# data[].attributes.body
Learning Outcomes

1.9 and 2.5

Learning Intentions

I will learn about consumer responsibilities

I will reflect on the impact of my shopping.

I will learn about the impact businesses have on the environment through the production of clothes.

How might you use this stimulus material in class?

This video provides a great introduction to Fast Fashion - defining the problem and outlining the role of social and financial organisations in the industry.

Support resources: the question quadrant provides open and closed questions to support student discussion.

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Learning Outcomes

1.9, 2.5, 3.1

Learner experience

1. Student will learn about individual and collective impact on environment and society.

2. Student will understand how sustainability is imperative for the environment. Make links to sustainable companies and their policies; discuss how these can change the course of the environmental and social impact businesses and organisations can have

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How Deforestation Caused Easter Island’s Society to Collapse

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Learning Outcomes

1.6, 3.5 & 3.6

Learning Intentions

I will learn about the insurable risks associated with transport and how to reduce these

I will learn about the environmental impact of my consumer choices

I will learn how I & organisations can work with government to provide a more sustainable economy

How might you use this stimulus material in the classroom

Provide article to class to read through individually, stopping at various parts to emphasise links to learning intentions.

Support resources

Develop a question quadrant linking to learning intentions to further aid discussions linked to these.

Debate

Finish activity by splitting class in half to discuss the debate 'Should e-scooters require tax & insurance'. Time allowed to form individual argument, then in pairs before group discussion prior to appointing 3 debaters for the main debate.

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Majority want e-scooter users to have insurance and licence - AA survey

# data[].attributes.attachment_link.description
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Learning Outcomes

1.9 and 2.4, 2.5, 3.2, 3.6

Learning Intentions

I will learn about sustainability

I will learn about the benefits of public transport

I will learn about the impact businesses have on the environment

How might you use this stimulus material in class?

This video provides a great introduction to sustainable public transport

Debate:

Should/Will we ban private cars in future??

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On order: The new DART+ Fleet, Ireland's largest and most sustainable public transport fleet ever

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Learning outcomes

1.9 and 2.5

How might it be used in class?

1. Use the clip to spark discussion/debate. Students will focus on our role as consumers in creating waste /link to overconsumption

2. Students will be lead to understand the issue of inequality/food poverty.

3. Students see how social entrepreneurs act to address the issue and bring about changes to the benefit of society/businesses/ the environment

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FoodCloud: Using food to enhance community resilience in crisis and beyond

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Learning Outcome

2.8, 3.1 3.2 3.10

Intentions

Students will learn about unsustainable and environmentally damaging waste practices

Students will learn about the environmental, social and financial costs of such practices

Students will be able to suggest and identify more sustainable practices in relation to packaging

How might i use this material in the classroom

Litter survey for the local town

Review the Tidy Towns competition and the IBAL competitions.

Walking debate on pollution control

Conduct survey on packaging from their own home

Grid document on the use of green, brown, and black bin waste and suggestions ion how companies might improve it.

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LO 2.2, 2.2, 2.3.....Food cloud as a case study/social enterprise

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LO 2.2, 2.2, 2.3.....Food cloud as a case study/social enterprise

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Learning Outcomes

1.9 and 3.5

Learning Intentions

Students will learn about the envoirmental benefits of Electric Vehicles.

Students will learn about the Governments grants for and motor tax policies of EVs.

Students will reflect on their actions as a consumer when choosing a type of transport.

Encouraged to do a cost benefit analysis of choosing an EV

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Why Electric Vehicles are Important for Ireland

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Learning Outcomes:

1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

3.1 Explain how scarcity of economic resources results in individuals having to make choices; predict possible consequences of these choices

Learning intentions:

1. How do my choices in buying products affect the planet?

2. What can we as individuals do to limit the effect on our planet?

Stimulus material:

This video provides a great insight into our choices as consumers in buying products that contain plastic. Class discussion on what we can do as consumers to limit this impact on the environment and what businesses can do as well.

Use of mind map to provide students with collaboration on ideas

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Learning outcomes

1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

2.5 Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective

2.8 Devise and apply a marketing mix in order to promote a new or existing product or service

3.1 Explain how scarcity of economic resources results in individuals having to make choices; predict possible consequences of these choices

Learning Intentions

I will learn about the impact my purchasing choices have on the environment

I will Investigate the changes business can make to improve its negative impacts through Corporate Social Responsibility

I will question what I do in my own life and the small changes I can make that could have a big impact.

