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?'
IEB Copyright © 2023

Consumerism: A Society in Search of Satisfaction
[<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 can be defined as the preoccupation of society with the acquisition of

consumer goods, and it is the main contributor of economic growth and measure of the
productive success, as well as ensuring the overall happiness and well-being of individuals
in a capitalistic society.
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.
However, psychologists and sociologists believe that consumerism creates a preoccupation

with acquiring consumer goods that do not serve a genuine need or want but is rather about
the conscious and/or unconscious desire to lift one's social status. As a result of this, it is
believed that humans no longer base their worth and purpose on the quality of their
relationships and connectedness with one another, but rather on the possession of certain
materialistic items.
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.

AIMS OF THE 2023 CAT
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.
The aim of the CAT is to challenge you to:
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.
2. Realise the importance of questioning your lifestyle choices in the aims of

understanding the degree to which your choices, actions and behaviours are ethical,
responsible, and emotionally healthy.
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.
NB: ASSESSMENT REQUIREMENTS
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
CONSUMERISM: THE GOOD, THE BAD & THE UGLY
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*.
Consumerism also refers to the

tendency of people living in a
capitalist economy to engage in a
lifestyle of excessive materialism
that revolves around thoughtless
and wasteful overconsumption. It is
widely understood to contribute to
the destruction of traditional values
and ways of life, consumer [<https://climateandcapitalism.com/2018/03/23/
ecosocialism-and-consumerism/>]
exploitation by big business,
environmental degradation, and
negative psychological effects.
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.
Consumerism is often associated with globalisation in promoting the production and

consumption of globally traded goods and brands, which can be incompatible with local
cultures and patterns of economic activity.

Psychological research has shown that people who

organise their lives around consumerist goals, such as
product acquisition, report poorer moods, greater
unhappiness in relationships, and other psychological
problems. Psychological experiments have shown that
people exposed to consumerist values based on wealth,
status, and material possessions display greater anxiety
and depression. In other words, science shows that
consumerism does not make people happy at all.
Moreover, consumerism begins to define people by what

they own. According to some sociologists, mass culture [<https://medium.com/the-
popularised via the advertising industry creates consumers shadow/the-value-of-vandalism-
who play a passive role manipulated by brands, rather than e1e0395867fa>, accessed
as active and creative beings. 26/12/2022]
'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.
1.1 THE LOOKING GLASS DISCUSSION
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.
• In what ways might they be irrelevant? (Facilitate a discussion on this –

relevant to learners and their communities)
• Which communities are more vulnerable to the influence of consumerism? Why

do you believe this?
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.
‒ Planning (e.g., developing an overall strategy for the supply chain) –

those making the decisions don't consider those in the primary sector
and how they might suffer because of the production of goods or the
environmental impact. Therefore, the environment (including animals
and plants) and people in the primary sector are vulnerable.
‒ Sourcing raw materials – primary industries (agriculture (farms/farmers),
forestry, fishing, mining, and extraction of oil and gas) impacts the
environment and workers in this industry are vulnerable to exploitation.
‒ Manufacturing – the environment (pollutant derivatives) and workers are
vulnerable.
‒ Delivery and Returns – workers in this sector and consumers are
vulnerable.
A vulnerable consumer is a consumer who is particularly susceptible to

detriment due to their personal circumstances.
• Low capability due to financial issues

• Job loss and needing to sustain current standard of living
• Low resilience to marketing manipulations or an inability to say no
• Suffering a negative life event/chronic illness/difficult personal
circumstances – spending money to appease 'negative' emotions (retail
therapy)
Other perspectives to consider …
e.g., Wealthy people/middle-class citizens are more vulnerable to being

manipulated into spending enormous amounts of money on things they
don't need, to 'keep up with the Jones's' and/or to become indifferent or
unempathetic of those who are struggling financially, etc.
Those who struggle financially are vulnerable to feeling unworthy or that

their lives are unfair, since they see what others have and cannot afford
these things. They may also attempt to buy goods on credit and accumulate
large amounts of debt that they cannot repay or have their choices removed
because they are desperate for money and are exploited as a result, etc.
• What role do brands, and product labels play in your community? Which labels
are most attractive? Why do you believe this?
Branding means something for so many people. By linking yourself to

certain brands you make a statement about who you are, what you stand for
(linked to self-worth and identity) and the choices you make, etc.

