Consumers, advertising and informed choices

Consumers make choices about goods and services. Advertising can provide useful information, but it is designed to persuade, so consumers compare claims, costs, quality and their own needs.

Key terms

Consumer:

A person who buys or uses goods and services.

Advertising:

Communication intended to persuade people to buy or support something.

Value:

The usefulness or benefit compared with cost.

Questions

1. 1. This week’s key HASS idea is:

   • how consumers can make informed choices
   • ignore different viewpoints
   • make a decision without evidence
   • assume one example tells every story

2. 2. Which term means “A person who buys or uses goods and services.”?

   • Consumer
   • Advertising
   • Value
   • Evidence

3. 3. Which term means “Communication intended to persuade people to buy or support something.”?

   • Advertising
   • Consumer
   • Value
   • Source

4. 4. Which term means “The usefulness or benefit compared with cost.”?

   • Value
   • Consumer
   • Advertising
   • Perspective

5. 5. Which task would best deepen learning about consumers, advertising and informed choices?

   • compare two advertisements and identify what extra information a buyer needs
   • Memorise the title only
   • Skip the evidence
   • Choose an answer at random

6. 6. Why are examples useful in a HASS lesson?

   • They connect an idea to people, places or decisions
   • They make sources unnecessary
   • They prove all experiences are identical
   • They replace careful thinking

7. 7. A student wants to understand consumers, advertising and informed choices fairly. What should they do?

   • Use evidence and consider more than one perspective
   • Use only the first opinion they hear
   • Ignore the context
   • Decide before investigating

8. 8. What makes a source useful for investigating consumers, advertising and informed choices?

   • It provides relevant information that can be checked
   • It agrees with a favourite answer
   • It has no date or author
   • It avoids all detail

9. 9. If two groups have different views about consumers, advertising and informed choices, what is the best first step?

   • Find out what evidence and experiences shape each view
   • Assume one group is always wrong
   • Ignore both viewpoints
   • Choose the loudest view

10. 10. Which response shows informed reasoning?

    • Make a claim, support it with evidence and explain the connection
    • Repeat a claim without support
    • Use a source without reading it
    • Avoid explaining a choice

11. 11. How do the key terms help with consumers, advertising and informed choices?

    • They make explanations clearer and more precise
    • They remove the need for evidence
    • They make perspectives irrelevant
    • They only matter in spelling tests

12. 12. Which question would be useful when checking information?

    • Who created this, and what evidence supports it?
    • Do I already agree with it?
    • Is it the first result I found?
    • Can I avoid reading it?

13. 13. Why can one source be limited?

    • It may represent only one time, place or perspective
    • Every source tells the whole story alone
    • Sources never need context
    • A source is always either perfect or useless

14. 14. Which outcome best matches how consumers can make informed choices?

    • An explanation that connects evidence to a real situation
    • A decision without reasons
    • A list of unrelated words
    • An answer chosen before investigating

15. 15. What makes a recommendation about consumers, advertising and informed choices fairer?

    • Considering evidence, likely effects and affected people
    • Ignoring people who may be affected
    • Using only a slogan
    • Avoiding all trade-offs

16. 16. Why should a HASS conclusion acknowledge uncertainty where needed?

    • Evidence can have limits and responsible conclusions avoid overclaiming
    • Uncertainty means evidence is useless
    • Every issue has one obvious answer
    • Conclusions never need evidence

17. 17. A claim conflicts with new evidence. What is the best response?

    • Revise the claim or investigate the difference further
    • Hide the new evidence
    • Keep the original claim regardless
    • Stop asking questions

18. 18. How can learning about consumers, advertising and informed choices support community life?

    • It can help people understand issues and make informed choices
    • It has no connection to real decisions
    • It means only experts can participate
    • It removes the need to listen to others

19. 19. What should a student do after completing this inquiry?

    • Explain what the evidence supports and what they would investigate next
    • Forget where the information came from
    • Assume all cases are identical
    • Avoid discussing the result

20. 20. The strongest response to this topic will:

    • use evidence to explain how consumers can make informed choices
    • copy an opinion without checking it
    • ignore the people involved
    • avoid real examples

21. 21. Why is compare two advertisements and identify what extra information a buyer needs valuable?

    • It turns a broad idea into thoughtful, evidence-based learning
    • It avoids applying learning
    • It replaces all sources with guesses
    • It only matters after the topic is forgotten