How might you use this stimulus material in class ?

The above video should give students some food for thought and encourage discussion about their purchasing habits.

I would use some prompting questions on a handout such as "I SEE, I HEAR, I THINK, I WONDER"  for students to fill out while watching the video.

Could also bring in some physical examples of packaging such as Head & Shoulders shampoo. One of the older style plastics bottles and one of the new refillable metal containers.

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Learning Outcomes:

2.5 and 3.6

Learning Intentions

I will learn about environmental responsibilities

I will learn about the impact that businesses have on the environment through the distribution of goods and services

How might you use this stimulus material in the classroom

Define environmental responsibilities first using a brainstorm activity to understand students prior knowledge of the topic.

Discuss the transport methods available for companies to distribute their goods and services.

Provide students with the case study example above to develop an understanding of how a company can be seen to be environmentally responsible.

Give students 10 minutes to complete a research activity on other companies who are environmentally responsible.

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Climate change: Tesco using electric lorries in ‘UK first’

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The UK’s largest supermarket chain has started using electric trucks to deliver food and goods.

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Learning Outcomes:

1.9  Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour.

3.6 Explain how economic growth can impact positively and negatively on society and the environment and justify the promotion of sustainable development.

Learning Intentions:

I will learn about sustainable consumption.

I will reflect on my own consumption behaviours

I will learn about the impact businesses have on the environment through their sustainable packaging and waste strategy.

Learning experiences:

We will debate the motion " Young people have the power to consume less and change the world".

We will explore online article in pairs using think pair share activity sheet

# data[].attributes.attachment_link.description
McDonald's waste reduction strategy is reflected in policies surrounding packaging, responsible consumption and production, and sustainability partnerships.

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Learning Outcomes

1.1 & 1.9

Learning Intentions:

How does consumers realizing their needs and wants impact others.

How do some firms not treat their workers fairly.

What can we do/ change to fix this.

Stimulus:

Picture of good/bad working conditions.

Create a discussion/ debate on the topic

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Learning Outcomes 1.9, 1.10, 2.4

Learning Intentions
1. Understand the basic workers rights of employees in different countries.
2. Debate whether or consumer choices impact workers in 'sweat shops'.
3. Identify ways we can become more ethical consumers.

Learner Experience
- Watch YouTube video with supporting worksheet to understand how the Apple factory in China have been exploiting workers.
- Read the supporting newspaper article and examine the issues surrounding working conditions in Apple.

Resources
- YouTube Video
- Newspaper article Life and death in Apple’s forbidden city | Apple | The Guardian

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This Man Worked Undercover In A Chinese iPhone Factory | Insider Tech

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Impact of buying food products containing palm oil 

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Impact of buying food products containing palm oil 

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L.O

1.7 & 1.9

Learning intentions:

Understand the difference between renewable and non-renewable resources – Must

Outline the concept of sustainability – Should

Recognise the impact that our consumer shopping choices have on people, animals,  our environment and the economy – Could

Use in class

Watch the video with students and get them to a think-pair- share activity after.

After watching the video think individually about the negative impacts of palm oil production?

Discuss the negative impacts with a classmate or someone at home?

After watching this video, would you consider buying a product that contains palm oil?

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Iceland’s Banned TV Christmas Advert... Say hello to Rang-tan. #NoPalmOilChristmas

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Learning Outcomes:

3.10 and 3.11

Learning Intentions:

I will learn about the new flood defense in Cork City and who will bear the cost

I will learn about the environmental and economic sustainability issues around developing the defense systems

I will present and informed view as to whether this should or should not go ahead.

Support Resources:

I will use Flipgrid in order to get students to outline their opposition or support of the scheme. This will help them with there oral literacy

Card sort (sort pros and cons)

Develop a ranking ladder in order to rank the pros and cons as to their importance.

- Show images of flooding and discuss economic implications

Debate:

Spit call and get them to debate social, economic and environmental concerns.

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Campaigners opposed to the state's flood defence plans in Cork City are poised to take their legal fight against a controversial quayside project all the way to the Supreme Court.