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.
The answer to this question may be dependent on how consumeristic your

learners perceive themselves to be and what they observe in those in their
same circles, etc.
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.
Young people are growing up in a world saturated with an ever-expanding

influence of technology and media. They have almost unlimited information
at their fingertips – through radio, newspaper, magazines, television, and
the internet.
Through the influence of advertisements, teenagers buy into the culture of

letting other people decide the attitudes they develop, the clothes they wear,
the foods they eat, how they behave, and how they treat other people.
Advertising influences teenagers easily because adolescence is a critical

stage in the development of identity as well as personal ideals and values.
Teenagers behave in ways that increase chances of acceptance and
validation among their peers.

• In your opinion, are consumerist people less creative?
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.
Consumerism can serve as an addictive substitute for the stimulation of

creative activity but offers only short-term reward. It's been proven that
hardship – being deprived of things – stimulates creativity more than being
well-off.
• Do you believe that extreme consumerism is a sickness? Explain your response.
A disease – in this context – psychological illness
Ask learners to consider the line between acceptable and unacceptable

consumption. Should we view unacceptable levels of consumption as an
illness?
One might argue that a compulsive buying disorder or an addiction to

shopping (a shopaholic) is an illness because the addiction is perpetuated
by factors that lie within the psychology of the person and, which is often,
beyond the control of the consumer.
Your learners can do further research on this phenomenon. What are the
causal factors of a person becoming addicted to shopping?
1.2 ARE YOU BEING MANIPULATED?
Watch:
Psychology of Consumerism (3,45 mins):

[<https://www.youtube.com/watch?v=qJaSneH_Jwg>]
How Apple and Nike have branded your brain | Your Brain on Money | Big Think
(5.30 mins): [<https://www.youtube.com/watch?v=4eIDBV4Mpek>]
Self-reflection (and optional class discussion):
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).
• 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?
1.3 CONSUMERISM IS MAKING US SICK, BUT THAT'S JUST WHAT CAPITALISM

WANTS
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.
The concept of 'Affluenza' refers to the importance placed on accumulating 'money,

possessions, appearances (physical and social) and fame' to mark success, which has
worked to increase the inequality gap between the wealthy and the poor in developed
countries as it's only those who possess substantial wealth that can afford these affluent*
things.
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.
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]
Self-reflection (and optional discussion)
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).
• To what extent is your self-worth, identity and mental well-being influenced by

consumerism?
• To what extent are you able to resist comparing what you have to what others
have? Why?
• Can you relate to not being allowed to purchase a specific item, standard of living
or a specific experience that others around you have?
‒ What are these items?

‒ How have you been left feeling?
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?
Meritocracy = a society governed by people selected according to merit.
It justifies the inequalities in our society by attributing them to the skill

and hard work of successful people and the incompetence and
shortcomings of unsuccessful people.
Meritocracy is a mechanism for transferring wealth from one generation

to the next. Meritocracy is the idea that people get ahead based on their
own accomplishments rather than, for example, on their parents' social
class. And the moral intuition behind meritocracy is that it creates an
elite that is capable and effective and that it gives everybody a fair
chance at success.
The misconception of a meritocracy could be that less affluent people

may be judged by society for being incompetent, lazy, or unintelligent.
That impoverished people (even middle-class citizens) cannot get ahead
and be as successful as their wealthier counterparts because their effort
is not 'good enough'. This is not true. Access to a good education and
to money allows for better opportunities and a greater chance at easier
success.
Bring in this perspective as well: However, in the same light more

affluent communities struggle with higher levels mental health issues as
they compete to sustain their standard of living and meet the
expectations placed on them, often having to manipulate themselves or
their environment to do so.
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)
[Adjoining neighbourhoods – but different worlds:

<https://www.economist.com/middle-east-and-africa/2021/09/23/unpicking-
inequality-in-south-africa>, accessed 26/12/2022]
Allow your students to put their empathetic skills to the test.
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.
Conversely, moneyed people are afforded choice. Although different

personal circumstance may restrict this choice, the reality is that
money brings with it a certain amount of comfort and power and can
either deepen and entrench social barriers, or erase or shift them by
their level of awareness and the choices made and/or actions taken.
Some wealthy people in larger society may choose to distance

themselves from the less wealthy by judging them. These stereotypes
may include lack of ambition, lack of education, lack of will and/or
unintelligence. This in turn dismisses the worth of other people.
The crime and discomfort that is associated with poverty creates a

climate of fear and distrust. This may result in some people
stigmatising poverty as a source of physical danger, dirtiness, poor
health, lacking in intelligence and motivations – pushing people to the
fringes of society.
Thus, in our global society wealth is an indicator of social success.

