The Story of Stuff Citizenship Project
Grade 10 Subject Social Studies/Science Topic/Theme: environmental sustainability, social
justice, globalization
By:
Context for learning
Grade 10 Social Studies explores multiple perspectives on the origins of globalization and the
local, national and international impacts of globalization on identity, lands, cultures, economies,
human rights and quality of life. Grade 10 Science explores the relationships between science,
technology, society & the global environment. More specifically, the social and environmental
contexts of this discipline as well as the implications associated with this are examined and
investigated.
Brief Summary of Unit
Students begin the project by viewing the short video The Story of Stuff which exposes the
underside of our production and consumption patterns laying bare the environmental and social
cost related to the extraction, use, and disposal of all the stuff in our everyday lives. Working in
small groups, students choose a product to research in order to track it from creation to
disposal. After learning about various green and sustainable production methods, students then
analyze their product to develop a more sustainable and equitable method of production and
disposal. As a final culminating activity groups showcase their solutions in gallery walk and then
decide which solution is the most sustainable and equitable.
Throughline questions (Subject, Self, and Society):
How can we create a more sustainable and equitable society in our globalizing world?
Supporting questions:
 What evidence is there to support the thesis that our current consumption and
production patterns are unsustainable?
 What is the environmental and social cost of our current consumption and production
patterns?
 What possibilities exist for creating more sustainable and socially just production
methods?
 What are some of the barriers to implementing these methods into our current
economic system?
 How can we as citizens work to overcome some of these challenges?
Assessment and Evaluation of Student Learning
This performance task addresses the following learner outcomes from the Alberta Program of
Studies:
LEARNER OUTCOMES
General Outcome/s (big ideas/central concepts/enduring
understandings):
Students will begin to appreciate the challenges of creating a more
sustainable and equitable society in our globalizing world
CRITERIA FOR
EVALUATION
Students provide evidence
of their learning as they
(e.g. explain the
importance of, provide
evidence of):
Specific Outcomes
Number
Specific Outcomes (knowledge/understanding,
skills/processes, and values/attitudes)
Values and
Attitudes 4.4.1
Recognize and appreciate the impact of globalization on the quality
of life of individuals and communities
Values and
Attitudes 4.4.3
Accept political, social and environmental responsibilities associated
with global citizenship
Knowledge
and
Understanding
4.4.4
Explore various understandings of quality of life
Knowledge
and
Understanding
4.4.8
Analyze how globalization affects individuals and communities
(migration, technology, agricultural issues, pandemics, resource
issues, contemporary issues
Skills and
Processes –
Dimensions of
Thinking S.1
Develop skills of critical thinking and creative thinking:

Evaluate ideas from multiple sources

Synthesize information from contemporary and historical
issues to developed an informed position
Skills and
Processes –
Dimensions of
Thinking S.3
Develop skills of geographic thinking :

Assess the impact of human activities on the land and
environment

Assess how human interaction impacts geopolitical realities
Skills and
Processes –
Research for
Deliberative
Inquiry S.7
Apply the research process :

Integrate and synthesize argumentation and evidence to
provide an informed opinion on a research question or an
issue of inquiry

Draw pertinent conclusions based on evidence derived
from research
Explain how people how
people exercise different levels
of power depending on their
role and relationship to the
production-consumption cycle
Provide insights into the
interrelationship of elements in
the production-consumption
cycle
Compare relative incomes and
costs of living in various nation
states along the production
consumption cycle
Evaluate how our personal
consumption habits differ
from our peers and others in
the world.
Consider who provides the
funds behind the media you
consulted. Whose voices are
heard and whose are not?
Illustrate the complex
geographic interconnections
of the elements and
components of the consumer
goods we buy
Offer insights into possibilities
for alternatives based on a
sound analysis of evidence
Final Summative Citizenship Project
Step One – Track a Product
Working in small groups (3-5 members) choose a product to track from its creation to its
disposal. Divide the research areas between group members into extraction, production,
distribution, consumption, and disposal. This research process should be completed using a
google shared document. When you are done, present your data in a format/medium of your
group’s choice (PowerPoint, Poster, etc.)
Step Two – Create a solution
Analyze your product to develop a more sustainable and equitable method of production
distribution etc.
Step Three – The Gallery Walk
Create a poster to showcase your solutions to be presented in a gallery walk. Areas to draw on
include: green chemistry, zero waste, closed loop production, renewable energy, and local living
economies (see resource citations at the end of the unit). Groups will then judge the
presentations to determine which is the most sustainable and equitable

