A resource for teaching and learning about consuming planet earth

More documents

Recommendations

Info

CONTINUED F1 Is happiness about having more and more money? Exercise 3 – Can money buy happiness? Form a small group and complete the following tasks a) The slogan for Tattslotto is “Life Could be a Dream”. What does this slogan suggest about the link between money and happiness? Do you agree? b) Advertisements often link happiness and the product or service featured in the ad, for example “What’s your celebration?” (a well known Jewelers). Can you think of an advertisement that links happiness with a product? Describe the advertisement and explain what link to happiness the advertisement is trying to make. c) To what extent do you think buying a product is a cure for unhappiness? What do you think are cures for unhappiness? Exercise 4 – What is necessary for happiness? Epicurus was a philosopher born in 341 B.C. He thought that what was necessary, or essential, for happiness were friends, freedom and thought (analysis of the main causes of anxiety in your own life) a) Discuss with the rest of the class: why Epicurus might have thought friends, freedom and thought were important for happiness, to what extent each of these are dependent on wealth or having lots of possessions and whether you agree with this list b) Epicurus thought that to avoid buying things we do not need or regretting not being able to afford something that “the following method of inquiry must be applied to every desire: What will happen to me if what I long for is accomplished? What will happen if it is not accomplished?” Complete the exercise below. An example is given to illustrate one possible response i) Identify a product or service you think you need to be happy e.g. in order to be happy when I go out, I need a new outfit GAMBLER’S HELP LINE 84 1800 858 858 www.problemgambling.vic.gov.au
CONTINUED F1 Is happiness about having more and more money? ii) Ask yourself – could you have the desired product and not be happy? Could you be happy but not have the desired product? E.g. Could I spend money on new clothes and still not be happy? Could I be happy going out and not spending as much money on clothes? iii) If an exception is found, the desired product cannot be a necessary and sufficient cause of happiness, (i.e. not only essential but all I need to be happy in that instance) e.g. It is possible to have a bad time going out in my new clothes if, for example, I am anxious and worried. It is possible for me to be happy in the clothes I have now if I am feeling relaxed. iv) The exception should be taken into account, e.g. In so far as I can be happy in new clothes going out, this depends on being relaxed; I can be happy without spending money on new clothes if I am feeling relaxed v) Identify the true need e.g. Happiness depends more on feeling relaxed than having new clothes c) Think, Pair, Share – Write down what you like and/or don’t like about this strategy, pair up with a partner and share your views. Share your views with the rest of the class. Exercise 5 – Graffiti wall A marketplace in Ancient Greece, around the time of Epicurus, was full of graffiti advising shoppers that money would not necessarily buy happiness. Create your own graffiti wall in class, with each class member contributing a message about the link between wealth, consumption and happiness GAMBLER’S HELP LINE 85 1800 858 858 www.problemgambling.vic.gov.au
Page 2 and 3:
A resource for teaching and learnin
Page 4 and 5:
Contents 4 Message from the Ministe
Page 6 and 7:
Victorian Essential Learning Standa
Page 8 and 9:
Victorian Essential Learning Standa
Page 10 and 11:
Links to Victorian Certificate of A
Page 12 and 13:
The Thinking Curriculum Multiple in
Page 14 and 15:
A SECTION A Consuming the planet Ai
Page 16 and 17:
ACONTINUED SECTION A Consuming the
Page 18 and 19:
CONTINUED A1 World population growt
Page 20 and 21:
CONTINUED A2 It’s not just number
Page 22 and 23:
CONTINUED A2 It’s not just number
Page 24 and 25:
CONTINUED A3 Treading lightly in th
Page 26 and 27:
CONTINUED A2 Consuming the planet 1
Page 28 and 29:
CONTINUED A2 A Consuming the planet
Page 30 and 31:
B SECTION B Buy ‘green’, save m
Page 32 and 33:
BCONTINUED SECTION B Buy ‘green
Page 34 and 35: CONTINUED B1 Calculating utility co
Page 36 and 37: CONTINUED B3 Reducing the waste Exe
Page 38 and 39: CONTINUED B3 Reducing the waste Exe
Page 40 and 41: CONTINUED B4 Making sense of energy
Page 42 and 43: CONTINUED B4 Making sense of energy
Page 44 and 45: CONTINUED B5 How sustainable is my
Page 46 and 47: CONTINUED B Buy ‘green’, save m
Page 48 and 49: C SECTION C The real cost of food A
Page 50 and 51: CONTINUED C SECTION C The real cost
Page 52 and 53: CONTINUED C1 My food footprint You
Page 54 and 55: CONTINUED C3 Water - tap or bottled
Page 56 and 57: CONTINUED C4 Exploring new options
Page 58 and 59: CONTINUED C The real cost of food 5
Page 60 and 61: D SECTION D Smarter transport optio
Page 62 and 63: DCONTINUED Smarter transport option
Page 64 and 65: CONTINUED D1 Getting around 7. Calc
Page 66 and 67: D3 Consuming fuel Exercise 1 - Labe
Page 68 and 69: DCONTINUED Smarter transport option
Page 70 and 71: ECONTINUED SECTION E A consuming cu
Page 72 and 73: CONTINUED E1 What do I want? Exerci
Page 74 and 75: CONTINUED E2 Why do I want what I w
Page 76 and 77: CONTINUED E3 What is it really goin
Page 78 and 79: CONTINUED E3 What is it really goin
Page 80 and 81: F SECTION F Wealth, consumption and
Page 82 and 83: FCONTINUED SECTION F Wealth, consum
Page 86 and 87: F2 Social sustainability and proble
Page 88 and 89: Resource book evaluation sheet Cons
Page 90: Consumer Affairs Victoria’s resou
show all

A resource for teaching and learning about consuming planet earth

Create successful ePaper yourself

Delete template?

Save as template?