Therefore, less affluent people can be seen to have less social power.
This gives rise to many of the discriminatory and exploitative
behaviours we see in our society across the inequality gap.
Resultant and consequential behaviour:
Because feelings are determined by thoughts and behaviours are

influenced by emotions. The following behaviours could be expected …
Less affluent people are consumed by survival, which could be

expressed as anger or a lack of belonging. This could explain why
people join gangs or become involved in crime.
Essentially, materially comfortable people experience fear of their

comfort being targeted and so protect themselves and their comfort
through high walls, private security and isolation from the poverty that
they see. Some people choose to disengage from the discomfort they
experience through wealth contrasts and the harsh reality of
inequality.
Discuss these attitudes and allow your class to respond and to share
their perceptions in comparison to the above perceptions.
• Have you felt pressure to succeed?

‒ If so, under what circumstances and in what areas have you felt this pressure?
‒ Who has placed this pressure on you?
‒ Has this pressure affected your mental health in anyway? If so, how?
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.
• Research and discuss examples of how mental illnesses have become

commercialised.
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.

• Consider the 'risk prevention strategies' created to mitigate the risks on a

consumeristic society.
‒ Discuss examples of these mentioned in the source and consider other
examples you might know of.
‒ Under what circumstances could these be effective?
‒ What else could be done to mitigate the effects of consumerism on mental
health?
Ask your class to brainstorm answers to the above questions in groups, do

some research then report back to the class. Some themes to discuss …
Mental Health programmes and support groups

Resident psychologists on site
Work-life balance incentives and the enforcement of regular holidays, etc.
Gyms on site
Policies and processors for reporting structures of unhealthy and unjust
treatment, etc.
Ensuring non-toxic, fair and inclusive employee environments where
everyone feels validated
These strategies can be effective when employers genuinely desire their

workers to be happy and healthy. When these strategies genuinely aim to
educate employees on their mental well-being and on self-care etc. and are
not an unethical cover for ulterior motives and unemphatic drive to force
workers to turnover a large profit, etc.

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.
2.1 ENVIRONMENTAL DEGRADATION
Environmental problems are frequently associated with consumerism to the extent

that consumer goods industries and the direct effects of consumption produce
negative environmental externalities*. These can include urban sprawl*, pollution,
resource depletion, and problems with waste disposal from excess consumer goods
and packaging.
'The production, processing, and

consumption of commodities* requires
the extraction and use of natural
resources (wood, ore, fossil fuels, and
water); it requires the creation of
factories and factory complexes whose
operation creates toxic by-products,
while the use of commodities
themselves (e.g., automobiles) creates
pollutants and waste. Yet of the three
factors environmentalists often point to
as responsible for environmental
pollution – population, technology, and
consumption – consumption seems to
get the least attention. [<https://sprout.link/oceana/, accessed
27/12/2022>]
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:
Consumerism Do we really need to consume so much? (3,46mins):
[<https://www.youtube.com/watch?v=bY9x0Yoc73g>]
Class Discussion
• To what extent should we take responsibility for the global environmental

problems, especially since the First World are largely responsible?
• Is there anything we can do about it?

These questions are designed to encourage learners to think about where

their responsibility lies and what is beyond their control.
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.
Simple solutions for an ethical stance:
• Volunteer at an environmental organisation.

• Reduce/Recycle paper.
• Recycle more often.
• Save resources.
• Buy sustainable products.
• Decrease meat & dairy consumption.
• Only buy what you need.
However, these won't make any significant global difference – citizens on a

massive scale would need to do the same. So – how does one begin to
influence a global consumeristic society?
Ultimately our governments and people in powerful positions must encourage

people to factor the environment into their everyday lives and purchases and
lead citizens to more sustainable consumption. How can we get the attention
of the government? Not an easy feat – but the use of social media to educate,
boycott, encourage others to live in ethical ways and to support environmental
organisations with power to speak on our behalf, approach people with power
to encourage them to speak out, etc.

