šø Economic Justice Documentary Companion
Cross-curricular inquiry while watching āThe Price of Wasteā (DW Documentary)
š Learning Pathway
Literacy: Global inequality vocabulary, documentary note-taking
Numeracy: Data comparison, visualisation, personal budgeting reflections
Critical Thinking: Systems analysis, solutions brainstorming, citizenship
āÆļø Guided Viewing Schedule
Before Watching (5 minutes)
- Skim the focus questions for each timestamp below.
- Predict one reason global inequality continues to grow.
- Highlight or note any vocabulary you already know (e.g., āconsumptionā, āGDPā, āwasteā).
0:00 ā 6:30 | Waste Mountains (New York)
- How much waste does New York produce each day? Record the figure.
- Who handles this waste? What jobs do they do?
- What emotions do you notice in people featured?
6:30 ā 15:00 | Nairobi, Kenya
- How do people earn money at the Dandora dump site?
- List one environmental and one health impact mentioned.
- Why is waste from wealthy countries ending up here?
15:00 ā 24:00 | Germany & Europe
- What solutions are European cities trialling?
- How do experts describe the risks of extreme inequality?
- Note one quote that stands out to you.
24:00 ā 31:00 | KÄ« taiao & Doughnut Economics
- What is the core idea of āDoughnut Economicsā?
- How does it balance human wellbeing and planetary boundaries?
- What data is used to show inequality trends?
31:00 ā 42:00 | Calls to Action
- What solutions do speakers recommend?
- How do they describe the role of young people?
- List a question youād like to research further.
After Watching (5 minutes)
Complete a quick reflection: āOne injustice I noticedā¦ One solution I want to know more aboutā¦ā Share with a partner.
š Literacy Tasks ā Vocabulary & Documentary Comprehension
1. Global Inequality Vocabulary
Instructions: Define each term using your own words. Give a real-world example from the documentary or Aotearoa.
| Term | Your Definition | Example / Illustration |
|---|---|---|
| Economic inequality | ||
| Consumption | ||
| Global South | ||
| Doughnut Economics | ||
| Kaitiakitanga |
2. Main Idea & Evidence Chart
Use the documentary to gather evidence for each statement.
| Statement | Evidence from Documentary (Quote/Data) | Why this matters for Aotearoa |
|---|---|---|
| Waste is exported from wealthy countries to poorer ones. | ||
| Inequality affects health and wellbeing. | ||
| Policies can widen or shrink the wealth gap. |
š Numeracy & Data Investigations
1. Consumption Footprint Comparison
Complete the table using figures mentioned (or research if not provided):
| Location | Daily Waste per Person (kg) | Landfill / Export Destination | One impact |
|---|---|---|---|
| New York City | |||
| Nairobi (Dandora) | |||
| TÄmaki Makaurau (research) |
Analyse: Which location produces the most waste per person? Why?
2. Personal Budget Reflection
Scenario: Imagine you live independently in Aotearoa on $680 per week (before tax). Complete the quick budget below.
| Expense Category | Estimated Weekly Cost ($) | Essential / Optional | Notes |
|---|---|---|---|
| Rent | |||
| Transport | |||
| Food | |||
| Utilities / Phone | |||
| Savings / Debt |
Reflection: Could you save money on this income? What would need to change for this budget to feel fair or sustainable?
š§ Critical Thinking & Action Planning
1. Systems Map: Who Wins? Who Loses?
Draw or describe a systems map showing how waste, consumption, labour, and profit are linked. Use arrows and key terms from the video.
Prompt: Where do MÄori concepts like kaitiakitanga or manaakitanga offer alternative pathways?
2. Solutions Comparison
Compare two solutions suggested in the documentary (e.g., basic income, green innovation, education investment). Record benefits, challenges, and questions.
| Solution | How it works | Benefits | Challenges / Questions |
|---|---|---|---|
| Solution 1 | |||
| Solution 2 |
3. Local Action Plan (WhÄnau & Hapori)
In small groups, design a micro-action for your school or community that addresses inequality or waste reduction.
- What issue will you target?
- Who needs to be involved (students, whÄnau, local organisations)?
- What resources or knowledge will you need?
- How will you measure success?
š©āš« Teacher Notes & Implementation Guide
Instructional Flow
- Activate prior knowledge with the budget reflection or Do Now from the lesson.
- Co-watch the documentary, pausing at the suggested timestamps to gather evidence and check for understanding.
- Use literacy & numeracy sections as guided or independent tasks ā they double as formative checkpoints.
- Finish with the action plan to connect learning to Te MÄtaiaho competencies and local citizenship.
Differentiation Ideas
- Support: Offer partially filled tables, sentence starters, or paired note-taking.
- Extension: Students research inequality indicators in another country and compare to Aotearoa.
- WhÄnau Link: Set the budget reflection or waste diary as a home activity to spark whÄnau kÅrero.
Assessment Opportunities
- Use vocabulary definitions for literacy evidence.
- Check data tables for numeracy and interpretation accuracy.
- Gather action plans and systems maps as artefacts of critical thinking.
- Capture reflections to show growth in MÄtainuku (foundations) and MÄtairea (progress tracking).