
The Story of Stuff
Introduction
0.00-1.37
1. What are the 5 stages of the materials economy according to the textbooks?
2. Why is the system in crisis according to the presenter?
3. Discuss what might be "missing" from the standard model.
Group task.
1. Listen to one of the sections and take notes.
2. After listening, team up with anyone who listened to the same sections as you and share notes. Plan what can say about this section in two minutes. You can include your own reflections if you want, as long as you cover the basic points.
3. Create a group of five students and give a two minute presentation on your section of the clip. Other students may ask questions.
1. extraction
2.36-4.44
2. production
4.44-8.11
3. distribution
8.11-10.11
4. consumption
10.11-16.48
5. disposal
16.48-19.03
--
Conclusion
19.03-end
Before listening, come up with some solutions yourselves.
Listen and note the words in the blank space
labour r___
fair t____
big p_____
throw away m____
sustain_____
eq___
green ch____
zero w____
closed loop p______
renewable e_____
local living e_______

4. Why is that many of things we buy as Christmas gifts cannot become obsolescent?
So you buy them a solar-powered waving queen; a belly button brush; a silver-plated ice cream tub holder; a “hilarious” inflatable zimmer frame; a confection of plastic and electronics called Terry the Swearing Turtle; or – and somehow I find this significant – a Scratch Off World wall map.

Discuss
1. What is George's solution to the problem of pointless consumption?
Punctuate
theres nothing they need nothing they dont own already nothing they even want so you buy them a solar powered waving queen a belly button brush a silver-plated ice cream tub holder a hilarious inflatable zimmer frame a confection of plastic and electronics called terry the swearing turtle or and somehow I find this significant a scratch off world wall map
Compare
There’s nothing they need, nothing they don’t own already, nothing they even want. So you buy them a solar-powered waving queen; a belly button brush; a silver-plated ice cream tub holder; a “hilarious” inflatable zimmer frame; a confection of plastic and electronics called Terry the Swearing Turtle; or – and somehow I find this significant – a Scratch Off World wall map.
They seem amusing on the first day of Christmas, daft on the second, embarrassing on the third. By the twelfth they’re in landfill. For thirty seconds of dubious entertainment, or a hedonic stimulus that lasts no longer than a nicotine hit, we commission the use of materials whose impacts will ramify for generations.
Have I changed any words? How does moving the clauses help the writer emphasise his points better?
Each sentence has one word or phrase in the wrong place
The journalist Adam Welz records, 13 rhinos were killed by poachers in South Africa in 2007.
This year, 585 have been shot, so far.
No one is sure entirely why.
But one answer is that now very rich people in Vietnam are sprinkling ground rhino horn on their food or snorting it like cocaine to display their wealth.
It’s grotesque, but it differs scarcely from what almost everyone in industrialised nations is doing: trashing the living world through pointless consumption.
Emphatic forms
But seldom do the engineers of these policies stop and ask “spending on what?”.
Can you re-invert this sentence?
But...
The old excuse, that we must trash the planet to help the poor, simply does not wash.
What emphatic devices are used here?
Compare
Rare materials, complex electronics, the energy needed for manufacture and transport are extracted and refined and combined into compounds of utter pointlessness.
Utterly pointless products are made from rare materials, complex electronics, and the energy needed for manufacture and transport.
How does the first sentence convey the absurdity of this situation better?
What tense aspect is used?
People in eastern Congo are massacred to facilitate smart phone upgrades of ever diminishing marginal utility. Forests are felled to make “personalised heart-shaped wooden cheese board sets”. Rivers are poisoned to manufacture talking fish.
Why?And why three times?
What emphatic devices are used here?
Bake them a cake, write them a poem, give them a kiss, tell them a joke, but for god’s sake stop trashing the planet to tell someone you care. All it shows is that you don’t.
What makes this a good choice for a concluding sentence?
Researching her film The Story of Stuff, Annie Leonard discovered that of the materials flowing through the consumer economy, only 1% remain in use six months after sale. Even the goods we might have expected to hold onto are soon condemned to destruction through either planned obsolescence (breaking quickly) or perceived obsolescence (becoming unfashionable).
What do the enlarged words do in this passage?