2.1.1 COKE IS A SPONSOR OF THE CLIMATE SUMMIT IN EGYPT. SOME

ACTIVISTS AREN'T HAPPY.
They refer to recent report that says the company's production of plastics is
increasing.
The decision to include Coca-Cola as

a major sponsor of this year's United
Nations climate summit in Sharm el
Sheikh, Egypt, has angered many
climate activists, who refer to a
recent report that says the
company's production of plastics is
increasing.
The beverages giant, which was

named the world's leading polluter of plastics in 2021, has increased its use of new
plastics since 2019 by 3 percent to 3.2 million tons, according to an annual report
issued this month by the Ellen MacArthur Foundation, which has united 500
organisations in a 'global commitment' to reduce plastic waste.
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.
A delegate from last year's conference, Georgia Elliott-Smith, called to cancel

Coke's corporate sponsorship in an online petition, which garnered more than
238,000 signatures in the lead-up to the summit.
'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.
'Coca-Cola spends millions of dollars greenwashing* their brand, making us

believe that they are solving the problem,' she said, adding that 'behind the
scenes, the company had a long history of lobbying to delay and derail regulations
that would prevent pollution, keeping us addicted to disposable plastic.'
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
• Coca-Cola is accused of greenwashing, despite them reporting on their

intentions to shift to more environmentally friendlier bottles by 2025.
Discuss the accuracy of this statement.
Learner perception here. Does your class feel that these accusations
are warranted or false?
• Coca-Cola has been included as a major sponsor of the climate Summit,

despite being reported for increasing their new plastics by 3% since 2019.
‒ Is this sponsorship by Coca-Cola a purely unselfish gesture?

‒ Brainstorm and discuss the possible reasons for this acceptance of
sponsorship by the organisers of the climate summit.
‒ Discuss the implications of your reasoning (on the above two points of
discussion) on positive progress and change in environmental
preservation.
As above. No specific conclusion is required, but learners must

understand that multi-million-dollar industries rarely act altruistically.
That these kinds of sponsorships are to influence reputation in some
positive way and possibly even to mask unethical behaviours. The
point here is to think critically and to question everything (scientific
scepticism – not take things at face value) and then to be able to
justify their stance.

2.2 SOCIAL EXPLOITATION
2.2.1 FAST FASHION SOCIAL IMPACTS AND HOW IT AFFECTS SOCIETY
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 promotes the throwaway culture*, excessive consumerism, and

makes clothes disposable commodities. Many consumers make purchasing
decisions based on their emotions. Retailers use that behaviour and tap into the
subconscious of consumers.
Consumers wear a high-street garment on average only 7 times. Under normal

wear and tear, the average life expectancy of clothing would be more than 2 years.
People are now conditioned to consider clothes as commodities, to buy cheap
trendy clothes that go out of style quickly, and to renew them very often.
Consumers are very happy to buy imitations with very low standards. Most of
them don't even use a good portion of their clothes.
Fast fashion also exploits local and underserved communities in sweatshops* to

produce cheap garments. It employs more than 300 million people in the whole
world. Most of them are young women who frequently face terrible conditions
and abuse. They work on farms and in garments factories, being exploited and
even forced to abort their pregnancy to continue working.
The majority of fast-fashion production takes place in overseas countries with

poor labour laws and human rights protections. Many farmers and garment
factory workers live in low-income countries, where labour is shockingly cheap.
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
• To what extent is your community reliant on the purchasing of fast-fashion

products? (Consider your own attitudes towards fast fashion when
responding.)
• To what extent can you relate to the 'adrenalin rush' that many experience
while shopping? What are your own attitudes around this?
The above two questions are for self-reflective purposes. Facilitate a

general class discussion after learners have had time to reflect and
write their thoughts down.
• Discuss the phenomenon of the 'throw-away culture'. What implications

does this have on society? Discuss positive and negative factors.
Throw away culture (as per glossary): 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.
Possible benefits: Boosts the economy. Technology improves

constantly and more jobs are created.
It provides a path for regenerative and restorative living. If action is taken

now then all products, especially textiles, plastics and even metals,
must be designed for the intention of recovery, recycling and reuse.
Possible negatives: These include impact on land use, biodiversity

loss, energy, water consumption, and end of life pollution. There
aren't enough landfills to hold all the items that are thrown away. More
and more products are made, only to be thrown away soon after
purchasing. Our food and water sources are polluted. Products are
burned to create more space, which creates greenhouse gases, etc.
Other disadvantages extend to how we treat people. If we no longer