The legal team for Save Cork City (SCC) has applied to the Supreme Court for leave to appeal following a High Court ruling against their challenge to the grant of planning for the Morrison's Island public realm and flood defence scheme in the city centre.

The latest legal move in this long-running saga has raised fears of a further delay to the already-delayed Cork City Council project which was granted planning by An Bord Pleanála in 2019.

SCC, which is also leading opposition to the OPW's Lower Lee Flood Relief Scheme - the single largest investment in flood defences in the history of the state - sought a judicial review of the board's decision on the Morrison's Island scheme.

However, the High Court found late last year that no basis existed to stop the scheme from proceeding. In a subsequent judgement, formalised by order last month, the High Court refused leave to appeal that judgement.

A computer-generated image of the proposed new Parnell Plaza area just off the South Mall, part of the planned Morrison's Island scheme in Cork City.

An SCC representative declined to comment or to provide specific details on the specific nature of its latest appeal. Cork City Council also declined to comment.

Following confirmation of the High Court order just over two weeks ago, the council said it was issuing pre-qualification tender documents for the project.

The council said that these documents seek to form a panel of contractors who will be invited to tender for the works later in the year.

It also said it hoped that construction of the scheme could start in the autumn. Now that date could be at risk if this latest legal move by SCC is successful, and it is granted leave to appeal by the Supreme Court.

The Morrison's Island project has been designed to remove an estimated 80% of the flood threat to city-centre businesses. It includes flood protection measures along a 550m stretch from Parliament Bridge, past Trinity Bridge, down to Parnell Bridge, to include a raising of road levels by 600mm, a raising of quay walls by between 300-600mm, and topping them with 1.2m of steel cabling to maintain views of the river, with a 3m-wide promenade being built along the riverside.

The design provides for the creation of plazas at either side of Trinity footbridge, and at the Parnell Bridge end of the quay, and for the number of car-parking spaces on Morrison's Quay and Fr Mathew Quay to be reduced by just over 100.

However, SCC has always opposed the inclusion of blended flood defences into the overall design.

Previously, the council has pointed out that the scheme has gone through full public consultation, a review, approval by the council and what it described as an "unequivocal" Bord Pleanála planning decision in its favour.

Separately, the OPW's €20m Blackpool flood relief scheme on the northern fringes of the city centre is to be re-evaluated after a successful legal challenge mounted by the Save Our Bride Otters group through a crowdfunded campaign.

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Campaigners could take Cork flood opposition to the Supreme Court

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Campaigners opposed to the state's flood defence plans in Cork City are poised to take their legal fight against a controversial quayside project all the way to the Supreme Court.

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Stimulus Material
Video encourages students to consider the possibilities of food scraps and how scraps could be transformed into incredible dishes that create a more secure food system.

After watching the video think individually about the negative impacts of the overproduction of food ?

Discuss the negative impacts with your peer?

After watching this video, could you think of any other ideas of what could be done with surplus food that is produced?

Students create a poster and share their ideas and suggestions on how they believe food waste can be prevented in businesses and at home.

Learning Intentions

Explain what it means to be an ethical consumer.

Examine the impact of consumer behaviour on others- locally, nationally and globally.

Outline the concept of sustainability.

Understand the impact businesses have on the environment through the production of food.

Focuses on the role as consumers in creating waste/over consumption of foods

https://stopfoodwaste.ie/

# data[].attributes.attachment_link.title
Wasted! The Story of Food Waste (2017) | TRAILER

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Learning Outcomes

2.8 and 3.10

Learning Intentions:

Students will understand their role as consumers and the impact of their behaviours and choices on the environment.

Students will identify products and industries that impact negatively on the environment.

Students will identify more sustainable choices.

Use of stimulus:

Video to be shown following presentation and debate on consumer responsibilities.

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LO: 1.9 and 2.5

1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour

2.5 Investigate the positive and negative impacts on a community of an organisation from an economic, social and environmental perspective

Intentions:

I will learn what the goal of Fairtrade organisation is

I will identify the impacts of Fairtrade on workers and their community from a social, economic and environmental point of view

I will examine the impact of my choices as a consumer

Stimulus:

Use the YouTube video with worksheet to introduce Fairtrade to students

Class discussion on consumer choices- how many Fairtrade produce are in their homes?

Allow students to examine household choices from a ethical point of view using case studies of families from different socio-economic background (depending on make up of your own group)

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Stacey Dooley Investigates: Are your clothes wrecking the planet? - mywaste.ie

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https://www.stellamccartney.com/gb/en/sustainability/sustainability.html

Learning outcomes:
3.1 & 2.2
Learning intentions:
1) I can explain the concept of scarcity of resources
2) I will understand the role an entrepreneur plays in an organisation, society & economy in managing these scarce resources

Learner experiences:

1. Video: Play video from Stacey Dooley to create awareness of scarcity of resources

2. Group work: Students to compare & contrast the sustainability approach of 2 companies from their websites: a) Stella McCartney clothing brand and b) Boohoo.  Students to complete a placemat & feedback to the class.

3. Class to discuss the attitude of each organisation to sustainability & the role an organisation can play in society & economy.

# data[].attributes.attachment_link.readable_text
Travelling to Kazakhstan - a country that has been hugely affected by cotton production - Stacey discovers just how badly fashion can affect the environment. Back in the 1960s, the country was home to the Aral Sea. Covering 68,000 sq km, it was one of the biggest inland seas in the world and full of fish, wildlife, and a hotspot for tourists. But it has been shrinking since 1960 as a result of cotton production. The water has all but gone, and it looks like a desert, with one of the rivers that fed it - the Amu Darya - diverted into cotton-production farms and sucked dry before it could reach the sea.

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Stacey Dooley Investigates: Are your clothes wrecking the planet? - mywaste

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Like many of us, Stacey Dooley loves fashion. "It's retail therapy," she says. "For me, shopping is a way to unwind. I buy a treat, and I get home, try it on and take loads of photos wearing it." But in today's world of fast fashion, where shops no longer just produce seasonal collections but often ...

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LO - 1.9, 2.4, 2.5

Learning Intentions:
I will learn about the impact businesses have on the environment through the production of food
I will learn about consumer responsibilities in relation to food waste

Stimulus material:
Youtube video of beef production in the U.S - showing the scale and impact to the environment
- Fair Trade example

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Learning Outcome: 2.4, 2.6, 3.2

Learning Intentions:

Students will discuss the idea of employees working from home

Students will analyse the costs of working from home

Students will analyse the benefits of working from home

Students will discuss impact of working from home on economy

How might you use this stimulus material in the classroom

present students with current articles online on working from home during Covid19

organise groups and engage in discussion on topic by reading articles

Groups conduct cost/benefit analysis of working from home ie. benefits: reduces CO2 emissions, cost of travel etc. ie. costs: mental health due to working from home, no face to face interactions, professional conversations, social interactions etc

Students conclude if the costs outweigh the benefits or vice versa

Class debate and discussion on findings

# data[].attributes.attachment_link.readable_text
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Working from home could save you 8 weeks and €3k a year, and halve your transport footprint

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Learning Outcomes

2.4

Learning Intention

I will be able to describe worker rights and relate the responsibility of employers to Amazon, Apple and Netflix

List five types unethical behaviour

Identify if this type of employment conditions sustainable.

Will this change my consumer behaviour?

Am I an ethical consumer?

# data[].attributes.attachment_link.title
Behind the Alarming Expose on Amazon’s Workplace Culture | NBC Nightly News

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The New York Times' expose on Amazon's labor practices has put the company on the defense. One former employee said colleagues cried at their desks. " Subscribe to NBC News: http://nbcnews.to/SubscribeToNBC " Watch more NBC video: http://bit.ly/MoreNBCNews NBC News is a leading source of global news and information.

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Learning outcomes:

1. 1.9

2. 2.5

3. 3.1

Learning intentions
What is sustainable consumption
How do my choices affect the planet and what can I do as an individual
Impact businesses have on the environment

Learning environment
survey/ reflection on recycling habits
Video - Netflix documentary "broken" ep 4
Investigate river rock how they use 100% recyclable bottles

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Learning Outcomes:

2.4 and 2.5

Learning Intentions:

Know the rights and responsibilities of workers in Ireland

Compare workers rights in Ireland to those of another country

State the factors which may influence how workers are treated in a particular country

Learning Stimulus:

https://www.youtube.com/watch?v=umRkV3UNMVY

Explanation

Use the video to generate discussion around basic workers rights and to consider why a government might allow workers to be treated unfairly.

Then explore the positive and negative impacts of a company (such as the one in the video) on the local community (from an economic, social and environmental perspective).

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Rights groups in Serbia fear workers at Chinese factory were trafficked

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Learning outcomes:
1.1
1.9
2.5

Learning Intentions:
Analyse the extent to which realising our needs and wants have an impact on individuals and society

Investigate the negative impacts of fast fashion on from an environmental perspective

How might you use this stimulus material in class?
Students watch the video and discuss the topic in groups.

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Confronting High Street Shoppers with A Shocking Truth: Stacey Dooley Investigates

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Learning Outcomes:
1.9 and 1.10

Learning outcomes:
1.9 Debate the ethical and sustainability issues that arise from their consumption of goods and services and evaluate how they can contribute to sustainable development through consumer behaviour
1.10 Discuss and evaluate how globalisation and developments in technology impact on consumer choice and behaviour

How to use in the classroom:
-Ask students to review where all their clothes are purchased from?
-Ask these students of the selling price, the cost of the item in transport (check taxes such as VAT and Custom duties etc)
-Students research the wages of workers, the products, the sustainable packaging and if there is any bad reputation of these  companies- Lush and Innocent Smoothies vs Shein and Penneys.
-Review the sustainability of the clothes, drop off boxes to recycle clothes? Is this just to be seen to 'Ethical' but what happens to these clothes?

Innocent Smoothies: https://www.youtube.com/watch?v=qcAQprELeZM

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H&M and Zara: Can fast fashion be eco-friendly?

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Learning Outcomes
2.4  and 2.5

Learning Intentions:
- Students will learn/revise -Corporate Social Responsibility - 3 pillars - Plant, People and Profit
- Students will look at Nestle as an example - positive (potentially negative) impacts on economic, social and ethical initiatives.
-Students learn how to investigate a business and describe the rights and responsibilities of the business from legal/social/environmental or ethical perspectives.

Learning Experiences:
-Nestle Website: https://www.nestle.com/
- Group work - selectively choose groups/students according to ability/communication skills.
- The group chooses an organisation/business and investigate it from an economic, social and environnmental prospective.
-Students look at the positive/negative impacts of the business and its impact on the community.

# data[].attributes.attachment_link.description
Nestlé is the world's largest food & beverage company. We unlock the power of food to enhance quality of life for everyone, today and for generations to come.

# data[].attributes.headline
Deepwater Horizon - Ethics v Profitability

# data[].attributes.subject
Deepwater Horizon - Ethics v Profitability

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Learning Outcomes

2.5 & 3.1

Learning Intentions

Understand the ethics of strategic decisions (e.g. the trade off between profit and ethics)

Investigate the positive and negative impacts of an organisation on a community from an economic, social and environmental perspective

Explain how scarcity of economic resources lead to choices having to be made, and the consequences of these decisions.

Learner Experience
1. Introduction to the trade off between profit and ethics.
2. Watch parts of You Tube video and prompt students to answer questions linked to it - all due to cost cutting by BP, failure to invest in training and health and safety and prioritising profit over ethics.
3. Class debate on the trade off between ethics and profit using this example and other examples from students.

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Deadly accident Deepwater Horizon National Geographic Documentary 2017

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Learning Outcomes

1.7 & 1.9

Learning Intentions
I will learn about

consumer responsibilities

consumer choices & habits

Reduce, reuse, recycle - how to improve my recycle habits & the benefits

Effects on the environment

# data[].attributes.headline
Amazon’s 1-day shipping is convenient — and terrible for the environment

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Amazon’s 1-day shipping is convenient — and terrible for the environment

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Learning Outcomes

1.1, 1.7, 1.9, 1.10,

Learning Intentions

I will learn about consumer responsibilities

I will reflect on the impact of my shopping.

I will learn about the impact businesses have on the environment through the production and delivery of the goods I purchase.

How might you use this stimulus material in class?

This article provides a great introduction to the impact our shopping decisions have on the environment.

# data[].attributes.attachment_link.readable_text
This story is part of a group of stories called

Since 2005, Amazon has attracted hundreds of millions of customers to its Prime membership program by promising one thing - free and fast shipping, with products arriving within 48 hours or less.

There had been numerous caveats to Amazon's free two-day shipping program: For orders with some small items, Prime has required customers to spend a minimum of $25 before they qualify for free shipping, and orders, in general, can take longer than two days to reach a customer.

In April, the e-commerce giant said that it was working to offer free one-day shipping to Prime customers. It has also eased off on its minimum purchasing requirement, Recode reported, encouraging customers to buy individual low-cost items that come with free one-day shipping. By slashing delivery time in half, it's also a promise that could have a huge environmental impact.

Until recently, if customers wanted to buy $7 razors or a $4 makeup brush, Amazon required them to bundle the products with additional items to hit the $25 minimum. This allowed the company to cut back on shipping fees by effectively ensuring that customers will spend more on products than Amazon will on shipping.

With these changes, Amazon is trying to be the go-to retailer for household items that customers regularly need, in competing with the likes of Target, CVS, and Walmart, wrote Recode's Jason Del Rey.

This move seems predicated on one of Amazon's core principles - customer obsession. After all, more than 100 million people already pay $119 annually to receive Amazon Prime's free and fast shipping; expediting that service and expanding purchasing options will likely keep customers hooked on Amazon's services. But cutting delivery times - as appealing as that sounds to buyers and Amazon - will likely come at the expense of the environment.

According to Amazon, its fastest delivery options (one- or same-day shipping) ship units from local inventory storage, which results in shorter travel distances that are less carbon-intensive.

In September, CEO Jeff Bezos announced the company's commitment to fighting climate change, with the goal of reducing carbon emissions to be carbon-neutral by 2040. He said Amazon would issue reports on its emissions regularly and set forth a timeline for the company to be run solely on renewables by 2030. (Bezos said Amazon currently gets 40 percent of its energy from renewables.)

The announcement, when factoring in Amazon's scale and scope as the largest retailer in the world, seemed ambitious. Still, a number of Amazon employees who've advocated for climate justice believe more could be done on the retailer's part.

Amazon's Climate Pledge is a huge win for @AMZNforClimate & we're thrilled at what workers have achieved in under a year. But we know it's not enough. The Paris Agreement, by itself, won't get us to a livable world. Today, we celebrate. Tomorrow, we'll be in the streets. pic.twitter.com/vTMzGKahTR
- Amazon Employees For Climate Justice (@AMZNforClimate) September 19, 2019

Amazon likes to tout that its delivery services are an environmentally friendly alternative to traditional shopping. "Our research shows that delivering a typical order to an Amazon customer is more environmentally friendly than that customer driving to a store," an Amazon sustainability representative wrote to Grist in an email last year.

That is true to an extent. A 2013 study from the Massachusetts Institute of Technology determined that online shopping could create a smaller carbon footprint compared to in-person shopping. This depends on factors like customer location (cities or suburbs), choice of transportation (car or public transit), and the speed at which packages are delivered.

If online retailers chose to optimize their supply chains and packaging, their services could actually benefit the environment more than brick-and-mortar stores, the study concluded.

However, that goal becomes more difficult when speed and high demand for products are factored into the equation - an inevitable result of free one-day shipping on such a wide range of products. Delivery services can be efficient and cost-effective, but speedy delivery can create problems, Anne Goodchild, a University of Washington professor of civil and environmental engineering, previously told The Goods.

"As we move towards faster delivery, it gets harder to consolidate," she said. "When we're not paying some sort of personal cost for the trip, I think it's easy to overlook how much travel we're adding."

Amazon outsources its delivery services to different providers, including UPS, the US Postal Service, and a number of standalone companies with contracted drivers. These contracted drivers operate vans that are smaller than freight vehicles, which means that they can carry fewer packages and have to return to the warehouse to pick up more.

"As we move towards faster delivery, it gets harder to consolidate"

And freight vehicles, specifically medium- and heavy-duty trucks, are responsible for nearly one-quarter of the carbon footprint in the transportation category, which is the top producer of US carbon dioxide emissions. If one-day shipping incentivizes more purchases, it's likely that more fuel will be expensed to power more vehicles on the road.