End product must address theory and practice of the solution.
- theory written report
- practice includes hands on proof of implementation
- predictions for results
- must justify impacts & predictions

Product may address local, provincial, national or global level.
Other evidence and assessments:
Weekly Journaling



To link throughline and supporting questions to videos, lectures, and readings in
class
To organize and keep track of new knowledge learned
To brainstorm possible responses to issues the case studies raise in class
Learning Experiences:
Accompanying Handouts and Supporting Resources:
So Let’s Create Something New
Introduction:
Grade 10 Social Studies explores multiple perspectives on the
origins of globalization and the local, national and international impacts
of globalization on identity, lands, cultures, economies, human rights
and quality of life.
Grade 10 Science explores the relationships between science,
technology, society & the global environment. More specifically, the
social and environmental contexts of this discipline are examined as
well as the implications associated are investigated.
Overall Issue & Investigative Question:
With our current practices our
unsustainable and inequitable. How
world is
can we
create a more sustainable and equitable society in our globalizing
world?
Assignments:
Weekly Journaling
 To link weekly focus to the online video and issue.
 To organize information
 To brainstorm possible responses to issues the case studies
raised in class
Step One – Track a Product
 Create a research group of 3-5 members
Group Members:1.
2.
3.
4.
5.
 In your groups decide what product you will track
(from its creation to its
disposal)
Product: __________________________________________
_____________________________________________________
_____________________________________________________
_________________________________________
 Divide the research areas between group members
Areas should include at least:
1. Extraction - ___________________________
2. Production - ___________________________
3. Distribution-___________________________
4. Consumption-___________________________
5. Disposal-______________________________
Other Research Guidelines: __________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________
 Remember you must research according to the
guidelines given to you by Ms. Anderson in Social class
 This research process should be completed using a
google shared document-including Ms. Anderson & Mr.
Symington
 Finally , present your data in a format/medium of your
group’s choice (options will be discussed)
Options:
1.
2.
3.
4.
5.
Step Two – Create a solution
 Take a look at your product and develop a more
sustainable and equitable method of production
distribution etc. disposal
Step Three – The Gallery Walk
 Groups will showcase their solutions groups will then
judge the presentation to determine which is the most
sustainable and equitable
 Decision will be made one data is collected and a
formal debate is completed.
Students must respond to the above question in any medium.
Develop one assignment outline (include content & layout evaluation)
Criteria:
rain barrels
solar ovens
bike program
teach kids
 They must produce a feasible solution to the overall issue (With
our current practices our world is unsustainable and inequitable.)
 Some areas to focus could be:
Green Chemistry,
Zero Waste,
Closed Loop Production
Renewable Energy
Local living Economies
Get Social studies examples (unions & econm., gender equality, human
rights etc)
 End product must address theory and practice of their solution.
- theory written report
- practice includes hands on proof of implementation
- predictions for results
- must justify impacts & predictions
 product may address local, provincial, national or global
level.
(note address a large number of outcomes in the process, but the end
product should only assess 3-5)
 11th Hour (92 minutes)
 Narrated by Leonardo Decaprio
 Directed by
Remember the overall question we want to answer
To what extent does globalization contribute to sustainable
prosperity for all people?
Students will assess economic, environmental and other
contemporary impacts of
globalization.
To what extent should I, as a citizen, respond to globalization?
Students will assess their roles and responsibilities in a globalizing
world.
Another Way
Because what we really need to chuck is this old-school throw-away mindset. There’s a new school of
thinking on this stuff and it’s based on: Green Chemistry,81 Zero Waste,82
Closed Loop Production,83 Renewable Energy,84 Local living Economies.85 It’s already happening.
Some people say it’s unrealistic, idealistic, that it can’t happen. But I say the ones who are unrealistic are
those that want to continue on the old path. That’s dreaming. Remember that old way didn’t just happen by
itself. It’s not like gravity that we just gotta live with. People created it. And we’re people too. So let’s create
something new.
Accompanying Resources
The story of Stuff