value our possessions and they bear little value, this often transfers to
how we view and treat people – do we treat people as commodities too?
• 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).
• Would regular global awareness campaigns on the atrocities of exploitation

in the fast-fashion industry make people question (and change) their
spending habits? (Reflect on your own attitudes after reading this article,
when responding.)
Self-reflection is required here. Will awareness of these issues create

any change in behaviour and attitudes in our learners or will societal
influences and consumeristic attitudes prevail indifferently? You will
find that many learners will care about this issue a little, but not
significantly enough to bring change.
Do learners regard themselves as representatives of larger society?
• Under what circumstances would awareness campaigns not work? What

else could be done?
If done in isolation by only a few people. Those with power and

influence in the greater society must be seen to be acting and
speaking out. How can these powerful voices be reached?
• Under what circumstances would awareness campaigns work?
If awareness campaigns would work on them personally, would they

be effective on a global scale? Potentially if done regularly and
consistently and from powerful voices?
• Why are workers in fast-fashion industries exploited to such an extent?
In a consumeristic society – products must be made as cheaply and

as quickly as possible. This means that quality is reduced and the
amount of funds available for the bottom-end of the service chain
becomes less. Therefore, factories in developing countries are
sought, unskilled workers are sourced and exploited to maximise
efforts and minimise payment. This gives rise to other exploitary
behaviours as workers are not valued and are desperate for work.
Their choices are limited and they do not speak out because they are
afraid of the consequences or do not know any better; hence industry
leaders continue with the exploitation as they are not being held
accountable for greater costs.
• Refer to the last paragraph. Do you believe that this is a viable solution to
the problem?
Facilitate a class discussion here. Perhaps if enough consumers act

to put a dent in the market – but this would need to be significant. How
can consumers be reached?

2.2.2 BITTERSWEET: THE CHOCOLATE INDUSTRY'S TESTIMONY TO

GLOBAL INJUSTICE
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*.
Akin* to many other commodities we attribute sentimental value to, chocolate is

by no means devoid of the ugliness within the global economic structure.
Unfortunately, the conditions within the chocolate industry are no exception from
the exploitation that frequently entails today's globalised manufacturing. Tainted
by the capitalist mindset of continual growth, the global economy is premised on
the concept of unequal exchange. Ultimately, profits are being produced by an
already wealthy minority at the expense of the vast majority of people in the
world.
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.
Evidently, the primary beneficiaries of the manufacturing of chocolate are without

a doubt the almighty multinational corporations. Namely, well known
corporations such as Nestlé and Mars. This means that when we purchase any
chocolate product at the set market price, hardly any of the actual profit reaches
the cacao farmers. In short, the multibillion-dollar industry of chocolate is
explicitly able to exclude the people at its nexus* with impunity*. This further
demonstrates that some people in the world are fortunate enough to benefit from
the global economy, whilst others only seem to bear the burden of it.

Structurally, the world is economically organised on the basis of injustice. The

global economic system is constructed in a manner which excludes the majority
of people keeping it afloat. For instance, the vast majority of people within the
Global South have unjustifiably been economically marginalised, which has kept
the Global South in a peripheral* relationship to the further industrialised and
wealthy Global North. The devaluation of the labour force in third world countries
directly translates to lower wages, insecurity of employment and income for
already vulnerable people such as women, migrants and those living in poverty.
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
• Discuss the significance of the statement: 'Akin to many other commodities

we attribute sentimental value to, chocolate is by no means devoid of the
ugliness within the global economic structure.'
It is a loaded statement – one can expect there to be cases of

significant exploitation of people and unethical practices in every
industry.
• Discuss this concept of 'unequal exchange' – what does this ultimately

mean and why are third world countries (and farm workers) so vulnerable
to this?
Third world countries are in the receiving end of every exchange –

capitalism is set up this way – goods become more expensive the
further up they are in the service chain. Because farm workers and
third world countries are reliant on first world countries to 'bring their
money' to buy goods and services – they must often accept the price
offered to them.
• The article indicates that countries positioned geographically in the

southern hemisphere are in an 'unequal relationship' with northern located
countries. All of us – our families, our communities, our country's people,
our neighbouring African countries – are potentially exploited in varying
degrees.
‒ What emotions arise because of this knowledge?
‒ What is needed for this situation to change?
Facilitate a class discussion and personal reflection time here. These

questions are largely repetitive to exercise learner's problem-solving
abilities in various contexts. What is needed to create change in the
chocolate industry? Not an easy feat since chocolates are enjoyed
by many and so easily accessible, etc.