It's also impossible to ignore the human costs and manpower needed to fulfill Amazon's shipping promises. An investigation by Buzzfeed News found that contracted drivers worked under grueling conditions to meet their delivery goals; they were forced to skip meals, drove recklessly, and urinated in bottles to deliver more packages in less time.

Even before Amazon's one-day shipping option was introduced, people have already started to make more individual purchases for cheaper items, rather than combine them in one big order, according to Buzzfeed News. "There's more demand created by the availability of these cheap products and cheap delivery options," Miguel Jaller, a UC Davis professor of civil and environmental engineering, told Buzzfeed.

In an article written for Vox last November, Jaller suggested two potential solutions to reduce online shopping's environmental impact: Retailers should invest in more zero-emission delivery vehicles, and consumers should be more aware of their shopping habits.

As part of Amazon's climate pledge, Bezos said that the company will order 100,000 electric delivery vans from Rivian, all of which should hit the road by 2024. Amazon does also offer environmentally beneficial options for buyers: Prime customers can choose one day of the week to get all their deliveries, which would reduce packaging and consolidate shipments. Discounts and Amazon rewards are also offered to Prime participants in the no-rush shipping program.

But these incentives - even if effective - do little to offset the major human and environmental cost of speedy delivery services.

Jaller points out that e-commerce platforms aren't going to make environmentally conscious decisions unless customers push them to: "Right now, the profit incentive is pushing retailers in the wrong direction. We can't expect companies to act against their own interests on their own initiative. But as consumers, we can help to reshape the market."

Whether or not it's reasonable to place corporate responsibility at the feet of consumers, it's clear that Amazon is doubling down on services that encourage single-use shopping.

With options like free one- or two-day shipping at their fingertips, customers are conditioned to expect quick delivery services, often ignoring the human and environmental costs that make it possible.

Old habits die hard, and it's unlikely that the advent of one-day shipping would bring about any change from a consumer point of view.
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Amazon offers 1-day shipping on more items than ever. The environmental toll is huge.

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This story is part of a group of stories called Since 2005, Amazon has attracted hundreds of millions of customers to its Prime membership program by promising one thing - free and fast shipping, with products arriving within 48 hours or less.

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Learning Outcomes
1.9 2.4

I will learn about ethical and sustainability issues that arise from the consumption of goods
I will learn how to distinguish between the rights and responsibilities of an employer and employee

Resources
Brainstore whatsocial responsiblity and
Use apple as a case study, about social resonsibility & how they treat their workers, you tube clips, four corners documentary

'Apple's Broken Promises' excerpt 1 - Bing video
BBC: Apple’s Broken Promises - Bing video

Compare to an organisation/business that is socially responsible - what does this look like - use venn diagrams to illustrate

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BBC: Apple's Broken Promises - IGN Video

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Other FairTrade Companies:
Toms - https://www.youtube.com/watch?v=C4AXv-jFszs - For every product you purchase, TOMS will help someone in need.
Starbucks - Starbucks is committed to 100% sustainably sourced coffee, and uses a system called C.A.F.E. (Coffee and Farmer Equity Practices) in order to optimise its sustainable sourcing.

Learning Outcomes:
1.9, 2.4 and 2.5

Learning Intentions:
Students will learn -

1. What FairTrade is and how to be aware of FairTrade.

2. Develop knowledge about FairTrade companies.

3. Explain Business Ethics.

4. Be good consumers.

How it can be used in the class.
Create a classroom discussion about how these companies actually are portraying FairTrade and what they are doing to help workers and others in developing countries. Showing the ethical side of businesses as opposed to unethical like Penneys.

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Kenco - Coffee vs Gangs [Official TV Advert - 30"]

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Learning Outcomes
2.11 & 3.5
Learning Intentions

Students will explore how public organisations are funded

Students examine the purpose of taxation

Students will evaluate the social perspective in having healthcare available for all.

How might you use this stimulus material in class?

Have students examine two contrasting countries with publically-funded healthcare VS private healthcare and the impacts that it has.

Use the video to help define the issue at hand and outline the role of  social organisation

Compare previous government budgets so students can see previous spending and have students create their own government budget

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Health Promotion and the Sustainable Development Goals