• Discuss the implications of the following statement: 'In short, the

multibillion-dollar industry of chocolate is explicitly able to exclude the
people at its nexus with impunity'.
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.
Facilitate learner responses here. There is no required conclusion.
• Ultimately, consumers are at the mercy of the societal climate in which we

live – and may feel relatively powerless to deflecting the demands of a
consumeristic lifestyle or to make any positive change in the world in this
area. Is this a viable conclusion to make? Explain your response.
Facilitate learner responses here.
But learners should feel some level of empowerment here and

motivation to create change. Even if it feels seemingly impossible.
There is always something that can be done – allow your learners to
brainstorm and discuss these possibilities.
Ultimately – the industry must be altered at every level of the entire

service chain. It must start with our leaders and government and then
change must filter down from there. Allow learners to consider the
positions they are aspiring to in their lives post Grade 12 – will they
move into more influential positions and be able to create change
then? Will they remain ethical and value their employees or those
under their leadership well?

QUESTION 3
Compulsory – 20 marks: CONSCIOUS CONSUMERISM
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.
Approximate time required: 45 minutes
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.
SOURCE 1: The environmental impact of Black Friday
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.
'We cannot move towards a zero-carbon footprint in an economy which is dominated by

overconsumption,' says Purnell. But it's a reality, he adds, that needs to be made clear as the
world is currently using resources 75% more quickly than the Earth can renew them.
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.
• 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
SOURCE 2: Conscious Consumerism: What is it? Where did it come from?
'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.
Conscious consumerism manifests in many ways, like:
• Shopping for green cleaning products and fair-trade coffee.

• Opting for a small electric vehicle instead of a gas-guzzling truck.
• Boycotting fast-fashion brands or companies that treat workers unfairly.
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.
Karen Goldfeder, VP of business development at DoSomething, a global non-profit that focuses

on mobilising young people to make social change, previously told Built In: 'It's now required to
say how you are going to show up at this really pivotal moment in history and show what your
brand stands for, where you'll compromise and where you won't.' This is the era of ethical
consumerism.
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.'
The benefits of being a conscious consumer include:
• 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.

For brands, the benefit of appealing to conscious consumers is twofold:
• 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
Extravaganza – a lavish or spectacular show or event.

Zero carbon footprint – No/little carbon dioxide released into the atmosphere.
Endorphin lift – a rise in 'feel-good' chemicals that put you in a positive state of mind.
Boycotting – refuse to buy or handle (goods) as a punishment or protest.
Packaging's recyclability – capability of being reusable at the end of its useful life to minimise waste,
pollution, and resource use.
Pivotal – vitally important for the success of something else.
Unsavoury – disagreeable and unpleasant because morally disreputable.
Gushers – soft and chewy fruit sweets with a fruity-juice centre.
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.
Woke-washing – a brand or company uses marketing to take a stance regarding social issues to
make a profit, often these claims are false and misleading.
Indifferent – having no particular interest or sympathy; unconcerned.

QUESTIONS
3.1 3.1.1 According to Source 1, what percentage of non-renewable resources are

being used up by the world's population?
(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.
3.3.1 Do you feel it is necessary to become more consumer conscious? Consider

the following in your answer:
• your personal circumstances

• how affected you feel by consumerism, whether positive or negative
(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]

MARKING GUIDELINES – CAT A, QUESTION 3
MARK DISTRIBUTION FOR CAT A, QUESTION 3
Questions Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Remember Understand Apply Analyse Evaluate Create
3.1.1 1
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
3.1 3.1.1 According to Source 1, what percentage of non-renewable resources are

being used up by the world's population?
75% ✓
(1)
3.1.2 Discuss your reaction to the statistic from Question 3.1.1. Give two reasons
for your reaction.
Learner is free to respond from any angle – provided they respect LO

values.
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?
• Industry needs to find alternative, less damaging ways to give people

the satisfaction they need. ✓
• Individuals need to rethink their values – they need to consume less
out of self-interest. ✓
• Industry needs to create positive experiences around consuming
less. ✓
(3)

3.2.2 Describe two approaches not described in Source 1 that individuals could
adopt to promote conscious consumerism.
Any 2 viable and detailed responses are permissible.
1 mark for each solution and 1 mark for the accompanying explanation.
For example:
Social Agents need to post regularly on social media to educate society

✓ – these posts need to reach their audience emotively ✓ and remind
them to be conscious consumers by giving them useful tips to achieve
this. ✓
(4)
3.3 Source 2 further discusses our individual responsibility in targeting the environmental
and social problems caused by consumerism.
3.3.1 Do you feel it is necessary to become more consumer conscious? Consider

the following in your answer:
• your personal circumstances

• how affected you feel by consumerism, whether positive or negative
Marker's discretion needed – learner must respond in detail and with

sufficient substance.
Learner must respond to the following areas:
• Relevancy to own life ✓

• Ability to apply to own life ✓
• Mention of own circumstances ✓
• Extent to which learners are affected by consumerism/what the effect
is ✓
• Extended justification of the above ✓
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)

3.3.2 What challenges might be associated with holding companies to produce

goods and services ethically and in an environmentally friendly manner?
Describe two challenges.
• cost of production increases, making goods unaffordable

• workers are retrenched/fired as profits decrease
• innovation may stall
• tax revenue used for effective government and service delivery
decreases
• reduces competitiveness in industry
Any other viable reason provided (4)
[20]

QUESTION 4
Compulsory – 60 marks: PUPIL RESPONSE
BE A CATALYST FOR CHANGE
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.
Watch (These will help you respond to Q4 – make notes):
• The Turning Point (3,27 mins):

[<https://www.youtube.com/watch?v=p7LDk4D3Q3U>]
• Conscious Consumerism (3 mins):
[<https://www.youtube.com/watch?v=1nYXLGw6AFQ>]
• The story of Solutions (9 mins):
[<https://www.youtube.com/watch?v=cpkRvc-sOKk>]
• The Story of Change (6,28 mins):
[<https://www.youtube.com/watch?v=oIQdYXCKUv0>]
[Steps to sustainably use consumer goods,

[<https://davissciencesays.ucdavis.edu/blog/ <https://davissciencesays.ucdavis.edu/blog/
consumerism>, accessed 26/12/2022] consumerism>, accessed 26/12/2022]

Task Instructions – Learner Response
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.).
4.5 In addition, include a small response on how you plan to be a conscious

consumer or an influencer for change on a personal level.
B. Presentation [20]
Presentation may take ONE of the following formats:
Written Research Report – THIS IS NOT AN ESSAY
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.
Use the following sub-headings in this presentation format:
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.
OR
A digital Educational and Persuasive Appeal (Audio & Visual Recording)
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.
C. Reference List [5]
A reference list must be included. Please ensure that you use a recognised academic
referencing format.
[Total of Question 4: 60 marks]
Refer to the Marking Criteria overleaf

Name: __________________________________________________ Class: __________
DESCRIPTORS EXCELLENT GOOD ACHIEVED NOT ACHIEVED

CONTEXT OF ISSUE 15–12 11/10 9–6 5–0
A holistic overview of the All elements have All elements have All elements have All elements have
problematic context has been discussed been discussed been discussed. been very poorly
been given. The learner in thorough well. Good insight But there are discussed. Major
unpacks the following: – detail. into the problem missing links in discrepancies
• 4.1: Briefly describe the Outstanding has been the information. It exist.
industry & sector (4) insight of the demonstrated. lacks complexity.
• 4.2: Explain the injustice problem has Minor omissions.
– causative factors (5) been
and affects (6) demonstrated.
ACTION PLAN 20–16 15–12 11–8 7–0
Action Plan: The learner All elements have All elements have All elements have All elements have
gives a detailed account been discussed been discussed been discussed. been discussed,
of the intervention plan. in thorough well. Good insight Satisfactory but the response
The plan details the detail. into the solution insight has been lacks substance
practical step by step Outstanding has been demonstrated, and no insight
actions that will be creative insight demonstrated. there are, has been shown
needed to bring relief in demonstrated however, gaps in OR only some
the area. The following is within the the detail. elements have
discussed: solution. been discussed.
• 4.3: The steps & There are major
resources required to gaps in detail.
be taken to bring
remediation. All stake
holders are
considered (12)
• 4.4: Student's own role
in proposed action plan
is discussed (5)
• 4.5: Personal plan for
conscious
consumption (3)
PRESENTATION 20–16 15–12 11–8 7–0
The supporting and The presentation The presentation The presentation The presentation
creative elements has been highly has been has been has not been
(accompanying images, professionally professionally somewhat professionally
experts, visuals, music delivered. The delivered. The professionally delivered; it is
etc.) are suitable and supporting supporting delivered. The rather juvenile in
possess sufficient quality elements are elements are supporting its delivery.
to add value to the choice highly complementary elements are The supporting
of presentation. The complementary for the somewhat elements do not
visual elements of the for the presentation complementary complement the
presentation are emotive presentation choice and add for the presentation and
and appealing and clearly choice and add good value to the presentation are very limited.
add to the demonstration excellent value to overall choice and add There is little
of the overall appeal. The the overall informative some value to the informative
presentation has been informative appeal. overall appeal.
professionally compiled appeal. informative
and delivered according appeal.
to instructions.
REFERENCES 5 4 3/2 1/0
A reference list has been A reference list A reference list A reference list Only the URLs
included in a recognised has been has been has been are provided, or
academic format. included in the included, but included. Many no reference list
correct format. there are minor errors or lack of has been
errors in formatting. included.
formatting.
*Note that the above mark allocations demand high quality and detailed responses.
Limited and superficial responses will not be awarded any marks.
TOTAL:___________/60
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.

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NATIONAL SENIOR CERTIFICATE EXAMINATION

[Noam Chomsky quotes, <https://www.goodreads.com/author/quotes/2476.Noam_Chomsky>, accessed

Learners must feel safe to share their opinions freely.

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Consumerism: A Society in Search of Satisfaction

Consumerism can be defined as the preoccupation of society with the acquisition of

However, psychologists and sociologists believe that consumerism creates a preoccupation

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AIMS OF THE 2023 CAT

The aim of the CAT is to challenge you to:

2. Realise the importance of questioning your lifestyle choices in the aims of

NB: ASSESSMENT REQUIREMENTS

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CONSUMERISM: THE GOOD, THE BAD & THE UGLY

Consumerism also refers to the

Consumerism is often associated with globalisation in promoting the production and

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Psychological research has shown that people who

Moreover, consumerism begins to define people by what

1.1 THE LOOKING GLASS DISCUSSION

• In what ways might they be irrelevant? (Facilitate a discussion on this –

• Which communities are more vulnerable to the influence of consumerism? Why

‒ Planning (e.g., developing an overall strategy for the supply chain) –

A vulnerable consumer is a consumer who is particularly susceptible to

• Low capability due to financial issues

Other perspectives to consider …

e.g., Wealthy people/middle-class citizens are more vulnerable to being

Those who struggle financially are vulnerable to feeling unworthy or that

Branding means something for so many people. By linking yourself to

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The answer to this question may be dependent on how consumeristic your

Young people are growing up in a world saturated with an ever-expanding

Through the influence of advertisements, teenagers buy into the culture of

Advertising influences teenagers easily because adolescence is a critical

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• In your opinion, are consumerist people less creative?

Consumerism can serve as an addictive substitute for the stimulation of

• Do you believe that extreme consumerism is a sickness? Explain your response.

A disease – in this context – psychological illness

Ask learners to consider the line between acceptable and unacceptable

One might argue that a compulsive buying disorder or an addiction to

1.2 ARE YOU BEING MANIPULATED?

Psychology of Consumerism (3,45 mins):

Self-reflection (and optional class discussion):

1.3 CONSUMERISM IS MAKING US SICK, BUT THAT'S JUST WHAT CAPITALISM

The concept of 'Affluenza' refers to the importance placed on accumulating 'money,

Self-reflection (and optional discussion)

• To what extent is your self-worth, identity and mental well-being influenced by

‒ What are these items?

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Meritocracy = a society governed by people selected according to merit.

It justifies the inequalities in our society by attributing them to the skill

Meritocracy is a mechanism for transferring wealth from one generation

The misconception of a meritocracy could be that less affluent people

Bring in this perspective as well: However, in the same light more

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[Adjoining neighbourhoods – but different worlds:

Allow your students to put their empathetic skills to the test.

Conversely, moneyed people are afforded choice. Although different

Some wealthy people in larger society may choose to distance

The crime and discomfort that is associated with poverty creates a

Thus, in our global society wealth is an indicator of social success.

Resultant and consequential behaviour: