DOCUMENT RESUME

ED 205 746 CE 029 738

AUTHOR MacKenzie, Louise: Smith, Alice

TITLE Consumer CitiZenship Curriculum Guides for Social

Studies, English, Science, Mathematics.

INSTITUTION Rhode Island Univ., Kingston. Curriculum Research and

Development Center.

SPONS AGENCY Office of Consumer's Education (ED) , Washington,

D.C.

PUB DATE 81

GRANT G008006868

NOTE 553p.

EDRS PRICE MF02/PC23 Plus Postage.

DESCRIPTORS Advertising: Banking: Behavioral Objectives:*

Budgeting: Conservation (Environment): Consumer

Economics: *Consumer Education; Consumer Protection:

Credit (Finance): Curriculum Guides: *English

Curriculum: Gifted; Insurance: Learning Activities;

*Mathematics Curriculum: *Science Curriculum:

Secondary Education: Slow Learners; *Social Studies;

Student Evaluation: Taxes

ABSTRACT

These four consumer citizenship curriculum guides for social studies, English, science, and mathematics incorporate

consumer education into these subject matter areas in grades 8-12. Each guide is organized around 10 main component/goals. They are

basic economics iii the marketplade, credit, consumer law/protection,

banking skills, comparison shopping for goods and services,

advertising and our society, responsible budgeting, insurance, taxes, and conservation of energy and resources. Each specific objective under the goals lists performance indicators and suggested evaluation

for each one. A taxonomy provides the teacher with consumer knowledge related to the performance indicator. Suggested learning experiences

provide activities directly or indirectly related_to the specific

:objectives. Learning experiences for the gifted and slow learner

follow the social studies, English, and science guides. A section for

the gifted in mathematics follows the mathematics guide. Appendixes

include the Consumer Citizenship Curriculum Guide Grid, descriptions

of the slow learner and gifted child, and a partially annotated list of selected resources. (in)

***********************************************************************

* Reproductions supplied by EDRS are the best that can be made *

* from the original document. * **************Milt***101g***Milt**WW**********4********WWWWItilt
699 7A?

CONSUMER CITIZENSHIP CURRICULUM GUIDES

FOR

SOCIAL STUDIES

ENGLISH

SCIENCE

MATHEMATICS

0

4,

ED205746

PEJ

Louise MacKenzie, Project Director

Alice Smith

U.S DEPARTMENT OF HEALTH.

EDUCATION & WELFARE

NATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM

THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRE

SENT OFFICIAL NATIONAL INSTITUTE OF

EDUCATION POSITION OR POLICY
Contents

Pages

Preface iii

Acknowl edgements iv

Forward for Social Studies

Consumer Citizenship Curriculum Guide for Social Studies 1

Learning Experiences for the Gifted and Slow Learner in Social Studies 104

Forward for English 137

Consumer Citizenship Curriculum Guide for English 138

"15

20s

209

241

245

246

266

270

Instructions for Making Instant Slides 270

Consumer Citizenship Curriculum Guide Grid 271

Description of the Slow Learner 274

Description of the Gifted Child 275

Selected References 277

Learning Experiences for the Gifted and Slow Learner in English

Forward for Science

Consumer Citizenship Curriculum Guide for Science

Learning Experiences for the Gifted and Slow Learner in Science

Forward for Mathematics

Consumer Citizenship Curriculum Guide for Mathematics

Mathematics for the Gifted

Appendix

3
DISCRIMINATION PROHIBITED -- Title VI of the Civil Rights Act of 1964 states: "No person in the United States, shall, on the ground of race, color, or national origin, be excluded fran participation in, be cknied the benefits of, or be subjected to discrimination under any progran or activity receiving federal financial assistance." Therefore, the Consumer Education program, like all other programs or activities receiving financial assistance from the Department of Education, must be operated in ccmpliance with this law.

Developed and disseminated pursuant to grant No. G 008006868 with the U.S. Office of Education under

the Office of Consumer's Education

by the

Curriculum Research and Development Center

.University of Rhode Island

Kingston, Rhode Island ..02881

1981

These curriculum guides were supported in whole by the Office of Consumer's Education, U.S. Department of Education. However, the opinions expressed herein do not necessarily reflect the position of the Department of Education and no official endorsement should be inferred.

4 5
Preface

Consumer education is a continuous, lifelong process to be included at every level of the

educational structure. Continued exposure to consumer education in many forms is extremely important

in making general consuner concepts an integral part of every student's background and preparation for

life.

The purpose of these four Consumer Citizenship Curriculum Guides for Social Studies, English,

Science and Mathematics is to weave consumerism into subject matter areas which may not usually include

consumer education. Every effort has been made to incorporate the philosophy of each subject matter

area as seen by present leaders and teachers. These Guides have been written to meet the Rhode Island

state law that requires schools to provide consumer education in grades 8 - 12. This document is based

on the Rhode Island Consumer Education Curriculum Guide which should be used in conjunction with the

'Consumer Citizenship Guides.

Learning experiences for the gifted and sow learner follow the Social Studies, English and Science

Guides. A section for the gifted in Mathematics follows after the Mathematics Guide. A description of

the gifted and slow learner appears in the appendix.

Louise MacKenzie

Project Director

University of Rhode Island

May, 1981

/1

0
iv

Acknowledgements

The project staff acknowledges the worthwhile contributions made by many individuals to this

project. Their suggestions and comments influenced revisions within the curriculum guides to make them relevant for use 'al the classroom.

We are especially grateful to the field specialists and the subject matter area specialists who

gave generously of their time to read the guides during various stages of development. Their reviews and recommendations were absolutely essential to the final outcome. The field specialists are Barbara Duggan, Shirley Testa, Anthony Lombari, Judy Phillips, Julius Breit, Marie Cox, Andrew Polouski and Esther Bello. The subject matter area specialists include Doctors Franziska Noring, Jean Lown,

Patricia Helms, Henry Dymsza, William Croasdale, Richard Nelson, W. Chris Heisler, and Page Bristow.

We thank Dustin W. Wilson, Jr., Director of the Office of Consumers' Education, who served as the

necessary link between Washington, D.C. and the University of Rhode Island.

We wish to express deep gratitude to Dr. J. Lynn Griesemer and John Boulmetis who evaluated the project's progress.

The project staff recognizes the valuable and continuous contributions from the faculty and staff of the College of Hum Science and Services. We are extremely grateful to Doris May, Director of the

Home Economics Resource Center, who shared materials.

We are grateful to Judy Houghton for her creative art work.

We further wish to acknowledge the invaluable contributions of the project secretary Clarice Coleman, with the assistance of Marilyn Lombari. Thank you Isabel Hull for transferring incoming calls to our project office. To Betty Snow we are extremely grateful for keeping our finances and record keeping current. We also wish to thank our copying aids, Vickie Iwuc, Debbie Schmith, Pamela Flannigan

and Joan Kuznnski.

8

9
10 i_1
SForward for Social Studies

The Consumer Citizenship Curriculum Guide for Science has been developed to help Social Studies

teachers incorporate some parts of the Rhode Island Consumer Education Curriculum Guide in their

subject matter area. All of the objectives covered in the R.I. Guide have not been included in this

Social Studies Guide. A Grid may be found in the Appendix. It gives a detailed picture of the

objectives chosen for Social Studies, English, Mathematics as well as Social Studies. Hopefully, as

the student moves through, these four subject matter areas the objectives will be adequately covered.

The R.I. Guide does not assign numbers to any of the components or specific objectives; however, in

this Social Studies Guide we have done so. Social Studies Philosophy

The following rationale for social studies education was adopted from the Revision of the NCSS

Social Studies Guidelines prepared by the National Council for the Social Studies (1979).

The basic goal of social studies education is to prepare young people to be humane, rational,

participating citizens in a world that is becoming increasingly interdependent. A commitment to foster

human dignity and rational process are the key to the structure of the social studies curriculum.

There is a complimentary and inseparable nature of knowledge, reason, commitment to human dignity and

action in social studies. The Citizenship Guide has attempted to structure each objective so that

students may have experience in (1) Knowledge -- a provision of a reservoir of data, ideas, concepts

and theories (2) Abilities -- thinking competencies that provide a means for problem solving and help

in decision making (3) Valuing -- an examination of personal and societal values and (4) Social Participation -- the application of the educational efforts in the social area.

Social Studies strives to provide consumer education in as many ways as possible. As a result

Social Studies teachers help students understand the consumer role in the content of our national

economic, political and social systems and to appreciate the global interdependence of consumers.

Social Studies provides students with conceptual tools for their future use rather than technical

information which may become outdated.

Hag to Use This Guide

1. Study the Guide format which gives the main component, the goal, Social Studies contribution and

specific objectives.

2. Each specific objective lists performance indicators, the Social Studies objective used and the

suggested evaluation for each performance indicator.

3. The taxonomy will help teachers understand the consurner knowledge related to the performance

indicator.

1 0

3_

13
Forward for Social Studies (cont.)

4. Suggested learning experiences provide activities which are directly or indirectly related to the

specific objective. Nb effort has been made to provide a ccmplete list of learning activities;

however, we have made an effort to suggest some of the more unusual activities. Study the

performance indicator and. then select, rearrange and add suitable activities to provide the

learning experiences desired.

5. No attempt has been made to place the suggested learning experiences in a specific order or

sequence.

6. Sane learning experiences for the gifted and slow learner appear after component 10.

14 15

vi
1. BASIC ECONOMICS IN THE MARKETPLACE

Goal: Understanding the nature of the basic economic problem of scarcity where people, with

unlimited wants and needs, live in a world of limited resources. Specific Objective

1.1 The student will be

able to identify and

explain the basic

elements of the contemporary American

market place.

Performance Indicators

1.11 Define pertinent terms.

1.12 Describe traditional,

command and market economics.

1.13 Give characteristics of

the American Economic

system. Provide exanples

of major influences and

problems.

1.14 Respond to the question,

"Do we have a free market

place?" Indicate your own

values.

Level Suggested Evaluation

Knowledge Short answer quiz

Abilities Summary Sheet of 3

Economic systems;

diagrams of systems

Abilities Objective quiz; narrative essay from

"Cottage Industry to

Today."

Values Debate

Taxonomy

1.11 Terms and concepts pertinent to the marketplace:

Economic freedom: Freedom of choice to buy or

to reject.

Economic growth and stability: Total value of

all the goods and services produced in a year. (Gross national product).

Inflation: Rapid price increase that decreases

consumer buying power.

Economic stability: Monetary and fiscal policies which help regulate money and credit.

16

Suggested Learning Experiences

Debate:

The effectiveness of traditional,

command or market economies.

What role should the government play in

the American economy? Should it be a

watchdog?

What role should advertising play?

Should there be more or less control over

advertising?

What role should business play in the

17
Taxonomy

1.11 (cont.)

Economic security: Steady income, both present

and future.

Economic justice: Distribution of wealth in a fair and equitable manner.

Monopoly: Relatively complete control over price and quantity of product produced is

held by one or more sellers.

Oligopoly: a market situation in which a

few producers affect but do not control the

market.

Economic systems: People working together to

use their scarce resources.

Economic voting: People vote for a product or service by spending money for it and thus

accepting it.

Monetary policy: Regulation of money and

credit.

Fiscal policy: Government spending and taxation.

1.12 Primary economic systems:

Traditional -- Economic life is determined by

such things as habit, custom, and religious

traditions,

Command or Directed Economy -- Basic economic

decisions are made by a central authority.

Market Economy -- Consumers determine the nature and prices of goods and services produced.

18

Suggested Learning Experiences

economy? What freedoms and

restrictions? How can business be

made accountable?

Provide examples of ways the consumer is

helped in the American economy. Give examples

of injustice..Identify possible solutions.

Watch newspapers for incidents that would

indicate when greater controls are needed

to restrain monopolistic or oligopolistic

business operations.

Select or originate case studies that show

the effedts of inflation and deflation on:

a retired person

the store keeper who buys a large quantity

of stock

the wage earner on weekly' pay

the home owner

a high school student

Student projects: Study a locally produced

product. Trace it from raw material to

finished product noting factors which

contribute to the economy.

Classroom simulation of supply and demand

through an auction, using token money.

Bring in newspaper articles which show monetary and fiscal policy at work in the U.S.

economy.

19
Taxonomy

1.13 In the United States the economy should probably

be labeled as "market-oriented". It has:

Pri vate property -- Ameritans have incentives

and the right to buy and own personal and

business property, but the government serves as a "watchful eye".

Free enterprise -- ,Americans can produce anything governed only by restrictions in the

public interest. There is government control

in that unsafe goods are not to be made

(nor can people print their own money!).

Profit motivation -- the desire for income

left after paying all expenses can be either

positive or negative. When positive it can

lead to personal wealth and increased national

development. When negative it can lead to

exploitation of consumers, businesses and even governments.

Competition -- for survival, a business must

be operated effectively and efficiently if it

is to survive. Helps to keep quality up and

prices down, and reasonable quantities

produced.

Supply and demand -- necessary to answer how

much is to be produced and at what price to

sell the products. There is continual

bargaining between producers and consumers. in the marketplace. Ultimately, barring

extreme controls or market restrictions,

the price that consumers are willing

to pay for goods will be close to that

which the producers are willing to produce

and sell.

20

Suggested Learning Experiences

Compare and contrast any two presidents' eco- nomic policies. They may be of the same or different parties. They must however be suc- cessive or consecutive. Also, it would be

easier to pick presidents who were or are)

in the midst of some economic turmoil. State

their dilemma, how they chose to resolve it

and what its effect was on the general

public.

Students bring in examples from newspaper and

magazine articles of government agencies and

regulations which act in the public interest.

Interview three people who work at three different jobs (blue collar, professional, teenager) . Make a list of the machines that help

them do their work. Explain briefly how each

machine works and how the job would get done

if the machine weren't available. Ask the

three people how much longer it would take to

do their work if they did not use any

machines.

Using newpiper -- bring in examples illustrating how the market system may be over- powered by government regulation or industry

power. In what industries (products, services) does the market system actually operate? Which industries are controlled by a "guiding hand" from government or business?

21_
Taxonomy

1.14 The American econany tries as much as possible to

operate with open competition, but there are goverment regulations. Through fiscal policies the

government can affect economic activity its own

spending, and by raising .or lowering taxes.

Through monetary policies, the government can

raise or lower discount rates, adjust the reserve

requirement ratio and buy and sell government

securities (open market operations). The federal

government's role in the economy is largely

regulatory and we are faced with the question,

"How much regulation is good?"

Suggested Learning Experiences

Discuss profit motive, canpetition, government intervention, property ownership and

other influences on the economy.

Specific Objective

1.21 The student will

develop an awareness

of the interaction

between supply,

demand and the price

mechanism.

Performance Indicators

1.21 Describe the circular flow

of money in the economy.

1.2?. Analyze influences on the

economy which affect supply,

demand and prices.

1.23 Given the breakdown of the

circular flow of money in a

free enterprise system, predict

problems that might occur.

Level

Knowl edge

Abilities

Abilities

and %.1-1'res

Suggested Evaluation

Objective test

Problem solving

Essay question

Taxonomy

1.21 Circular Flow:

Business depends on people to do work.

People depend on business to employ then.

Business depends on consumers to buy.

22

Suggested Learning Experiences

Use a circular flow diagran to illustrate

how the flow of economic activity works.

(See diagran)

23
Money flow goes from consumers to business in

payment for the produced goods and

from business to consumers in payment for

labor services.

Government plays a roll as regulator.

None of the parts can stand alone.

1.22 Influences on the econcmy which

demand and economy:

Consumer demand

Prices

Prcmotion of goods

Scarcity of resources

Regulation by government

Monopolies

Distribution of incane

24

affect supply,

Wages and salaries

Consumer action

Competition

Distribution

Services

Expected level of

living

Brainstorm all possible considerations by

which wages are determined for the following:

factory worker secretary

barber lawyer nurse waitress

OL the chalkboard provide a large exaaple of

the circular flow. Students list an econanic

difficulty and then diagram the domino

effect.

Discuss examples of public and private

monopolies and their effect on the free

enterprise system.

What is a level of living? What is each

student's present level? How does it compare

with parents? Grandparents?

25
Taxonany

1.22 (cont.)

Natural resources

Cultural influences

Human resources

Gross national product per capita incase

1.23 A breakdown in the circular flow of money can

bring about inflation, depression , or other

economic problems dependent in part on values

which also affect the economy (environmental,

personal expectations, life style and political).

Suggested Learning Experiences

How do teenagers' spendino habits affect the

economy? What do merchants do to encourage

teenagers to spend their money?

Do a values continuum. Students place

themselves in a line ranging from "I prefer

to live on the land, producing all of my own

goods" to "I want to live in a society where

I pay for all of the goods and services I use.'

Specifi c Objective

1.3 The student will

understand how

consumer decisions

influence the use

of personal resources

to maximize satisfaction.

Performance Indicators Level

1.31 Identify the components that Knowledge

make up a life -style.

1.32 Describe how decision-making Abilities

affects a life style.

1.33 Defend and criticize the Values

"American Way of Life."

Suggested Evaluation

Short answer quiz

Objective test

Written paper

Taxon an y

1.31 Some canponents of a

identified as:

Energy usage

Environment

Education

Cultural pursuits

Health

Trans port at i on

Services

26

life style can be

Family size

Psychological health

Family background

Age

Vocation

Protection

Recreation

Suggested Learning Experiences

List factors which determine differences in

consumers. Recall when you were last a consumer and list

the factors which influenced your consumer

decision'.

List ten goods and services common today that

were not available to consumers fifty years

years ago.

6

27
Taxon any

1.32 Sane bases for decisions..

Values, goals, needs, wants and

resources form the bases. All are i nterrel ated= and interdependent.

Values serve as guide from which

alternatives can be chosen.

Goals are those things desired towards

which energies are directed.

All persons have similar basic needs, but when

choices are made, different life styles emerge.

Individuals and families have different

resources available to then.

Good management of resources can increase

satisfaction.

1.33 The American Way of Life stands for abundance

and quantity, but many people are excluded. To

be questioned are:

Quality of air, water, food, services,

recreation, etc.

Fairness of competition

Housing

Medical services

Racism

Poverty

Question of what we are building toward:

bigger and better junkyards or responsible

choice making as well as production

Welfare regulations

Suggested Learning Experiences

Contrast consumer decisions of American

teenagers with those of 25 years ago and 25

years fran now.

Discuss, "Every choice is an economic vote."

Use a transparency of Maslow's Hierarchy

of Needs to illustrate basic needs.

Develop lists of "needs", "conveniences",

"luxuries". Is there agreement among

students?

Debate: Is a family's standard of living

chiefly determined by its income or values

and goals?

Discuss "earning a living" and. "living a

life" and the implications for a life style.

Identify the components of a life style

about which one makes decisions.

Cite examples of how the quality of life of

individuals and families affects the

national welfare.

How is the American way of life changing due

to worldwide economic conditions? i.e., "interdependent world" philosophy.

Specific Objecti ve

1.5 The student will

understand the interdependent nature of

the market system

28

Performance Indicators

1.51 List econanic concepts needed

to understand the market

system

Level Suggested Evaluation

Knowledge Short answer quiz

29
Specific Objective Performance Indicators

1.52 Illustrate the interrelationship of the American

economy and consumers'

activities.

Level Suggested Evaluation

Abilities Short answer quiz

1.53 Using one major consumer Values Chart showing

decision show the

repercussions of a major

consumer decision, e.g. yoUr

vote to increase taxes for

improved police protection.

effects of decision

Taxonomy

1.51 Some components of a life style can be

identified as:

Freedom of choice -- limited by laws, regulations, business practices, customs and habits.

Freedom exists for both producers and consumers.

Opportunity cost -- those things we must do

without when we decide upon some particular

allocation of productive resources. There

is "freedom to choose", but one must judge

what choice "costs".

Income -- the nation's output and income

is the Gross National Product (GNP). One

must consider the flow of goods and services.

Consumer income uses include savings,

investments, credit, borrowing, assets,

insurance.

Private and public consumer interests -- freedom of choice includes the right to

30

Suggested Learning Experiences

Compare economic activity with the view f.rom

the observation deck of the Empire State

Building in New York City. Drivers make

individual decisions but the traffic pattern

is recognizable.

Using the phrase, "It is good to save part of

your income for a rainy day", discuss the

effect on the individual. How would the

economy react if everyone suddenly saved

their money and spent less?

React to Senator Gaylor Nelson's comment

that "There is a lack of balance -in the

consumer's capacity to deal equally with

the guy who's got an item to sell".

What is the difference between money income

and real income? How do they each affect

the market?

31

8
Taxonomy

1 51 (cont.)

satisfy wants through either private or public expenditures. Must weigh alternatives

(if want added police protection, taxes will

go up).

1.52 The American economy is a market system.

It is also an economy producing a flow of

goods and services and also a flow of

income to buy these products. This flow is

rel ated to the individual's income. Individual

consumer behavior can affect the total flow

of i ncome.

1.53 Freedom of choice includes choices from

either private or public possibilities.

Choices will affect both the private and

public sectors of the economy.

Suggested Learning Experiences

Discuss:

Spending for things today vs. saving for

the future.

Balancing spending for food, clothing

and shelter vs. spending for entertainment

and recreation.

Undertaking extra work vs. spending that

time on leisure.

Comparing the potential benefits of

higher, education with the cost and sacrifices it normally requires.

Investigate pros and cons of each and give

possible outcomes:

Proposition 2 1/2 (Massachusetts)

Proposition 13 (California)

2. CREDIT

Goal: Understanding that credit properly used is a tool to reach

economic goals.

Specific Objecti ve

2.1 The student will

identify the role

of credit in personal

money management.

32

Performance Indicators

2.11 Define credit. Identify who

obtains credit and for what

purposes.

2.12 List and illustrate advantages

and disadvantages of using

credit.

2.13 When provided with case studies, make personal deci si'ons

concerned with the need for

use of credit.

Level

Knowl edge

Abilities Short answer questions

Valuing

Suggested Evaluation

Objective test

Problem solving

33
Taxonomy

2.11 "Credit" -- to pay for the use of someone else's

money. Businesses borrow to acquire more capital.

Governments borrow to fund national needs and to

cover deficits. Consumers borrow to buy major

articles, take advantage of sales, consolidate

debts, level out monthly payments for necessary

goods or _services or use as a supplement to an

emergency fund.

2.12 The borrowers

Advantages of credit

shop without carrying much cash.

act in an emergency when cash may not be

available.

use goods and benefit from services at same

time that payments are made.

consolidate costs of goods and services and

therefore budget for them.

make purchases when the price is right.

Disadvantages of credit

tends to encourage overbuying.

tends to reduce short-term buying power,

since interest costs must be paid as well.

decreases thrift and savings and makes it

difficult for consumers to have cash for

emergency expenses.

obligations can result in bankruptcy if

there is a sudden reduction of income.

often reduces goal setting by families saving

for the future.

cost of goods and services is increased by

finance charges, further reducing the consumer's

cash balance.

creates a false sense of security because of

the possession of goods. (Garman & Eckert. 1978.

p. 195.

34

Suggested Learning Experiences

Write different definitions for credit on the

chalkboard..

Discuss: Where do banks get the money they

lend to customers;' What is the future of

money? Is it becoming obsolete? Will we

have a cashless society? Can you avoid using

credit?

Use case studies to determine the advisibility of using credit.

Discuss the advantages, disadvantages and

alternatives to using credit for different

purposes such as education, clothing, household needs, vacations, medical bills, etc.

Debate: Credit shall be restricted to emer- gencies and absolute necessities.

The Egyptians had a form of credit more than

10,000 years ago when they recorded transactions (in hieroglyphics) on papyrus. Research

this in the library.

Discuss bartering due r4 the settling of the

colonies.

Investigate the history of credit. When was it first instituted? On what terms? Who were

the first creditors? What was (and is) the

public's attitude toward credit? Who seeks

credit most nowadays? Is there a trend toward

more or less credit-seeking than before?

t- tij

10
Taxonomy

2.12 (cont.)

The Savers

Can make money available for borrowers and thus

benefit from the interest on their loans. In

short, if it were not for the borrowers, the savers would have no place in which to invest savings.

Society as a Whol e

Credit extension can lead to increased demand and

therefore increased production of goods and services, thus helping to maintain full employment.

On the other hand consumer credit may contribute

to economic instability because it must take sane- thing away from investment spending or consumer

spending on nondurable consumer goods and thus contributes to a lower rate of economic growth. The

overextension of credit may also lead to inflation,

extravagance and general lack of prudence. An increased demand for goods and services can pull up

prices.

2.13 All of the following are options which face

customers. Value judgements are necessary for

decisions.

Cash should also be recognized as a negotiable financial commodity. Credit costs

are reflected in the cost of items. Should cash

custaners pay for the service they. do not use?

Getting credit is often too easy. Whose

responsibility is it for the restric+ion of

credit opti ons?

36

Suggested Learning_ Experiences

Given the pros and cons of credit extension,

take a stand and debate the advantages and

disadvantages of your personal choice. You

could start off by pitting "full-employment

vs. economic instability.

Compare interest rates on savings to interest

rates for consumer loans. What factors

account for the differences?

Use case studies to determine the advisability of using credit. . Investigate major credit card companies

and their interest rates. Check with various

stores and see if there is a "discount" of

any sort for paying with cash rather than

credit.

Get various applications for credit from all

types of different stores-- department stores,

hardware stores, specialty shops, etc. Compare applications--are they long, complicated, extremely investigatory, etc. How many

ask for incane, how long you've had your job,

where you live and how long, etc. Also, investigate what' happens to non-payers of debt

in terms of the laws and attachment of wages.

Simulation: Give each student a $10,000

credit limit and auction off a limited nunber

of items such as cars stereos, etc. Then increase the credit limit (or token money) to

$20,000 and continue auction. Determine how

this affects savings and prices.

37
Tar.oncmy

2.13 (cont.)

Does the explosion of credit mean we are

headed for a cashless society? Are there

enough safeguards?

When is it wise for an individual to use

credit?

Suggested Learning Experiences

Specific Objective

2.2 The student will

recognize types,

sources and costs

of credit for different purposes.

Performance Indicators

2.21 Define ten terms related to

credit.

2.22 Cite and define three types

of credit, and describe four

sources of cash loans.

2.23 When provided with case studies, decide what type of credit you would use for a particular purchase, and where you

would go for a cash loan in

each instance.

Level

Knowledge

Abilities

Vilues

Suggested Evaluation

Objective test

Prepared paper

Individual or group

response to case

studi es

Taxonany

2.21 Terms related to types of credit:

Credit cardan identifying card which allows the

holder to charge goods and services.

Finafice canpany--a canpany in the business of

making loans.

38

Suggested Learning Experiences

Collect exanples' of consuner credit: Charge

plate, pranisory note, installment contract,

advertisements of consuner lending agencies,

brochures on the "budget" plan of a discount

store, phone bill, and others.

Collect credit agreement forms such as applications contracts and chattel mortages as

39

12
Taxonomy

2.21 (cont.)

Installment credit--"closed end" type of credit

arrangenent in which- the buyer agrees to make payments of a specified amount to be paid at a given

time each month or week, for a given length of time.

Liability--any obligation one must honor.

Maturity date- -the day the last payment in a credit

contract is due.

Non-installment credit--credit involving single

payment. transactions.

Open account--parent made in thirty to ninety days.

Open-end credit (revolving credit)--custaner is

provided with a -`11ine of credit" up to a certain

amount, usually with the privilege of repaying in

full at the end of each billing period and avoiding

finance charges.

Optional charge account--a charge account canbining

features of regular and revolving charge accounts

allowing the consumer a choice of paying the full

amount of the bill, or paying a portion of it and

carrying the balance over to the next month.

Original balance--the amount of a debt before any

payments are made.

Outstanding -- obligation not yet paid.

Overdue--not paid by date payment is due.

Overextendedodes more than can pay.

40

Suggested Learning Experiences

they apply to charge accounts, lay away, installment credit and cash load's.

Investigate how a credit bureau or a credit

check company finds out if a person is a

"good" risk or "bad".

Collect ads for credit and underline actual

i nformati on given.

Examine differences between reputable and

disreputable creditors and draw up a list of

things to look for when shopping for credit.

Go to any loaning institution - -bank, credit

union, Savings and Loan Association, mutual

savings banks , personal -1 oan agencies , pawnbrokers, loansharks, etc. Apply for a hypo -

theti cal loan from any 3 of the above and

record the paynent schedule, interest rates,

items such as what happens with non-payment

of debt, and other pertinent information.

Canpare the advantages and disadvantages of

long and short-term credit.

Is there a way to live in society without

ever using an type of credit. Write a story

in which you depict a credit-less family.

Start off with "boy meets girl ...fall in

love...get married." Follow it through

to purchases like a car, house, having kids,

etc.

41
Taxoncmy Suggested Learning Experiences

2.21 (cont.)

ILIL4d--sanething of value given by a debtor to

a creditor as security for payment of the debt.

Sales Finance Company--a business which purchases

the accounts receivable of other businesses and

then makes collection of the amounts due.

Savings and Loan Ass oci ati on-- an institution set

up to make loans, usually for the purchase or improvement of real estate, and to offer incentive

to members for saving.

Secured loan--a loan for which the consuner puts up sane form of security.

Short-term credit--credit repaid in a single

transaction.

Co- signer -- accepts responsibility to pay debt

should need arise.

2.22 Types of credit

Service credit. Doctor? dentist, plumber, etc.;

Usually no cost when paid on time.

Sales credit. Fran retail stores

--regular charge account. Paid for in specified

time and usually no charge.

--revolving credit. Given maximum amount can

spend based on credit record. Monthly payments

made on portion of outstanding debt with

interest on unpaid bal ance. --credit card account. Carbine features of 30-day

charge account and revolving account. No charge

if paid within stated time. Must pay a portion

of what is owed each month and a monthly service

charge.

42
Taxonomy

2.22 (cont.)

--installment'account. Used for large

purchases. A contract is signed on an agreement made for regular payments over a period

of time. Down payment usually made at time

of purchase. Payments include portion of

outstanding balance, interest, and any other

charges.

Cash loans

- -installment loan. Handled same as installment account.

- -single-payment loan. Agree to pay back

entire loan-plus interest in one payment.

Sources of cash loans

Banks and Savings and Loan Associations

Finance Canpani es

Credit Unions

Life Insurance Companies

Pawnshops

Illegal lenders

These sources differ in interest they charge,

amounts of money they will loan, the amount of

security they require and the length of the

repayment period, and who they will loan money to.

Because of variations within each lending agency,

cost differences should be dealt with at the time

a loan is considered. Constinicrs should shop for

credit to obtain the best terms and conditions

possible.

2.23 Each situation where credit is considered should

be viewed separately to determine (a) whether

credit is actually desirable and (b) what the

best source of credit may be.

43

Suggested Learning Experiences

Select a typical family (perhaps your own

would feel most comfortable sharing this

information with you) and add up from every

available source of credit how much interest

this family pays. Weigh how much enjoyment

the family gets from the items it gets on

credit. Is it worth it? Explain.

Call a lending institution and ask for the

prevailing rate on a personal loan or a car

loan. Make a chart in class.

Use case studies to determine what type of

credit you would use and the best available

source of cash credit, in each case. 44
Taxonany

2.23 (cont.)

Borrowing is a typi cal and essential activity i n the American econany. It is important to know

why, how and from whom consumers borrow.

Suggested Learning Experiences

Specific Objective

2.3 The student will

understand the benefits of establishing

a sound credit

rating.

Performance I ndi cat ors

2.31 Define credit rating

2.32 Describe and interpret the

Fair Credit Reporting Act

2.33 Explain the criteria used

for granting credit including the point system and

make conclusions concerning

the maintainance of a good

credit rating.

Level

Knowledge

Abilities

Abilities

. Suggested Evaluation

Short answer quiz

Essay test

Probl en solving test

2.34 Itemize the pros and cons of Values Essay response to a establishing a credit rating problem situation. and defend a position.

Taxoncmy,

2.31 A credit rating shows how one uses credit. It

shows a "credit trust". Ratings for individuals are accumulated and provided by credit re- porting agencies. Paying cash will not help

establish or build a rating.

2.32 Fair Credit Reporting Act:

The name and address of an agency submitting a negative credit rating report must be given by

anyone denying credit. The discredited person

Suggested Learning Experiences

Use case studies of people refused credit.

Students make use of Fair Credit Reporting

Act to discuss cases.

Using the following point system, students

establish descriptors for each category and

gi ve themselves a credit rating.

Occupation 0-7 poi nts Job tenure 1-5 points

Residence 0-5 poi nts

46

16

45
Taxoncm_y

2.32 (cont.)

may then ask for the information the credit

reporting agency has on file. If there is false

information, the discredited person has the right

to know who verified it and what was said. The

original source can then be checked.

2.33 Criteria for granting credit:

1. General behavior, attitude and personality

of person (character)

2. Person' s earning power and abi 1 i ty (capacity)

3. Net worth of the individual (capital)

4. Items of value the person can use as security

(coll ateral )

The point system allots points for various criteria that tend to make for good credit-risk.

(e.g., occupation, job tenure, income, etc.)

A Credit Bureau collects and keeps files or information on credit practices of individual consuners. This information is made available to subscribing

credit grantors and other businesses. (Also, by lag, must be made available to the consuner concerned.)

2.34 One must understand what credit is, what it can do

and can't do, what its obiigations are and what the

responsibilities are. Only then can decisions be

made concerning the use of credit and the desirability of establishing a good rating.

Suggested Learning Experiences

Time at present address 1-3 points

Bank accounts 2-6 points

Income 0-5 points Credit references -2 to +2 points

Investi gate the following: who obtains credit

more than any other group (age-wise), what,

in descending order, are the items most frequently purchased by credit. What does a

credit rating mean? How long is "bad-credit"

kept on record? How does one obtain credit at

18 years of ago and at 65? Is there any sex

discrimination as far as credit is concerned?

Have you borrowed or bought on credit before?

If so, from wham, and when? What was your

payment schedule like? How does earning

power canpare with bills needing monthly payments? What provisions for repayment do you

have in case of illness or injury?

Examine a real

the purpose of

trying to find

Fill out a bank

yourself at age

bank loan application. What is

each question? What are they

out about you?

loan application, imagining

22 taking a car loan.

Specific Objective

2.4 The student will

understand the use

of credit in terms

of present and

47

Performance Indicators

2.41 Define debt limit

2.42 Interpret debt limit for

specific situations.

Level

Knowledge

Abilities

Suggested Evaluation

Objecti ve quiz

Problem solving

48
Specific Objective

2.4 (cont.)

future needs, wants,

expenses and inccme.

Performance Indicators

2.43 Specify debt limit you would

assure personally given

an income of $10,000

(or some specific amount)

Level

Values

Suggested Evaluation

Probl en solving

Taxonomy

2.41 Debt limit--the amount of debt one can assume when

present income and responsibilities are considered as well as future outlook. For instance a person with rising income might assure more debt than one

who is planning to retire soon. One must consider

the ability to handle an added expense in view of the present budget.

2.42 Sane financial experts suggest a debt limit of 10- 15 percent of your income after taxes. l'iwever, this is inaccurate in that many extraneous factors

must be consideredage, future anticipated income, size family, financilt1 obligations beyond those

normal, etc.

2,.43 Some fifty years ago, few people were willing to

assume credit burdens. Credit, however, has be- come a way of life to varying degrees for differ- ent indi vi duals. Each person should vi ew his /her own situation and analyze his/her personal feelings about assuming debt. Only then can intelli- gent decisions be made concerning the amount of debt each individual can assume.

Suggested Learning Experiences

Prepare a display illustrating the changing

needs and uses of credit by a family at different stages of the life cycle.

Discuss: What effects does credit have on

your 1 ife?

Question: In our society can an individual or family completely avoid using credit?

Discuss: How does past debt affect distribution of future income?

Interview parents and grandparents to deter- mine their attitudes toward the use of credit. Compare your findings with other class

members. Is there a relationship between age

(or generation) and attitudes toward the use

of credit?

Do a case study of a person who seemed to be

too immature to hand7e credit. They overextended their debt limit for certain reasons.

How and why does it happen? How can it be avoided? What should be done in schools to avoid it?

49 50

18
Specific Objective

2.5 The student will

understand the decisions that come

into plan influencing

borrowing.

Performance Indicators

2.51 Define borrowing, using

exanples of at least six

possible 1 oans . 2.52 List six consumer "do's" and

six consumer "don'ts" concerned with credit.

2.53 Illustrate a buyer decision

matrix.

2.54 Develr" a matrix for one con-

---sumer-decision and determine

own responses. Answer: Should

I go into debt to solve this

problem?

Level

Knowl edge

Abilities Problem solving

Abilities Outline of matrix

Values

Suggested Evaluation

Objective questi ons

Outline of matrix

with personal

responses.

Taxonany

2.51 Borrowing (or credit) is obtaining the means by

which goods and services can be made available.

With the move toward a cashless/checkless society

the consumer can more and more simply "sign" when

a purchase is made. This charge sales type of

borrowing may now be added to the many other forms

of borrowing which have previously existed. Among

installment loans are those for automobiles, other

durable consumer goods, repair and modernization

and personal. Among the non-installment loans are

single payment, charge accounts, revolving credit

plans and service credit.

2.52 Sane do's:

know how payments will be met before signing

a credit application.

51

Suggested Learning Experiences

Discuss the dollar cost of credit using interest tables. Explain APR (true annual percentage rate).

Run a contest on which group of students

can discover the most do's and don' ts in

regard to obtaining credit.

Practice developing matrices using consumer

decisions the students choose.

Debate decisions made from matrices.

Refer to 2.4 and debate decision to go or

not to go into debt.

52
Taxonany

2.52 (cont.)

know how much you will have left after all of

necessary expenses and parents are taken out.

know what the cost of the credit will be.

determine how much more the item will cost

because of the credit.

shop for the best credit arrangement, by comparing the APR.

analyze the deal before you sign for it.

get a copy of any credit agreement you sign.

Sane don'ts:

be pressured by a smooth talking salesman.

be pressured by the emotional pleas of a

sal en an.

be stampeded into signing immediately to take

advantage of a "hot deal".

buy anything that, you don't want just because

it is cheap.

take unnecessary changes. Buy from dealers

with whoa you have confidence.

expect to erase debt by returning merchandise.

buy something you don't need.

sign sanething you have not read completely.

sign sanething different fran what 'salesman

told you about.

allow contracts to be "switched ".

sign a contract if it contains blank spaces.

2.53 The evaluation of goods and services can be made on

a 1-5 rating range. To use the .matrix, consider

one problem, e.g., the need of a form of transportation in order to get to work. The consumer

might consider four types of transportation, bus,

bicycle, car, motorcycle. The matrix might appear

as follows.

53

Suggested Learning Experiences

Carrying charges and interest are sometimes

"hidden" charges. They are often different

depending on store, type of goods sold, or other special items. Get copies of many different contracts and discover "loopholes".

Then discuss types of people who could easily

be fooled by these contracts.

Find out how much extra you pay for goods because stores have to make some money to pay

the overhead of billing, keeping records, going to court for nonpayment of bills, etc.

What is a promissory note? Discounting? Investi gate these terms and give examples of

how they work.

Debate a decision to go or not to go into

debt.

54

20
Taxoncrny

2.53 (cont.)

Attri but e 5 4 3

Suggested Learning Experiences

2 1

Achi evenent of

primary goal . (without effort) Multiple purpose uses

(several)

warranty

(full coverage)

Required up-keep

(seldom)

S of ety

(injury easy) Price

(free) Unique upkeep

Availability

(within minutes)

(none)

(only one)

(none)

(frequently)

(injury impossible)

(hi ghest price)

(never)

Scores can then be

2.54 Having observed the

a decision making m

whether to go into material in 2.4 in

given for each attribute and a decision made.

do's and don'ts and having made atrix, then the question of

debt should be answered with the

mind.

Specific Objective Performance Indicators Level

2.6 The student will be

aware of the changes

inherent in the over

use of credit.

2.61 Define repossess, bankruptcy, Knowledge garnishment, default, collat- eral, debt adjuster, delin- quent, lien

Suggested Evaluation

Objective quiz

56
Specific Object' ve Performance Indicators

2.62 List and describe three warn- ing signs that too much credit

is being used.

2.63 List and describe four ways

financial difficulties can be

handled.

2.64 When provided with a case study

of a fanily in debt "over their

head", outline .the procedures

to be followed (including time

span and priorities) to allow

the family to remove the debt.

Level

Abilities

Abilities

Val ues

Suggested Evaluation

Essay question

Essay question

Problem solving

Taxonomy

2.61 Repossess--to take back or recover goods fran a

purchaser who fails to pay for them according to

the terms of the contract.

Bankruptcy--a legal proceeding to have a person or

company adjudged unable to pay obligations.

Garnishment- -a court order presented by a creditor

to a debtor's employer requiring that part of a

debtor's wages be paid to a creditor because payments on a debt are overdue.

Default--failure to meet the terms of an agreement.

Collateral -- something of value pledged as security

or aloan.

Debt adjuster--a person or organization that takes

a large portion of a debtor's income and divides it

among his or her creditors according to terms of an

agreement between adjuster, creditors, and debtor

Suggested Learning Experiences

Visit a local court that handles bankruptcy

cases or creditors' suits.

Investigate state laws on garnishment of

wages.

Using a case study of a fanily in debt,

develop a plan(s) for resolving the problem.

Students form a values continuum

under no circumstance

will I go into debt

beyond my ability to

Pay

Debt is apt

to be a

necessary

solution

Visit a finance counselor (money management

expert) and ask him/her what sort of plans

they have worked out for people with money

management problems. Also, ask then how they

became interested in this field.

57 58

22
s

Taxon any

2.61 (cont.)

Del inquent-- a f ail ure to meet some obligati onparticularly a failure to pay a debt.

Lien--a legal claim against property for payment

of sane debt or obligation.

Unpaid balance-- amount left over after you pay a

part of total bill.

Finance charge--a certain percent of the unpaid

balance is charged to you (similar to carrying

charge).

Attachment of property- -a creditor may obtain a

court order whereby, if a debt is unpaid the brrower ' s property may be sold.

2.62 Warning signs that too much credit is being use::

More than 15-20% of take-home pay is going for

credit payments (not including house payments).

You are paying bills late.

You are asking for more time to pay back loans.

You are getting new loans to pay off old loans.

2.63 Ways financial difficulties can be handled.

Analyze own problem--go to creditor(s) and

explain financial difficulties. List assets and

debts. Ask for extension of time but be prepared

to pay extra interest.

Develop a payment plan.

Know how to handle bill collectors.

Make reduced payments-- regularly pay what you

can afford.

Obtain financial counseling from:

Universities and colleges, Consumer Credit

Counseling Services, Credit Bureaus, Credit- Granting' Merchants, Credit Unions, Banks, Family

59

Suggested Learning Experiences

Guest speaker form Rhode Island Consumers'

Council.

Role play running away from a bad debt resulting in a bad credit rating.

60
Taxonomy

2.63 (cont.)

Service Agencies, Labor Unions. (Fetterman &

Jordan. 1976. pp. 202-204)

In Rhode Island help may be obtained from the

Rhode Island Consumers' Council.

Bankruptcy only as a last resort.

2.64 Values are inherent in attitudes toward debt. One

student may vie/ bankruptcy as a right while another

will never accept this method as a solution. The

term default will hold very different connotations

for different people.

Suggested Learning Experiences

3. CONSUMER LAW/PROTECTION

Goal: Increasing the students' understanding and knowledge of their role as consumers especially the legal rights and responsibilities that insure the bargaining power of all parties.

Specific Objective

3.1 The student will be

able to understand

the basic elements of

a contract: offer,

acceptance and consideration and mutual

agreement.

Performance Indicators

3.11 Define contract and list

legally binding parts.

3.12 Name 3 kinds of contracts and

describe the conditions to

question or determine.

3.13 When provided with a difficult

to understand contract, definitions are requested and an

accurate interpretation is

made.

Level

Knowl edge

Abilities

Abilities

Val ues

Suggested Evaluation

Short answer quiz

Probl en sol vi ng

Analysis of a contract with time and

opportunity for

students to question

terms.

S 61 62

24-
Taxon any

3.11 A contract is an agreement between two or more

people that is enforceable by law. Binding parts

are:Parties involved must agree on all the terms.

Something of value must be exchanged.

. The parties making the agreement must be

competent.

The purpose of the contract must be lawful.

3.12 Leases (apartment)--legally binding contract

between you and a landlord.

What services does the rent include?

Is there a damage deposit?

Who is responsible for repairs and maintenance?

Is a security deposit required?

Is there a late-payment charge?

How do you terminate the lease?

Can you sublet?

When can the landlord or his employees enter

your apartment?

Is the landlord responsible for dam age to

your personal property?

Should you get rent insurance?

Can you have pets?

Retail credit agreements -- covered by Truth-inLending Law.

Creditor must tell you the dollar cost of the

credit (finance charge).

You must be told the annual percentage rate.

You must be given a copy of the agreement

you sign.

You should understand when the contract is

binding and what happens if you miss a payment.

Mortgage Loans--a loan with real property as security. The rights and obligations are set forth in

the Purchase Contract (agreement to purchase)-a

legal document binding you and the seller for a

Suggested Learning Experiences

Collect samples of contracts--mortgages,

leases, retail installment, insurance, etc.

What are sane things that are apt to cause

troubl e?

Students enter into agreements with each

other. Write contracts which will cover each agreement.

List the terms that should be agreed on when

signing a lease to rent an apartment.

Debate the competence of carefully described

parties. (Intoxicated and insane persons are

not considered competent. Many minors are

not considered competent and therefore

parents may be asked to countersign the

contract).

Give examples of three different kinds of

contracts that students, family and/or

friends have entered in within last week and

show how the essential elements of a contract

were present.

What is a "Gentleman's Agreement"? Is it

legally binding?

Explain the need for written contracts. Give

sane historical background on why written

contracts became necessary. What were the

first things most often committed to a written contract?

Pretend you are renting a house or apartment

to a couple (either married or not) and you

want to make up your own lease. How would you

do it? What would be your standards? Who

would you consult for help?

64

25
Taxonomy

limited length of time to the agreed price and

stating exactly what is included in the price.

Cancellation clause needed should you be unable

to obtain financing.

Provision that "earnest money" (payment of money

showing seriousness of intention to buy) be

applied against the down payment.

Clause providing for refund of earnest money and

prohibits any charges against buyer if sale does

not go through.

Papers from seller proving he/she has legal

title and no liens against property.

Provisionfor prorating payment of taxes.

Identification of all movable items that are part of sale.

List of repairs or work to be completed before

take possession.

Who pays, for appraisal and/or inspection visits.

Specific day and place to close sale.

3.13 Examples of contracts may be obtained from banks,

insurance agents, real estate agents, department

stores, etc.to solve their questions or objections.

Suggested Learning Experiences

Find out about "Magic Mortgages", FHA

mortgages, Farmer's Loan Mortgages, Conventional Mortgages, Assumed Mortgaes,

etc. Compare or contrast the validity and

practical usefulness as it applies to var- ious types of couples - low inccme, middle,

high.

Find out the exact (if possible) cost of

buying a house by adding up:

1. closing costs

2. termite inspection costs

3. "points" added on a mortgage

4. lawyer's fees for title search

These are many "hidden" costs unknown to consumers. More exist beyond this list. Search

then out and cane up with a total.

Students each read a contract as if they

were about to sign it. List questions and

objections and describe what they would do

Specific Objecti ve

3.2 The student will

understand the need

for soci al controls,

e.g., warranties and

consumer laws, relative to consumer

credit, deceptive

trade practi ces , truth- i n-1 ending and

debt collections.

Performance Indicators

3.21 Identify six laws that protect

and serve consumers.

Level

Knowledge

3.22 Choose consumer protection laws Abilities

which are appropriate to specific problems

3.23 Clarify the differences in a Val ues

society with consumer laws and

one without such laws.

Suggested Evaluation

Objecti ve test

Probl en sol ving

Debate

65 6G

26
Taxon any

3.21 Sane Consumer Laws

Credit:

Truth in Lending Lay Fair Credit Reporting Act

Equal Credit Opportunity Act Fair Debt Collection Practices Act

Food:

Fair Packaging and Labeling At

Wholesome Meat Act

Wholesome Poultry Act

Food Additives Amendment

Nutritional Label ing Regulations Cl othing:

Wheeler-Lea Act

Wool Products Labeling Act

Fur Products Labeling Act Fl amnabl e Fabrics Act

Textile Fiber Products Identification Act

Trade Regulation Rule Health:

Occupational Safety and Health Act

Poison Prevention Packaging Act

Federal Hazardous Substances Act

Noise Control Act

Cosmetic Labeling Ruling Housi ng:

Hone Mortgage Disclosure

Real Estate Settlenent Procedure Act

Other:

Magnuson-Moss Warranty FTC Improvement Act

Pri vary Act

Auto Recall Repair Law

Energy Policy and Conservation Act

3.2? Laws are applicable to specific situations. It is

necessary to study each law and verify whether it covers a particular situation.

67

NIMIMMNIMINMEEMESINIMEMillial

Suggested Learning Experiences

Using library resources and classroom ref erences students locate and report on laws.

Using teacher made or student made problems,

students deteimine laws which would be effective in each instance.

Role play: mail order fraud, flim flan, fly- by-night contractors, contract fraud, medical quackery, etc. Stress need for ability to

recognize fraudulent schemes. (Contact R.I. Consumer Council for booklet).

Pick 5 of the most obscure Consumer Laws and

make up case studies to explain their existence.

Trace how one mistake or tragedy sometimes

precipitates a Federal Law. For example,

one child wears pajamas which catch on fire due to sane highly flammable fiber used to

manufacture the piece of clothing. Parents

take the matter to court...Do consumers really have much to say about what should be part of their protection by goverment regulation.

Investigate the ranifications of the Truthin-Lending Law. What is its purpose? What

necessitated it? How can/saould it be

changed?

Choose any of the following. Explain it and

find out the circumstances of the inception of the law:

1897 - Tea Importation Act

1906 - Original Food and Drug Act 1912 - Sherley Amendment 1923 - Filled Milk Act

68
Taxonomy

3.23 Consumer laws protect the consumer within limits. A debatable point is the extent to which the consumer wishes to be protected. For instance one can

question whether everyone should be protected from injury within a car or is it the right of the indi- vidual to chOose whether he/she might be injured

(seat belts and other protective devices).

Also consider the impact (emotional/social/cost) of

persons severely injured or killed in a car crash.

How can one measure the loss to society of a tal- ented surgeon, an artist, a mother, etc. How are

costs borne by society when saneone needs insti- tutional care or very expensive health services due to an accident?

28

Suggested Learning Experiences

1938 - Federal Food, Drug and Cosmetic Act 1945 - FDC Act (anended)

1951 - Supreme Court Decision on "imitation" foods

1954 - Miller Pesticides Amencknent

1960 - Federal Hazardous Substances Labeling Act 1965 - Drug Abuse Control Amendnents

1966 - Fair Packaging and Labeling Act

(Sanpson, Mortenson, Marienhoff). 1975. p. 130.)

What about consumers who do not smoke being protected against the ill effects of those

who do? Should and can the government ban

smoking in public? What would be the social,

psychological and emotional impact of a rule

such as this? Also, how would the general

ecanony be affected? Would restaurants, bars, and other places of social activity

lose business? Speculate on this.

Using the government pamphlet, "Warranties:

There Ought to be a Law", study the MagnusonMoss Warranty Act and decide whether you have a right to return a product you are di ss ati sfied with.

Debate: "All motorcyclists should be re- quired to wear helmets."

or: "Cigarete ads should be banned from

magaii nes ."

69 70
Specific Objecti ve

3.3 The student will became acquainted with agencies of protection from fraudulent

consumer schemes.

Performance Indicators

3.31 Identify ten goverment agen- cies which help to protect the

consumer.

3.32 Identify four other agencies which help to protect the

consuner.

3.33 Describe five agencies avail- able to the consumer, giving

function and responsibilities and indicate which agency to

request help from for different types of consumer problems.

3.34 Given an example of a restriction provided by the govern- ment on a consumer product,

give two arguments for having

the restriction and two argu- ments for not having the rest ri cti on .

Level

Knowl edge

Knowl edge

Abilities

Val u es

to

Suggested Evaluation

Objecti ve qui z

Objecti ve quiz

Problem solving test

in which consumer

problems are noted and the student

identifies the ap- propriate agency to

contact.

Analytic paper

Taxonomy

3.31 Scme federal goverment agencies which help pro- tect the consumer:

Dept. of Agriculture

Office of Communication

Dept. of Ccmmerce

Consumer Affairs Division

Dept. of Health and Human Services Office of Consumer Aff airs

Dept. of Housing and Urban Development

71.

Suggested Learning Experiences

Contest on names of Federal Agencies.

Place a question box in a cl assroan. Suggest questions be submitted concerning government agencies which help consumers . Supply answers . Work in pairs to investigate government agen- cies, their backgrounds, reasons for formation, aims, functions , responsi bi 1 iti es , and

72
Taxonany

3.31 (cont.)

Division of Consuner Complaints

Dept. of the Treasury Special Assistant to the Secretary

for Consumer Affairs

Civil Aeronautics Board

Office of the Consuner Advocate

Consumer Product Safety Commission Director of Caimunications

Federal Reserve Board

Office of Safety and Consumer Affairs

Federal Trade Commission

Bureau of Consuner Protection

Federal Energy Administration Office of Consuner Affairs

Interstate Commerce Commission

Public and Consuner Information Office

Securities and. Exchange Commission Office of Consumer Affairs

Food and Drug Administration

Office of Consumer Inquiries

Federal Haile Loan Bank Board

Office of Housing and Urban Affairs

Environmental Protection Agency Public Information Center

Dept. of Transportation

Office of Public and Consumer Affairs

Social Security Adninistration Division of Public Inquiries

U.S. Postal Service

Washington, D.C.

73

Suggested Learning Experiences

publications. Provide information on a master chart.

Use chart (and other sources) to determine

which agency is responsible for (a )meat and poultry sold in interstate camierce, (b)counterfeit money (c )gas used for heating or

cooking (d)unfair competition (e)impure cosmetics (f)illegal issuing of stocks and bonds (g)deceptive advertising.

Check a grocery store to see what inspections are made before the food is received.

List the things done during the first two

hours of morning which were affected by gov- erment .services.

Examples: radio (Federal Camunications

Commission), weather forecast (Weather Bureau), clothing (Bureau of Standards)

(Federal Trade Commission). Make-up (Food and Drug Administration) Food labeling

(Fair Packaging and Labeling Act), bus

(Interstate Ccmnerce Canmission), electricity and gas (Federal Power Ccmmis- sion), advertisement on radio (Federal

Trade Commission).

74

30
Taxonomy

3.31 (cont.)

Assistance at the state level (varies from state

to state):

State Attorneys General

State Departments of Insurance

State bureaus of weights and measures

Dept. of Business Regulation

State Consumer's Council

Better Business Bureau

Many towns and cities have agencies which help

the consumer.

3.32 Sane other agencies offering protection to the

consumer:

American Council on Consumer Interests

University of Missouri

Association of Hane Appliance Manufacturers

Chicago, Ill.

Consumer Federation of America

Washington, D.C.

Consumers Union of the United States

Mount Vernon, N.Y.

Cooperative League of the USA

Washington, D.C.

Credit Union National Association, Inc.

Madison, Wisconsin

National Consumers League

Washington, D.C.

Auto Consumer Action Program

(AutoCAP S), Washington, D.C.

Furniture Industry Consumer Action Panel

(FICAP) High Point, N.C.

Major Appliance Consumer Action Panel

(WICAP) Chicago, IL.

Consumer Research

Washington, N.J.

-Suggested Learning Experiences

31

Make another list of ten items that are not

sold under the provisions of the fair-trade

laws. List selling prices for each item.

Make comparison with another store.

Set up an agency which would provide information on services avail able to consumers.

Talk to a quality control inspector in the

following types of businesses.

meat packing plant (or a slaughterhouse

if you can find one)

fish packing plant

produce fanner

auto industry

any machinery shop

any drug company

Get their job specifications, what they look

for, how they train their workers, what

training they had in college (if college at

all), salary, how they got to be doing what

they do, skills necessary, etc.

76
jaxonany

3.33 Because of space, each consuner agnecy cannot be

discussed here. It is suggested that the Consumer's Resource Handbook be obtained from thWTTO7

sumer Information Center, Dept. 532 G., Pueblo,

Colorado 81009.

3.34 Mast government agencies have expanded vastly since

formation. Sane agencies cover large areas, sane have produced findings and made regulations which

have been questioned. It is wise to became

acquainted with each agency and form a personal

opinion concerning effectiveness.

It should also be understood that regulatory agencies are

preoccupied with settling conflicting claims among rival

groups of producers. These private pressure groups are

well organized, highly disciplined in the art of exerting

influence, and onmipresent when decisions are being made.

Consumers are apt to be considerably more scattered and

unorgani zed.

Suggested Learning Experiences

Explain the role of services provided by,

cause and need for, and effectiveness of

some government protective consuner agenci es.

Specific Objecti ve

3.4 The student will become acquainted with

consuner remedies for

contract and tort

probl ems.

Performance Indicators Level

3.41 List three examples where Knowledge

agreements are voidable.

3.42 Cite remedies for four Abilities

breaches of agreements.

3.43 When given the details of a Values

breach of agreement, explain

in writing the action which

would (actually) be taken.

Suggested Evaluation

List of exanples

Objecti ve questi ons

Essay

77

7S

32
Taxonomy

3.41 Voidable agreements

If there has been misrepresentation or concealment of vital facts.

If an agreement has been made as the result

of threat or use of violence.

If there has been undue and unfair influence

and pressure so that one person did not reach

agreement through free exercise of his or her

own judunent.

If the agreement was contrary to lad.

In a contract where one of the parties is a

minor.

A contract which combines both written and

oral agreements, only the written is enforceable.

3.42 Breach of warranty consumer actions:

May cancel contract and refuse to receive

goods, or if merchandise has been deli,Vered,

can return to seller and demand return of purchase price.

Keep merchandise and sue seller for damages.

Cl aim a deduction from original purchase

price . Ask Better Business Bureau or Attorney General's 07fice to mediate dispute.

Contact manufacturer's district representative

(especially in case of autos.)

Remedies when seller fails to perform:

Ask a consumer agency to help solve the probbl em.

Sue for possession of goods, for the recovery

of the value that has been fair, or for damages

when seller wrongfully ref uses to del iver

goods.

Sue for damages if title has not passed.

79

Suggested Learning Experiences

Students and/or teacher develop examples of

sales situations. Entire class determine

when the buyer has accepted the goods which

have been offered. For each situation determine whether and when the offer can be terminated and whether and when the goods can be

refused.

Investigate the situations under which a

minor can be held to a contract.

Develop blank contracts or contracts with

blank spaces. Pass around class and ask for

signatures. Discuss whether the contract is

voidable.

Court cases are reported in local newspapers.

Search for cases involving contracts and try

to discover the real cause of controversy.

Analyze the cases in light of the parts of a

written contract.

Contact the State Attorney's General Office

to discover what assistance is available to

consumers. Investigate the effectiveness of the Better

Business Bureau. What is its main purpose?

What exactly happens when one appeals to it?

Do they have any legal effectiveness?

Small Claims Court is a place where consumers

seek redress. What are the rules and regulations of it? Investi gate it completely.

80
Taxonony

3.42 (cont.)

Sue for specific performance to fulfill a

contract.

If the seller has broken or failed to carry

out seller's part of the agreement, the buyer

may cancel the contract and refuse to accept

goods.

Sales made at consumer's hone:

If purchase is more than $25 the cons caner has

3 days to set aside the contract.

Unordered merchandise:

Need not pay for or return.

When minors are involved:

Often are not competent to contract and may not

be required by law to carry out agreement. Exceptions are when contracting for necessities.

The adult is required to fulfill the contract if

it is legal but the minor can usually rescind

(cancel) the contract.

3.43 Consumer rights by lair, and what an individual

will actual l;, do when there are consumer problems

vari es accordines to the val ues (as well as consuner education) of the individual. It is

important for each person to study his/her own actions and determine whether they are livng up

to their responsibilities in view of their ',el -es.

Sugoested Learning Experiences

What protection do people have who issue contracts to minors? What course of action, if

any, is open to them? Is there a time limit

involved? Is there an enforceable penalty on

the minor? What conditions have to be pres- ent for a minor to break a contract without

any penalties?

Invite the head of the district Attorney Gen- eral Office to speak to the class on typical

consumer complaints in this area. Visit the District Court when the Small

Claims Court is in session.

81

82

31+
BANKING SKILLS: (CHECKING AND SAVINGS ACCOUNTS)

Goal: Understanding the role of b eking and lending institutions as the bridge between savers and

borrowers, those paying and those saving money.

Specific Objective

4.1 The student will

identify the differekes between savings

and 1 endi ng agcnci es

and the various services provided by

each.

Performance Indicators

4.11 Define the following kinds

of financial institutions:

Conmerci al banks

Mutual savings banks

Savings and Loan Associations

Credit Unions

Level Suggested Evaluation

Knowledge Completion questions

4.12 Describe the services per- Abilities Objective test formed by each of the financial institutions named in

4.11.

4.13 Identify the kinds of ser- vices and conveniences desired in financial institutions under varied conditions.

4.14 Briefly outline the history

of banking.

Knowledge Essay

Taxonany

4.11 Definitions:

Commercial banksawned by stockholders and

may be chartere-d by the federal goverment

and is a member of the Federal Reserve System.

Offers a wide dariety of services. May be

thought of as the department tztores of finance.

83

Suggested Learning Experiences

Investigate different types of financial institutions in the area. Compare safety features, services, interest rates and withdrawal privileges. Illustrate on a chart.

Investi gate:

Which type of bank today is actually faring

84
Taxonomy

4.11 (cont.)

Mutual savings banks (chartered only in 18 states mostly in Ifortheast)--most are owned by

stockholders. Have fewer services than commercial banks. These institutions were originally

developed to serve individuals and families rather than businesses.

Savings and Loan Associationsmay also be

called "building and loan associations" or

"cooperative banks ". These are specialized

financial institutions licensed by the federal

government or state. Very specialized ser- vices.

Credit Unions--a nonprofit organization in which each depositor is a sharet,older.

Trust companies--a bank authorized by the

state as trustees. An institution may function

only as a trust company, however many banks

also serve as trustees.

4.12 Services performed:

Commercial banks

checking accounts

swings accounts

credit-card services

savings certificates

cashier's and traveler's checks

sale and redemption of government and savings bonds

safe-deposit boxes

loans and mortgages to businesses, farmers

and individuals

trust services

85

Suauested Learning Experiences

the best? This is an in-depth assignment

and may take a longer period of time than

originally anticipated.

Ccmpare: Interest Rates on Mortgages

Interest Rates on Savings

(all types of savings with stipurations)

Interest Rates- on Loans

(all types)

Checking Account Interest Rates

Christmas Club Interests Rates

Many banks have their financial records disclosed (by law) and you may need to have this

information transl ated for you. There are many other aspects which you could delve in- to.

Make conclusions based on your information to

answer the original question (underlined above).

Exactly what happens to cause a bank to become closed by proclamation. What safety

checks exist today to guarantee that deposits

and loan paybacks will always be sufficient to cover a bank's operating expenses? Could

it happen again? What effect does it have on the middle class worker - how about the high

finance businessman? What exactly is the effectiveness of the FDIC? Is there an option

to join? If your bank is not a member what

would this mean if it "went under'..phd you had $20,000 in the bank? What safeguards does

it provide?

86

36
Taxonomy

4.12 (cont.)

Savings Banks (most important services) savings accounts

longer term savings deposits (two years or more)

mortgage loans

Savings and Loan Associations (most important services)

savings accounts, technically the purchase of savings snares

hone mortgage loans

Credit Unions

savi ngs accounts

low-cost personal loans to members mortgage loans

share draft accounts

Trust companies operate trust funds

manage real estate

administrator or executor of estates

4.13 Camerci al banks offer convenience in that checking

and savings accounts can be in the same institution.

Allowance iy made for automatic transfer of funds fran checking accounts to savings accounts and for automatic payroll savings p*,:ns. The bank can require advance notice of withdrawal of funds. Provides bank credit cards, loan accounts. Insured by F.D.I.C.

Mutual Savings banks are apt to have a higher rate of interest paid on savings than comercial banks.

Funds can ordinarily be wi thdrawn without notice.

Suggested Learning Experiences

87
Taxonomy

Suggested Learning Experiences

4.13(cont.)

Savings and Loan Associations have interest rates dependent on overall earnings and the earnings may vary from one association to another and from time to time. The bank can require advance notice of

withdrawal of funds. For the saving of money, these

are as convenient as commercial banks, though there

are fewer of them and they may lack some of the

commerical banks services. Currently can pay 1/4 %

more on passbook savings accounts than commercial banks.

Credit Unions are one of the fastest growing

savings institutions in the nation. The original purpose was to help wage earners whose money needs (savings and borrowing) were not being met by other

financial institutions. There are good returns on

savings, low-cost loans and sympathetic service. The total annual dividend rate on any account cannot top the percentage set by law (7% in

federally chartered--higher in some state

chartered).

4.14 Before 13th century

Money-changers and bankers viewed much the sane Loans by temples of Babylon in 2000 B.C.

Banking by traders by 6th centry B.C.

Ronan law recognized payment of debt and public

notaries appointed in 2nd century A.D.

14th to 18th century

Local banks for centers of warehouse trade

Ambulatory bankers at international fairs

International financiers concerned with finance

of international wool trade, papal revenues and

loans to kings and princes

Hal °graph documents (written by principal)

88
Taxonomy Suggested Learning Experiences

4.14(cont.)

Check-like document rare before 1500

Negotiability evolved gradually from 16th to

18th century

Rapid progress in- development of banking

First American bank granted charter in 1781

(Bank of North America)

28 state banks by 1800

1863, National Bank Act causing a new national

unity

1913, Federal Reserve Act marking change from

local, decentralized one

1921-1933, depression years bringing about bank

f ail ur es

March 6, 1933, nation wide closure of banks by

proclamation, causing establishment of Federal

Deposit Insurance Corporation; to insure

deposits in all mernber banks of federal reserve

systen and in nonmembers which qualified

1980, legislation to deregulate ceilings on

savings in banks and savings and loan

institutions

Specific Objective

4.3 The student w i l l

learn how to select

a bank or savings

and lending institution.

89

Performance Indicators

4.;11 Define:

Li qui dity

FDIC insurance

FSLIC insurance

National Credit Union Administration insurance

Language

Skills

Knowl edge

Suggested Evaluation*

Completion questi ons

4.32 Des be two economic func- Abilities Listing tions of a bank.

39

90
Specific, Objective Language Performance Indicators Skills Suggested Evaluation* 4.33 Give four questions

answered before

to be Abilities Listing a financial

institution is chosen.

4.34 When presented ci al situation,with a finan- Val ues Paper select the

appropri ate kind of financial Institutions and develop an in- quiry sheet to use in making a

final selection from among the institutions.

Taxonomy

4.31 Definitions:

Liquiditv--The ease or speed with which an invEroiz"can get his/her cash.

FDIC--Federal Deposit Insurance Corporation. Insurer of depositors in member banks to a max- imun of $100,000. Over 90% of all banks are insured by FDIC.

FSLIC--Federal Savings and Loan Insurance MIZiation. Insurer of savings and loan asso- ciations up to $40,000 covers federally char- tered credit unions. State chartered credit unions may join the insurance plan if they meet necessary qualifications.

9CUA-- National Credit Union Association. riiiiirer for Credit Unions

Suggested Learning Experiences

Where would you keep Emergency money?

Should money be put in Safety Deposit Boxes? Why?

Investigate automated teller machines which provide 24 hour service. Find out consumer rights and responsibilities in using these machines (liability for loss/theft of card is limited by law - but consumer must report loss pranptly in of er to be protected).

Collect advertisenents fran newspaper to compare yields at different financial i nstituti ons.

What, historically, has been the limit on savings? For exanple, was it always $100,000?

99

40
Taxonomy

4.32 Banks serve an important economic function 0

granting loans to businesses and by clearing checks.

Business function. Stockholders, businesses and other institutions deposit their money in

banks. This money is then available for lending and investing, thus helping those who need the

money for personal or business purposes.

Check-clearing function. When a customer's

bank collects for another bank on which a check

is drawn. The process is called "clearing". Since this costs 25t/check many banks are offering

"check saver" accounts where they do not return

cancelled checks to the depositor. You can get a copy of a check from their microfilm files if

necessary.

4.33 Questions to answer about financial institutions:

What kind of financial institution is it?

(This helps to identify services.)

Does the institution insure deposits?

What rate of interest does the institution

pay? How is the interest figured?

What is the minimum amount that will still

draw interest?

Is money in the account available at any time? (liquidity)

How convenient is the institution to home and/ or work?

How helpful are the people in the bank?

Are any incentives (like gifts) offered to

entice you to bank there?

93

Suggested Learning Experiences

Make up a chart with the questions in 4.33

along the side. Along the top list the banks

within a 5 mile radius of your home. Get answers according to your needs and wants. The

chart may also be used with case studies.

94
Taxonomy

Suggested nExperiences

4.33 (cont.)

Is its physical structure attractive?

Is it near other stores or services which you

use? (eliminates car travel to other places)

4.34 An inquiry sheet, used to evaluate financial institutions, is helpful when the personal needs

are included as part of the evaluation.

Specific Objective

4.4 The student will

know the mechanics

and responsi bi 1 iti es of maintaining a checking account.

Performance Indicators

4.41 Define:

Personal checks

Cancelled checks

Endorsement in blank

Special endorsement

R'estri cti ve endorsement

Certified check

Joint account

NOW account

Service charge

Free checking

Statement

Overdraft

Stop payment order

4.42 Give three reasons for using a

checking account.

4.43 Illustrate how to write a check

and record in the check register.

4.44 Reconcile a bank statement when

provided with an illustration

of a bank statement, cancelled

checks and a check register.

Level

Knowledge

Knowledge

Abilities

Abilities

Suggested Evaluation

Short answer

Short answer

Fill in areas indicated on an illustration of a check.

Reconcile statement
Taxonomy

4.41 Definitions:

Personal checks--a form furnished by the

bank to pay a stated amount to a person or

company from the funds of the depositor.

Cancelled checks--the bank has paid the

check.

Endorsement in blank--check signed with only

the name of the payee. The check is then payable to the holder.

Speci al endorsementcheck is signed over to

another person by writing "pay to the order

of . . ." Restrictive endorsement-- instructi ons are

written "for deposit only" above the signature.

Certified check--the bank takes the amount of

the check out of your account, then stops the

check indicating that they guarantee the money

to pay the check is available.

Joint account--two people use the sane checking account during the life of both parties.

NOW account--a savings account from which

money can be withdrawn with a form similar to

a check.

Service charge- -a small price to pay for the

bank's service in keeping track of your paid

checks.

Free checking--no service charge applied if

you maintain a minimum balance.

97

Suggested -Learning Experiences

Is there an advantage(s) to a joint checking

account? Di s advant age (s )?

What are some instances when a record of payment is advantageous?

Find out the requirements (minimum daily balance and average daily balance) for NOW accounts. What are the penalties for failure to

maintain minimums? What interest is paid? Is

a NOW account a good idea for the average

person? for you?

98

1+3
Taxonomy

4.41 (cont.)

Statement--list of the number and amount of all the checks you wrote during that month, ser- vice charges, deposits, overdrafts, and balance.

Overdraft--writing out checks greater than the balance in your account.

Stop payment order--the bank, at your special emergency request, will not pay on a check you have written.

4.42 Reasons for using a checking account.

Provides a record of payment and therefore is a receipt.

Often more economical to pay bills through

mail- than to make a trip to the places where

accounts are to be paid.

Register provides record of expenditures, de- posits, and bank balances.

Money in checking account is safe from theft or loss.

Serves as a reference.

4.43 Examples of check forms may be obtained at various and financial institutions.

4.44

Suggested Learning Experiences

Compare advantages and disadvantages of using automated teller machines.

Given a particular banking or bill paying

situation, write the correct endorsement to be used.

Fill out a check in the proper manner, and enter correct information on check stub or

register.

Given a sample checkbook and register, along

with a list of instructions, make out 5 checks and 1 deposit slip (according to instructions) and fill in register or stubs.

Given a bank statement based on the above

exercise, reconcile your register with bank

statement.

99 100
Specific Objective

4.5 The student will

know how to develop a sound savings

plan.

Performance Indicators Level Suggested Evaluation

4.51 Describe: Knowledge Short answer quiz Savings accounts

Time deposits Certificates of deposit U.S. Goverment savings

bonds

U.S, treasury bills

Credit Union savings account

4.52 List four factors to consider Abilities Listing when choosing a form of investment,

4,53 When presented with a problem Values Problem solving situation concerned with an

ii,dividual or family wishing

to establish a savings plan, determine the kind of savings felt to be most suitable

and describe why the choice

was made.

Taxonany

4.51 Definitions:

Savings account--can usually be opened with a small mount of money and withdrawals can usually be made easily and conveniently. In- terest rates vary but are usually lower than on other accounts.

Time deposi tsavings that, in principle, can- not be turned into cash until a specified mount of time has passed. Good temporary investment, but low rate of return.

101.

Suggested Learning Experiences

Which has the most influence on savings, (1) personal characteristics or (2) amount of in- cane.

Debate: "Every family should have a savings account."

Do a table of interest rates.

Set up a resource file of information on ways to save available in the local community.

102
Taxoncmy

4.51 (cont.)

Certificates of deposits -- larger anounts of

aepos s are usua y required and the money

must be left in the bank for longer periods.

Rate of interest is usually higher.

U.S. treasury bills--short term obligations of the federal government. Good interest rates.

Credit Union savings account--savings by menbers made in the form of sere purchases. Savings may be made in quite small anounts, and

used toward purchase of shares.

U.S. government savings bonds--Government bonds

which may be purchased and redeemed at most

banks. Series EE can be bought in anounts of

$50 to $10,000 and pay interest on maturity.

Series HH bonds are sold in amounts of from $500

to $10,000 and pay interest twice a year. IntereSt is slightly higher than regular savings accounts.

4.52 Factors to consider when choosing an investment:

Safety of principal -- degree you are assured of

getting back the amount originally invested.

Liquidity--speed and ease with which you can

cash in.

Yield -- interest and cash dividends.

Capital gain potential--a bank account does

not fluctuate in price from day to day;

securities do.

Conveniences--some investments take considerable investigation and supervision.

103

Suggested Learning Experiences

Draw up a proposal for a "Truth in Savings"

law. What information should be provided to

consumers before they open a savings account?

Evaluate advertisements for savings - do they

meet your criteria?

Given a series of case studies, decide which

type of savings plan would be most appropriate for the individual case.

104

Lib
Taxonomy

Suggested Learning Experiences

4.53 The choice of where investment should be made is Develop a savings plan for your own personal based on- personal value judgments (safety vs. risk use. and convenience especially) as well as income to be

made.

5. COMPARISON SHOPPING FOR GOODS AND SERVICES

Goal: Developing the skills, understandings and techniques

services. of sound shopping habits for goods and

Specific Objecti ye

5.1 The student will be

able to differentiate between impulse

buying and comparison

shopping

105

Performance Indicators

5.11 Define impulse buying and

comparison shopping.

5.12 Rel ate the steps in responsible decision making to the

purchase of goods.

5.13 Describe the basic needs of

people and how those needs

influenze the manner in

which individuals may approach the purchasing of

goods.

5.14 Predict the effect of emotion- Abilities

al moods on purchasing decisions.

Level

Knowledge

Knowl edge

Abilities

5.15 Identify own personal values Values

and describe own buying habits.

Suggested Evaluation

Short answer quiz

Listing

Problem solving

Ccmpl eti on test

Paper in which student is asked to

solve specific individual buying prob1 ens which involve

values in making

choices.

106
Note: Useful workbook type materials for this component are available in "Strategies for Teaching Economics: Basic Business and Education," Joint Council on Econanic Education and in Herbst, Mueser, Handel, Real Life Consumer Economics. 1980.

Taxonomy

5.11 Definitions

Impulse Buying--purchase on the spur of the

moment without reference to any plan or search.

Ccmparison shopping--purchase is made only

after analyses of lieed and comparisons of

quality and cost in relation to need.

5.12 Steps in decision making

Define problem

Determine alternatives

Seek information

Weigh alternative choices

Determine best choice or determine not to

buy the product or service

Reevaluate selection

5.13 Maslow states that man has a pressure within him

to press toward a fuller and fuller being. This

means pressing toward what most people would call

good values, toward serenity, kindness, courage,

knowledge, honesty, love, unselfishness, and goodness. Categories of needs are identified which

are placed in hierarchy, which is an arrangement

of stages or steps, each higher than the preceding

one.Higher Aesthetic

Self-actuali z ati on

Esteem

Love and belonging

Safety

Lower Physiological

107

Suggested Learning Experiences

Present Maslow's "Hierarchy of Needs" to show

basic needs of people.

Working in small groups list 5

which have been made. Analyze

1. Physical well-being

purchases

motivations:

a. appetite

b. comfort and rest

c. exercise

d. self-preservation

2. Creativity 9. Future money3. Recognition saver

4. Knowledge 10. Boredom and

5. Beauty and Fashion Campul si on

6. Recreation 11. Psychological

7. Financial gain uplift

8. Convenience

Observe shopping practices in a store and

report on findings. An observation chart

would be useful. Interview friends about

shopping practices.

Using the outcome of the shopping practice

experience, develop a description of how decisions are reached.

Make study of own impulse buying habits and

report then. Hold a form on personal causes that help motivate impulse buying.

Observe sex differences in impulse buying.

Talk to both men and women and find out (af108
Taxonomy

5.13(cont.)

Maslow believed that one would not be seeking to

self-actualize (realize highest potentials) while

living in hunger ,or fear. In other words, lower

needs must be met before higher ones can cane into

play. (Maslow, 1954) (Maslow, 1959)

5.14 Emotional moods which

are:Periods of stress

End of crises

Personal - lonliness

affect shopping negatively

Time limits

External infl uences

5.15 As needs are met, one may still expect that a new discontent and restlessness will soon develop.

This is a reaching toward self-actualization.

Suggested Learning Experiences

ter they have shopped) who has or has not

stuck to a list and who usually veers from it

Think about the last time you were hungry,

tired, cold, hot, thirsty to an extreme.

Could you concentrate on fulfilling your

"spiritual" needs or were you too preoccupied

with fulfilling your basic needs? For example

if you are ravenously hungry in a market, do

you stop and think about shopping comparatively, unit pricing, sales, etc.? Think

of seven examples where this has happened to

you. (Your physiological state affects your

reasoning power in spending.)

Specific Objective

5,3 The student will be

able to identify the

different methods

used by producers

and retail ers to

alert than to com- parative value, e.g.,

unit pricing, 1 abeli ng , advertising,

store brands, sales,

etc.

Performance Indicators Level Suggested Evaluation

5.31 Identify four marketing tech- Knowledge Listing niques which influence con- suners. 5.32 List four sources of inform- Knowledge Listing

tion about a given product.

5.33 Describe the credibility of Abilities Objective test four sources of information

about products.

5.34 Identify own reaction to four Values Paper marketing techniques which

have been experienced.
Taxonomy

5.31 In order to stay in business, a seller must:

Produce a usable product or service

Distribute the product to potertial consumers Price the product so that cons users will be able to buy it.

Promote the product so that consumers will want to buy it.

Promotion communicates the features and conse- quences of products to the consumer through: Advertising

Brand names

Sales people Unit pricing

Labeling

Sales and price reductions Product specification sheets

Special di s pl ays

Unusual packaging

Free merchandise

Stamps

Coupons

Contests

Premiuns

Discounts

5.32 Types of information are:

Experience and intuition Word of mouth

Mass -media advertising

Mass-media articles

Trade publications

Governmnt publications and scholarly papers Standards and labels

Non profit consumer organization information Fri ends and family

111

50

Suggested Learning Experiences

Develop a master list of consumer information

sources: for selected items which can be dup- licated and made available to others.

Keep records of information obtained frcm

sales people. Test for accuracy.

Collect examples of promotional devices that stimulate consumers to buy. Analyze & dis- cuss. Note prizes, premium , trading stamps, coupons, contests, discounts, special intro- ductory offers, sal es (one -cent, anniversary,

inventory) price reductions, referral sales, special displays , unusual packaging, and 1 abel ing,, free merchandise, and others. Make posters for bulletin board display.

Look for information on wear, care, and use of items in catalogue descriptions. How does information compare with information one can receive in a store?

List the products advertised in a magazine and indicate whether there is any seal, la- bel, certified test, or testimonial to indi- cate the standard or quality of the product.

Investigate people' s perceptions of the Good Housekeeping seal of approval and then con- duct research to find out what it actually

represents.

112
Taxonomy

5.33 Sources of prepurchase information represent great risks for consurners. A good rule to remember is "The closer to the profit (seller), the less cred- ible the information." For instance the sellers of Mighty Mac washing machines will profit more from the infom..;..ion contained in their advertise- ments than the sellers of Consumers Reports will from analyzing washing machines.

Some helpful hi nts in deciding on credibility are: Experience and intuition. Many good judg- mentss are results of practice and feed-back, however, it is well to remember to put a larger trust in large samples.

Word-of-mouth from a professional consultant can be quite helpful. Other word-of-mouth

communications may not be credible. This is true among industries as well as among persons.

Mass-media advertising. The range of credibil- ity 'far advertising seldom exceeds semi-credible. Sellers are not going to present any information that can downgrade their products or services.

Trade publications. These are written for people who are doing a particular job. The information is useful if one remembers the publications are supported by advertisements of the suppliers to a craft and have a rang, of credibility. Seldom extend beyond the semi - credible rating.

Jlarly papers. These come from consumer advocates, public interest research and academic research. Credibility is dependent on the writer.

113

Suggested Learning Experiences

Review information provided in a recent issue

of Consumer Reports, Consumer Research or Changing limes.

Select. one item about which there has been

conflicting information and research from as many sources of information as possible. Be sure to include "word-of-mouth". Possibili- ties for research are contact lenses, vitamin pills, and cosmetics.

- Do this over a period of time; don't just go by the most recent copy. Note how the

item was reviewed years ago. Also, note

changes in brands in terms of quality. - Find an item (such as a double-edged razor blade) which is now basically extinct. Fol- low its history to the newer, disposable ones. Do this for 5 items.

Bring empty boxes to class and study how eye appeal can draw attention to products. Get "wise" to display techniqvs, ex. supermarket 1 ayouts.

Compare the types of information given on one particular product, such as a GM car, as given in Consumer Reports, a trade publication, and a regular magazine advertisement.

Bring to class some food labels, What other kinds of information do they contain, be- sides that required by the Fair Packaging and Labeling Act?

Compare nutritional 1 abel s.

1 1'4
52 Taxonomy

5.33(cont.)

Non-profit consumer organization information . An example is Consumer Reports which runs labor- atory tests and has no advertising.

Government publications. These are under local, regional state or federal direction and are designed to inform the public or industry about products and services. These are generally credible sources of information.

Standards and labels. Due to government regulations, the information on labels that- is required by lag will almost. always be credible, while information not required by law may be less credible. The Fair Packaging and Labeling Act of 1966 regulates labels in four major areas. 1. Net quantity of contents in terms of weight, measure or numerical count must be given. 2. Ccmmodity must be identified.

3. Name of manufacturer or distributor's

address must be shown.

4. Label should not contain qualifying terms which may distort content information.

5.34 Because people differ in temperament and values, reactions to marketing techniques will differ. Each individual should analyze their own reactions.

Suggested Learning Experiences

List 5 items you have bought in the past month and explain why you bought that parti- cular brand (analyze the marketing techniques which influenced you.)

Survey supermarkets and "health food" stores to observe which.foods (and candies, soda, etc., are labeled " natural" . Investigate the meaning of the term. Do a price comparison.

Specific Objective Performance Indicators

5.4 The student will iden- 5.41 tify the different

types of retail outlets available for

consumers. 5.42

5

Identify the types of stores available to the consumer and give the characteristics of

Level Suqqoted Evaluation

Knowiedge Objective questions

Identify the type of retail Abilities Provide buying si tua-
Specific Objecti ye

5.4 (cont.)

Performance InJicators

establishment which provides

the best goods and/or services for each consumer need.

Level Suggested Evaluation

5.43 Discriminate among kinds of Values retail outlets for personal use.

ti ons which require

the student to identify the appropri ate

Rank order with

reason.

Taxonany,

5.41 Types of Retail Outlets:

Department store Chain store

Discount store

Door-to-door salesman

Speciality shop

Cooperatives Variety store

Wholesale stores

Catalogue showrooms

Manufacturers' outlets

Vending machines Characteristics affecting choice

Location

Layout

Atmosphere Services and policies affecting choice: Cash and carry

Charge accounts

Installment purchasing Check cashing

Parking

Gift wrapping arid mailing Mail- or phone orders Delivery

Extra shopping hours

117

Suggested Learning Experiences

Small groups of students investigate avail- able outlets in the community and report back to class. Develop a list of questions to ask about each, e.g., comparison of services, prices, 1 gouts, etc.

Read pp. 22-25 in Your Shopping Dollar by Household Finance Corp. Classify shopping facilities.

Visit various kinds of shopping facilities. Using check sheet, select 2 or 3 its that each store stocks and secure prices and other pertinent infolvaiti on. Discuss advantages and di sad vant agi Provide information for another cl ass.

Suggested field trip: provide students with a

list of 30 specific grocery items (include

brand name and size.) Divide into groups and visit 3 or 4 markets in town. Have students gather data and then make posters to compare: prices at 3 main supermarkets supermarket vs. convenience stores brand names vs. store brands

brand napes vs. generic brands

118
Taxonomy

5.41 (cont.)

Lounges, restroans, nurseries

In-store restaurant and post office Strollers, wheel chairs, umbrellas

Return and exchange privileges

Layaways

Fashion shows and informal setting Expert advice Bri dal registry

5.42 Factors affecting choice of outlet

Income

Health

Age

Personal values

Time

Life style

Iranc portati on Distance to be traveled

5.43 It is necessary to understand one's values as well as to know the availability of outlets and their services in order to make intelligent decisions.

Suggested Learning Experiences

unit price of small vs. large sizes

services provided by each market

Rank in order (from highest to lowest) the

factors which would affect your choice of an outlet . Is it cost effective to drive farther to get

lower prices? Would it be more cost effective

to shop close to home even if prices are higher? (Need to figure cost of operating car which is more than cost of gas and oil. These figures are published each year by the gov- erment, Hertz and other sources).

Specific Objective Performance Indicators

5.5 The student will apply 5.51

the techniques of comparative shopping when

selecting services , 5.52

e.g., insurance, health services, credit, recreation,

etc.

List 10 services which are

used regularly.

Describe, in steps, how one

shops for a service.

5.53 Given the need, one service

will be chosen in view of

own values and needs (e.g., making funeral arrangenents).

Level Suggested Evaluation

Knowledge Listing

Abilities Listing

Values assay

12 0

51f
Taxonomy

5.51 Sane services

Professional -- doctors, dentists, lawyers,

accountants.

Personal--dry cleaners, beauty shops, laundries, barber shops, employment agencies, family portraits, mail-order sal es , marri age counsel i ng, funerals.

Household help--yard care, houshold help,

child care.

Repair services--appliances, equipment, cars,

TV sets.

Fiancial--banking, credit, insurance and investments.

Institutional -- postal service, judicial sys- tem, welfare services, city services (garbage

collection, snow removal, street repair, fire

and police protection).

Education--elementary, secondary, col lege,

pri vate business, vocational , correspondence.

5.52 Shopping for Services

Learn about the service. Don' t attempt to

shop from ignorance.

Once informed, write down a list of "buying

ti ps" or "questions to ask ".

Canpare twa or three places that offer the

same service.

Make an informed decision based on values and

needs keeping in mind both rational and emotional motives . 5.53 Descriptions of many services can be found in the

library. Students should become acquainted with

those services which are most likely to be used and

evaluate their own attitudes toward shopping for

each service. For instance, will- they continue to

go to the fanily doctor without question, or will

121

Suggested Learning Experiences

Investigate health care services available to

people of different ages, different incomes and in different localities. Compare.

Make a list of all the services the family

has purchased during past six months.

List one service with which your family is

sufficiently pleased to use over and over.

Describe the service in terms of guides one

could use to select such a service.

Describe an unpleasant and unsatisfactory

situation involving the use of a service.

How can each be avoided?

Lawyers, banks, accountants, optometrists,

dry cleaners, beauty shops, and many other

service-oriented providers have taken to advertising their prices and corresponding

services in papers and magazines, etc. How

do you feel about this - especially lawyers,

optometrists and other white collar professionals? Is this beneficial to them and to

the public? Call a few of these and get more

details. Is the price stated accurate? Do you

know anyone who has "shopped this way?" Were

the results positive?

Devise a list of questions to ask when shopping for a doctor or a dentist. (Check Consumer Union's Guide to Consumer Services.

Role playing situation: phone or visit doctor/dentist to ask these questions. One person plays consumer, others play receptionist

and doctor or dentist. (Since these profes122
56

Taxonany Suggested Learning Experiences

5.53 (cont.)

they make a systematic search for a doctor of their sionals are not used to questions and compar- own choice? ative shopping they (or receptionist) may be

hostile and rel uct ant /evasive in answering.)

Interview a lawyer/doctor to find out how

they would recommend searching for a professional in their field.

6. ADVERTISING AND OUR SOCIETY

Goal: The student will be able to recognize and discriminate between informational advertising,

selling aids, and motivators which meet the needs, wants and interests of the consuner.

Specific Objecti ve

6.1 Students will gain an

understanding of the

purposes and technniques of advertising.

Performance I ndi cators

6.11 Identify the functions of advertising, for both business

and the consuner.

6.12 List six advertising techniques.

6.13 List three positive aspects of

advertising and three negative

aspects.

6.14 List two examples of deceptive

advertising.

6.15 Distinguish between advertising

which is effective for the con - suner and that which is not.

123

Level

Knowledge

Knowl edge

Knowl edge

Knowl edge

Abilities

Suggested Eval uati on

Listing

Listing

Listing

Listing

Using actual ads,

distinguish between

those that are useful and those which

are not.

12,1
Specific Objective

6.1 (cont.)

Performance Indicators

6.16 Evaluate own use of advertising

as a source of making decisions

about purchases.

6.17 (History) Discuss briefly the

history of advertising including the origin, kind during

middle ages, change of definition, beginnings in America,

19th century shifts in media

and advertising research.

Level

Val ues

Knowledge Essay

Suggested Evaluation

Probing questions

Taxonany

6.11 Functions of advertising (business):

Persuasion to buy a product

Financial support for mass media

Public service

Functions of advertising' (consuner):

Provide information-- sources, price, functions

6.12 Advertising techniques:

Emotional appeal for the product.

These are directed toward the consuner's pride,

vanity, desire for status or desire to keep up

with his neighbor. "Snob appeal".

Logical reasons are given for preference of the

product over other brands. Emphasis is placed

on special ingredients, performance, and unique

qualities. "Facts and figures".

Endorsements of products by celebrities tend to

cause consuners to identify thenselves with

famous people. "Testimonial ".

125

Suggested Learning Experiences

Collect ads of different sales. Analyze

reason for the promotion.

Check to see how many examples of advertising

are encountered in a day.

Play tapes of radio or T.V. comercials; analyze the appeal each made.

Each student select an ad which has appeal

to the public and analyze the type of appeal.

Develop a check list for ads including

information such as:

Is the information adequate?

Is the ad factual?

What technique is used?

Use the checklist with a nunber of ads.

Find the "best" ad. Defend choice in class.

126

57
Taxonsx

6.12 (cont.)

"Everybody" using a product is used to meet the basic drive of belonging. "Bandwagon".

A funny commercial will be remembered. "Humor"

Down to earth, regular person, plain talking kind of appeal. "Plain folks."

Combination of words and scientific sounding words which are meant to impress. "Word magic."

Famous people use the product. "Identification."

An unfair comparison or "set up" is used to make the product look better than competing brands. "Cardstacking."

A pleasant feeling is associated with the use of the product. "Suggestion technique."

6.13 Positive aspects of advertising: Advertising can be educational in that it alerts the public to new products.

Adverti sing is a form of communication which has often helped to improve individual well- being.

Advertising can lead to better merchandising at lower prices. Canpetition to provide the best product at the lowest price.

If it were not for advertising, the cost of newspapers and other publications cost would be beyond the reach of most people.

127

Suggested Learning Experiences

Write a commercial and act it out using a speci al advertising technique.

Poster Project: Each student select a partic- ular technique and find 3 or more examples of this technique in magazine ads. Make a poster to display the ads and analyze the technique.

Advertising substantiation. Each student se- lect an example of media (T.V., radio) ad- vertising that makes a claim or implies a benefit without providing sufficient data.

Write to the chief officer (check Standard & Poor's Director' in library) to request substantiation. Discuss responses (or lack of response) in class.

How do pol iti ci ans "advertise" their pol i- ci es? What gimmicks, if any, do they use? Find a speech (either contemporary or histor- ical) and analyze it as to its "advertising."

Clip from magazines and newspapers ten adver- tisements that you believe perform a useful function in informing the public about the current market.

What was the first TV cannerci al? Trace the development of commercials on TV, radio, newspapers, magazines or any type of media from its inception. Gi ve several examples of "old-type" ccronercials from TV, radio, magazines, etc.

128

58
Taxonomy

6.13 (cont.)

In many instances advertising provides help to

the consuner (e.g., gardening, care of tools,

etc.) and public service (e.g., preservation of

envi ronnent.

Advertising helps to maintain high standards in that products acquire reputations which leads

to public acceptance.

Negative values of advertising:

Misleading descriptions such as "twice as

much" and "your money will be cheerfully refunded" misrepresent products.

Advertising often appeals to subconscious needs,

desires and ambitions and thus controls feelings

of guilt, fears, loneliness, doubts and insecurity.

Advertisers portray all phases of life in glowing terms. Products are set -in luxurious settings

in- an attempt to make the consuner discontented

with what he/she owns.

6.414 Decepti ve adverti sing

Bait and switch. A product is advertised at a very low price but no mention is made that there

are few of such items or that they are stored in a warehouse elsewhere. The customer is then shown

another higher priced iten.

Fictitious pricing. The "manufacturer' s suggested

price" is overstated to make a sale price seen

good.

Misrepresentation. False or exaggerated claims

are made about the quality and performance of a

product.

129

Suggested Learning Experiences

Note Ben Franklin's role in advertising.

Why was he called the Father of Advertising

in America?

Students discuss situations in which they

or their families have been victims of deceptive advertising.

Develop a list of probing questions to be

used in evaluating ads.

Ask a representative of the state consuner's

council or Attorneys General Office to provide examples of "bait and switch."

130
Taxonany

Suggested Learning Experiences

6.14 (cont.)

Unordered products are sent through the mail

followed by .a letter demanding parent. (hese

need not be paid for or sent back.)

Procedures for making canpl aints about advertising

:may be found at the end of this section,

6.15 Persuasion may replace impartial evaluation because

success for the advertiser is dependent on sales.

Much of what is written is apt to be useless to the

consumer. The question arises of how much information

should be expected. It is the 'consumer who ultimately

pays the costs of the advertising.

6.16 The extent to which advertising is capable of altering the buying habits of the consumer is deeply

related to the values of the consumer.

6.17 History

In ancient times, town criers sold such items

as slaves, cattle and imports.

Movable type invented in 1450--ushered in era

of adverts sing.

First announcement of availability of goods ap- peared in The Tattler in 1970.

Many regarcTITarnni n Franklin as the Father of

Advertising in America.

In 19th century improved transportation made

distribution easier and by 1870 the use of magazines for general advertising was established.

During first two decades of 20th century, regu- lations cane from both within the industry and

from the government.

After World War I was era of salesmanship and

advertising accepted as an essential tool.

During 20's radio was added.

131
Taxonomy,

6.17 (cont.)

During depression of 30's blamed as playing

part in nation's troubles.

Consumerism caused advertising research to be

developed. (Nielson, _Gallup)

After World War II advertising expenditures

soared and TV was added.

Suggested Learning Experiences

Specific Objective

6.2 Students will be able

to identify consumer

needs, wants and interests based on values.

Performance Indicators Level

6.21 Describe the difference be-. Knowledge

tween "knowledge" and "values".

6.22 Explain the interaction among Abilities

needs, values and resources. 6.23 Discuss now own values affect Values

consumer choices.

Suggested Evaluation

Definitions

Probl en solving

Essay

Taxonomy

6.21 Definitions:

Knowled e--"Recall of specific and isolable bits

ormation" (Bloom. 1956. p. 62-98).

Knowledge of specifics

Knowledge of ways and means of dealing with

specifics

Knowledge of the universals and abstractions in a field

Values--"Values are the beliefs, feelings and

ida-swe have about things. Our values are related

to all aspects of our lives--social,

religious, economic and aesthetic, and have probably been most influenced by family beliefs and

40

°

Suggested Learning Experiences

Take the Forced Choice Value Test (Adaptation

by Teaching Topics from Institute of Life Insurance and Health Institute, Vol 19, no. 2,

Spring 1970.

View instant slides (prepared by teacher or

gifted studentst see resource section for instructions) to identify ways in which use of

money reflects one' s values.

Take a survey to determine why individuals

buy a certain brand of selected products.

Vary the sample according to age, sex, race,

income, education, etc. Care should be taken

133
Taxonomy

6.21 (cont.)

the culture in which we live. Values are also

molded by institutions such as churches, schools

and social organizations.

6.22 See 5.11 for description of Maslow's hierarchy of needs.

Values give direction to our choices but value

conflicts are apt to result as needs and resources are considered. For instance one may value clean,

unpolluted air; need to have transportation to a job and have no transportation available except a

car. Resources which are available to us to rekh our

goals are limited and therefore our choices are

limited. We must be aware of both physical and

human resources.

6.23 "Everything we do, every decision we make and

course of action we take, is based on our consciously or unconsciously held beliefs,

attitudes and values."

Suggested Learning Experiences

in designing a survey sheet which will allow

for ease of tabulation.

Use Rank Order questions such as appear in Simon, Sidney, Leland Howe and Howard Kirschenbaum. Values Clarification, p. 58.

Watch a T.V. show. Evaluate the values portrayed by different characters.

Keep a record of money expenditures for a week. How does the spending reflect values?

Make a chart:

Expenditures

1.

2.

Values

la.

b.

2a.

b.

Specific Objective

6.3 Students will be able

to recognize and categorize emotional appeals in advertising.

Performance Indicators

6.31 Define emotional appeal

6.32 Explain the term "rational

ads", determining the real

difference between them.

Level

Knowledge

Abflities Written explanation

(or oral)

Suggested Evaluation

Short answer quiz

6.33 Analyze effects "emotional" Values

ads have had on self. Reaction to five ads

1 0 135

62
Taxonomy

6.31 Emotional advertising is usually termed as that

which provides no facts but instead stresses the

feelings produced by use of the product.

6.32 One might better label sane advertising as irrational (as- opposed to rational) Instead of emotional. Advertising can be rational (supply basic

facts and information) and yet have sane emotional appeal. Instead of thinking of all emotional

ads as being useless, one might better think of

"irrational" appeals as being useless. Those ads

which associate a product with sanething which

has no real connection with it.

6.33 It is unlikely that the effect of ads will be fully comprehended unless a close look is taken at

personal attitudes. For instance, is Maxwell House

Coffee chosen because "Without it, apple pie just

wouldn't be the sane", a Thunderbird T-Roof convertible desired to "Cane fly with me..." or is

Kroger chosen because "Over a million shoppers...

can't be wrong"?

Suggested Learning Experiences

Bring in a selection of ads, and watch T.V.

ads to analyze for emotionalism and then analyze again for irrational claims. Discuss.

Make a list of emotional words (soft, cool,

vibrant, natural, etc.) found in verbal and

written ads.

List everything purchased during week days

(or sane suitable time) and analyze to

determine whether emotionalism in same ad

caused the purchase.

How would buying habits among consumers

change if all advertising had only logical

appeal s?

Collect samples of advertisin9 that depict

various techniques of persuasion - identification, social approval, fear of disaster,

etc. Pick out the "persuasive" tool or words

or phras'es used to sell the product. Analyze

each ad on the basis of effectiveness and

what type of person it might appeal to.

Many ads today are sex-oriented. "Be more of

a wanan so he'll be more of a man." Masculinity and femininity are stressed constantly.

Find 20 exanpl es of this and choose the

phrases, body postures, or any other clues

in the ad that stir up feelings of masculine/

feminine sexuality. What feelings (if any)

of sexual inadequacy does this elicit frail

the general public.

136

137
Specific Objective Performance Indicators

6.4 Students will be able 6.41

to identify and cl assif y motivational techniques in advertising.

List two facts the advertiser

will question about the con- sumer in relation to the product to be advertised.

6.42 List six media used by advertisers

Level

Knowl edge

Knowledge

6.43 Given one ad from each of three Abilities

media, determine the motivational technique(s) used and

identify the questions (in

6.41) with which the advertiser was probably most concerned.

6.44 ,Identify dne purchase made as a Values

result of advertising. Analyze

the reason(s).

64

Suggested Evaluation

Listing

Listing

Responses to ads selected fran different media.

Written paper

Taxonany

6.41 Advertisers' questions

What attitudes do people have toward this type

of product?

What psychological needs or desires does the

product satisfy? Among the most commonly psychological wants featured in advertisements are: sex, food and drink, comfort, freedom from fear

and danger, desire to be superior, social approval, long life and love of family.

What are the buying habits of people who buy

this type of product?

138

Suggested L earning Experiences

Discussions: Do we face a tmorrow (or today)

where advertising is the master and not

the servant of the people?

Debate: "The consumer can be taught to

prefer any product a marketing firm chooses

to offer."

Who bears the responsibility for honest and

informative adverti sing?

In terms of advertising, does private enterprise have a "social responsibility" to society?

139
Taxonomy

6.42 Media used by advertisers

Television

Radio

Printed page (newspapers, magazines, brochures

and leaflets)

Promotion giveaways

Door-to-door salesmen

Yellow pages of phone book

Catalogues

Contests

Packaging

Bill boards

6.43 The first purpose of advertising is to get the

readers or listener's attention and hold it. The ad

should then arouse the desire of the consumer for

the product or service, and finally get him/her to

buy it or at least to recognize it. Besides choosing moti vational thrust and the media, the advertiser can create the message so as to leave different

implications with the consumer, e.g., A crowded lay- out suggests to most people that the product or store

whose name appears is a bargain -type product. Conversely, a great deal of space suggests style and

sophistication.

6.44 Most consumers are influenced by some aspects of

advertising. An understanding of this influence

will help one to evaluate some purchasing practices.

Suggested Learning Experiences

Why is self regulation of advertising cl aims

almost a complete failure?

Is mass advertising as effective as it has

been in the past? Provide reasons for answers. What effect does advertising have on children? Consider closely, advertising done on

Saturday'morning and holidays such as Christmastime.

Conduct a survey of the consumer goods

advertised during "prime time" and compare

the major networks. Evaluate which consumer

group-children, adolescents, adults, housewives-is being influenced. Why and how is it

'done? Is it effective?

Use the list in 6.42 (Media used by advertisers) and list the media in order of importance, in terms of influencing consumer purchases in their age bracket. Contrast and

compare their choices with others. What does

the list tell you about your values?

Each student evaluate own purchase decisions

as related to the influence of advertising.

140

141
Specific Objective Performance Indicators

6.6 Students will be able

to identify informational sources of advertising: ex. classified ads, periodicals,

educati onal mat eri al s

from business, industry, and professional

organizations.

Level Suggested Evaluation

6.61 List four sources of useful Knowledge Listing

informational adverti sing.

6.62 Provided with problems to

solve (e.g., obtain a job),

locate the best sources of

information and describe how.

each can be used.

Abilities

and Values

Problem solving

Taxonany

6.61 Informational advertising sources

Catalogues from out of town supply houses

(seeds, tools, etc.)

Classified ads in newspapers and magazines

Yellow pages in the telephone directory

Help wanted listings in employment agencies

Educational materials from businesses, industry and professional organizations.

Government publications

6.62 Materials not immediately avail able in newspapers,

telephone directories, etc. may be requested from

the business or organization in which there is

interest. Many addresses may be obtained from the

local library. (Standard and Poor's Index of

Business Corporations)

Values play a key role in how much a consumer will

use informational advertising. For instance some people are so incensed by mass mailings of catalogues from various businesses that they refuse to

order through the mail. Some will use the yellow

pages of the telephone directory and make_calls

while others would prefer to make personal contacts I An

Suggested Learning Experiences

'No teems contest to see who can name the

most sources of informational advertising.

Bring catalogues, classified ads, etc., to

class and study to discover the amount of

information given.

Find out how much money all media spend on advertising in one year. Separate the major

types of media who advertise (TV, radio, magazines, etc.) and break it down into categories. Then, find out the cost of 30-second or 1 minute commercials on TV- depending on what

time of day it is and whether it's a local or

national network. Be thorough!

What is the impact of advertising on society?

Are we becoming "puppets" whose choices are being controlled by master minds who create

within us their ideas of our needs and wants?

If so, what can we do to conbat this manipulation of our "selves"? If not, give reasons

why you choose to buy certain products over others-without sounding like a commercial

143

66
Taxonomy

6.62 (cont.)

and obtain information in a more personal way.

Suggested Learning Experiences

yourself. Ask others their opinions on this,

too.

Practice looking up the following in the

yellow pages: a) Attorney General Office

(b) nearest Post Office (c) nearest nursery,

etc.

Students explain what sources of information

they would use to: a) find a job b) choose a

doctor c) find help in solving a legal problem d) make a cariplaint to a manufacturer,

etc.

RESPONSIBLE BUDGETING

Goal: Developing the ability and concept of personal budgeting

groups and individuals. to satisfy the wants and needs of

Specific Objective

7.1 The student will un- derstand the value

of the budgeting

process.

Performance Indicators

7.11 Define "budget"

Level

Knowledge

7.12 Give three reasons why budget- Abilities

ing is effective in providing

for both the present and the

future.

Suggested Evaluation

Short answer

Problem solving

7.13 Give one reason, based on fact, Values Essay why a budget (or a better budget) would imprive own personal

well being.
68

Taxonany

7.11 Definition for money management (budgeting).

'"Money management means using a systematic method

of pTanni-ng for spending, based on the expected

income of the individual or family unit, and

founded on a favorable attitude toward, the use of

effective buying knowl edge and practice. (Garman,

1978. p.359)

"A budget is a financial tool, and like any tool,

if properly used, it can help the individual

achieve certain goals which might otherwise be

beyond his reach." (Unger and Wolfe, 1973, p. 32)

7.12 Financial planning does not increase the

income, but it is used to systematically

determine the most effective way to spend the

income that the family expects to earn.

Helps to improve the family's material level of

living.

Helps to remove family stress which has in sane cases led to divorce or suicide.

Helps family to avoid financial difficulties.

Helps to reach short range and long range goals.

Instrumenal in providing records for income

taxes, as well as other records.

One of best deterrents to impulse buying.

Forced to place each expenditure in proper

focus. Have prepared a priority list.

Random purchasing patterns without planning can seriously decrease your money's power.

Helps us to acquire an understanding of economic

principles as they apply to everyday living. Money

is the medium of exchange whereby we use the money

we receive as producers to obtain goods and services we require as consumers. 1^.

Suggested Learning Experiences

An opinion poll to discover students' attitudes toward money management. Draw from the

results a firm definition of money management

(budgeti ng)

Case studies (newspaper items can be usefu'

and Money magazine has a case study each

month-) to bring out family budgetinc problem and examples of inadequate management

of money. Include instances of changes in family size and caparisons of needs when

different ages are reached by parents and/or

children. Because living as a single person

has become customary, this situation should

be included.

Canplete charts for families of different

sizes and financial and social circumstances:

Assess families' present financial status

Estimate families' hopes in 1 year, 5,

10, 25 years; retirement

Develop a plan for achieving such goals

Panel discussion to define "live within your

income."

147
Taxonany Suggested Learning Experiences

7.13 Every spending decision one makes is "the opPortunity cost of spending". If one purchase it made, then

the opportunity- to make 'another purchase is deferred

or given up. The decisions one makes when money is

spent, determines an entire way of life. Budgeting

forces one to realize that there are limited

resources for a great many wants.

69

Use "Point" (a family budget is worth while)- "Counterpoint" (a family budget takes more

time than it's worth).

Specific Objective

7.2 The student will understand the interrelationships among

budgeting of time,

energy and money.

Performance Indicators

7.21 Define time, energy and money

as they relate to the consumer.

7.22 Describe two situations in

which consumer activity is adjusted because of time or en- ergy or money.

7.23 Using two problem situations,

and own resources of time, energy and money, solve the problens to meet own needs and wants.

Level

Knowl edge

Suggested Evaluation

Short answer

Abilities Essay questions

Val ues Problem solving

Taxonomy

7.21 "Time" refers to the time one has available when all

necessary activities are taken into account.

"Energy" refers to the capacity of the individual

to perform an activity in terms of health and wellbeing.

"Money" refers to finance available and the values

inherent in the use of the money.

148

Suggested Learning Experiences

Ask students to suggest situations where

there seems to be limited choices. List the

situation, including alternative, solutions.

Add additional alternatives for each situation and discuss whether or not each alternative would have been open to the person involved and at what cost. (Contact J.C. Penny

for audio- visual materials.)

Use case studies to discuss various factors

14)
70

Taxoncmy

7.22 The use of time, energy and money are both interrelated and dependent on the individuals values.

Sane considerations may be:

Personal background

Present circumstances

Personal likes and dislikes

Life style

Goal s

Resources avail able

Resources needed to accomplish goals.

7.23 Personal values in the use of time, energy and

money should be recognized. What is practical and

desirable for one person is not necessarily desirable for another.

Suggested Learning Experiences

in planning and evaluating budget situations

such as:

Additional working hours

Catastrophic Emergencies

Change in health

Added family responsibilities

Working in groups students will review the

same case study in which a decision must be

made concerning time, energy and/or money.

After a length of time, each group should

list the alternatives which were available

and the implications of each. Compare.

Record as many activities as possible which

are performed in one day.

Cateorize: things which you must do, things

you should do, things you could put off.

Assess a money value next to sane of the

activities to see if (1) sane one else can

do it more inexpensively (2) you could do it

yourself more efficiently.

Specific Objective

7.3 The student will

identify the steps

involved in constructing a personal budget.

150

Performance Indicators Level Suggested Evaluation

7.31 Define: Knowl edge Short answer

dol 1 ar value

fixed i ncome

external influences

self- indul gence

opportunity costs

disposable incane (net)

gross incane

variable expenses

present financial condition

long term goals

151
Specific Objective

7.3 (cont.)

Performance Indicators

revolving expenses

fixed expenditures

7.32 Describe the budget process

listing the necessary steps.

7.33 Identify short and long term

goals, keep track of expenses,

set up sample budget, try out

the budget and then refine.

Level Suggested Eval uati on

Abilities Listing question

Val ues Sample budget completed, tri al and

ref i ned.

Taxonomy

7.31 Doll ar value- -the doll ar is influenced by

inflation (getti ng less for one' s money) and

deflation (getting more for one's money).

Fixed inccme--an inccme such as retirement checks

which remain more or less unchanged.

External i nfl uences- -i nfl uences such as advertising

family pressures, religious ties, societal demands,

ethnic background, type of neighborhood and

occupation . Self Indul gence- -the moment of an item fran

"would like" to " need" . Opportunity costs--if resources (primarily labor or

capital) are used to satisfy one human want (clothing, food, housing) they cannot be used to satisfy

another human want (medical costs, recreation).

Disposable income (net) -- amount of incane after

federal and state income taxes, Social Security tax

152

Suggested Learning Experiences

List kinds of incane other than wages and

sal ary and expl ai n the differences . Keep a record of every expenditure for a

week. Analyze in terms of "musts" and . " 1 uxuri es."

, Debate: If you have very little money there

is no reason for budgeting.

Discuss: "Savings should be fixed payments."

Using budget figures fran the U.S. Dept. of

Labor (obtain from Government Office) make

up a hypothetical family situation for different sized and salaried families. Make up

a case study for 3 different types of families and insert a calamity which Will really upset the families' budgets. Figure a way

they will have to cane up with $1,000 to

cover the unexpected emergency.

153
72

Taxonany

7.31 (cont.)

payments, retirement fund contributions, insurance,

credit union, and other such deductions have been

taken out of the income.

Gross incase- -money you get from all sources of

income.

Vartable expenses--those expenses which are

variable and can be controlled.

Present financial condition (net worth)--what is

left when family's liabilities (what is owed) are

subtracted from its assets (what is owned). It is a

bal ance.

Long term goals--those goals which the family hors

to attain some time after the next five years.

Revolving expenses--expenses which are irregular

but paid regularly such as insurance payments,

tuition and taxes.

Fixed expenditures- -fixed mounts occuring on a 7.6FT1 ar- as rent and auto payments.

7.32 Developing a plan

1. Determine goals, both short and long range.

2. Estimate incase from all sources and then

determine net income (amount left after taxes,

etc.). Also consider other normcmetary family

resources (recreation through arts and crar.s,

free library, free parks; community programs

for self improvement, etc.)

3. Plan expenditures, both fixed and variable.

Determine spending patterns.

Suggested Learning Experiences

Canparc: and contrast lower, middle, and upper cl ass incomes. Do a canparison/contrast

of the three classes in terms of values,

health, leisure time, money earned, money

spent, type of work done, upward or downward

social mobil ity, etc.

Get the newspapers frcm various carmunities

and investigate the leisure time activities

you see (there will be at least 30-40!) and

start a list that goes from free leisure time

activities (don' t forget gas ol ine! ) to acti vi ti es which go to $100 a person.

Take a sample budget that you have devised

for a family of four in which the incase is

$24,000 a year. Consi deri ng al 1 "normal" expenses (using photostated sheet) how long

would it take to pay for a vacation for all

4 of them to go to the Bahamas for 5 days.

Tf you do this systematically, you should

do their budget for a few years-don't forget

"appreciation". A brochure describing prices

of the Bahamas today won't be the same as one

in 5-7 years. Take that into consideration.

Study the Quarterly Report or Annual Report

of a business corporation. What items are

included under "assets "? "1 i abi 1 iti es"?

Study the latest proposed federal budget.

What are the main sources of revenue? The

biggest expenditures? What items have priority? What programs have to be sacrificed in

order to achieve priorities?
Specific ghisstile

7.4 The student will understand the mechanics

of setting up a record

keeping systen.

Performance Indicators Level

7.41 List the expense items which Knowledge should appear in a budget.

7.42 Develop a budget worksheet. Abilities

7.43 Keep a record on the budget Val ues

worksheet for a period of

time and then make appropriate adjustments to the sheet for its improvement.

Suggested Evaluation

Listing

Develop work sheet

Keep record and make

adjustments

Taxonomy

7.41 Expense Items:

Food--that purchased for home and that eaten away from hare.

Housing--(a) rent or mortgage payments (b) util- ities (c) heating (d) property taxes (e) repairs and maintenance (f) all household insurance- -

fire theft, liability and mortgage.

Clothing--new, repairs, cleaning, laundry.

Transportation--public and/or own automobile, gas, oil, insurance, license, tolls, repairs, maintenance.

House Furnishings--appliances, furniture, drap- eries, linens, credit paycents, rugs, repairs and maintenance.

Medical--medicine and drugs, medical and dental expenses, hospitalization and health insurance.

Insurance--life, and any other special i nsurance.

156

Suggested Learning Experiences

Each student develop a list (over a period of

time) of those items that should be budgeted. Form a master list. Consolidate.

Ask credit unions, banks and saifings and loan associations in ccnmunity whether they make available budget forms for individuals or families to use. If such forms are available ask for them fer class use.

Develop sane "Rules of Thumb" for record

keepi ng.

What is the U.S. Department of Agriculture's market basket? What does it attenpt to show?

Develop a budget for self for a one week

period, assuming at least $30.00 income from a part-time job.

157
Taxonomy

Suggested Learning Experiences

7.41 (cont.)

Recreationentertairment, vacations, sports,

clubs and costs associated with then.

Contributions-- charitable and rel igi ous, etc.

Personal--allowances for all incidentals.

Savings--banks, stocks, bonds, mutual funds,

credit union shares.

Miscellaneous--gifts, books, magazines, hobbies

newspapers, dues and fees.

7.42 The form of a budget is not important, as long as it is workable and al lows for flexible planning and

record keeping. Suggestions for forms may be found

in many books on Consumerism or Economics. Forms

may also be obtained from banks and other savings

institutions. Sane people prefer a more detailed

budget whereas others operate with just a few

categori es . 7.43 Sane pri rci pl es to help i n developing records:

The budget does not have to include every penny

to succeed. It shouldn't be a maze of trivia--nor

a strait jacket.

Don't limit self to functioning within the

narrow range of cited percentages.

It is probably a good idea to plan a budget

period equal to the period between income

recei pts.

Fixed items of expenditure must be provided for

first.

1'53
Taxonomy Suggested Learni ng Experiences

7.43 (cont.)

Big expense its and other "must" items must

be spread so each incase period shares.

75

A big expense cannot necessarily be cut just

because it is large (e.g., food).

A budget should help to develop a set of

priorities with respect to general items of expenditure, but it need not consist of a detailed

set of accounts indicating where every penny is spent.

Specific Objecti ve Performance Indicators

7.5 The student will be 7.51 aware of the need for

fl eni bl e budgeting due 7.52

to changes in the

econcmy, personal life

style and family.

Level

Define " pri ori ty" . Knowl edge

When given a problem situation Abilities

in which there may be a priority change, list the factors

which may cause a change in

pri ori ti es . 7.53 Using the same problen present- Values

ed in 7.52, select the priority

which should be first choice and

explain why that priority is

that important.

Suggested Evaluation

Short answer qui z

Problem solving

Probl em solving

Taxoriran

7.51 Priority--a preferential rating.

7.52 A budget is a guide, not a dictator; it is a re- flection of you, your conscience. It need not be

a maze of trivia, nor a noose around your neck.

Neither should it function within such narrow ranges that it °names something to avoid. Con159

Suggested Learning Experiences

What effect does change in dollar value have

on the budget?

Think of 6 or 7 external influences that most

families do not expect to have but often do.

How is the budget affected?

160
76

Taxonomy

7.52 (cont.)

sequently a budget must be flexible enough to allow -for emergencies of a personal nature, changes

in the economy, and changes in life style. Priorities mill determine the nature of the flexibility.

7.53 Each person will have his/her own priorities.

Though every budget should be fle:sible, the nature

of the flexibility will be determined by the individual.

Suggested Learning Experiences

Students tape interviews wi th people in various stages of the family life cycle to learn

their approaches to budgeting: Such persons

might include a young married couple, a middle aged couple with children, and a senior

citizen.

List a purchase from which you feel you got

more than your money's worth. Did your priorities affect how you felt about the purchase?

On the other hand, do the sane for a purchase

that "cost" more than you thought it would.

For example, "convenience" (saving in time

and energy) often means extravagance in terms

of dollars spent. Also, sometimes paying more

for an iten makes us think it will work

easier, faster, etc., but often it is more

cheaply made but looks better. List sane items for which this is true.

Using the $30 budget suggested in 7.4,

reexamine priorities to determine whether

changes are needed.

8. INSURANCE

Goal: Understanding the role of insurance in maintaining personal and family security.

Specific Objective

8.1 The student will un- derstand the underlying principles of

insurance.

161

Performance Indicators Level

8.11 Define "insurance". Knowledge

8.12 List three principles under- Abilities

lying the use of insurance.

Suggested Evaluation

Definition

Listing

162
Specific Objective

8.1 (cont.)

e

Performance Indicators

77

8.13 Develop a statement giving own philosophy concerning the use of insurance.

Level

Val ues

8.14 Write a brief history of insur- Knowledge

ance.

Suggested Evaluation

Written paragraph

Paper

Taxonomy

8.11 Insurance--Coverage by contract whereby one party

undertakes to indemnify or guarantee another

against loss by a specified contingency or peril.

8.12 Principles underlying insurance:

Responsibility for probable loss is shifted

frcm the individual to a group.

Provides economic security through a system of

periodic payments to an insurance canpany, who

provides protection in return.

Underlying principle is that if a large enough

group participates in a risk-sharing plan the

probability of disaster striking a majority or

all of those participating at the sane time is

virtually nonexistent.

Insurance company has as its goal the achievement of a profit as the reserve reaches the

proportion where the risk cannot affect its

stability. The reserve is invested to earn more

money.

163

Suggested Learning Experiences

Canpare and contrast insurance and gambling.

!Vane every risk taken during past twentyfour hours.

Explain probability by flipping a coin, two

coins, three coins, etc.

Should any insurance be mandatory? What types

of insurance are mandatory and why?

Investigate Lloyd's of London as an insurance

agency.

Investigate malpractice insurance for doctors

(all kinds of doctors!).
Taxonany

8.13 Insurance should never be judged as a luxury. It is

a necessity particularly where people have

dependents or heavy business and professional responsibilities . 8.14 Life insurance had its beginning in the time of

ancient Rane where the Ranan societies paid for the burial of their menbers who died. During the Middle Ages, the guilds did essentially the sane thing. The early emphasis was Marine insurance when

merchants insured ships cargoes and the masters. An

insurance office was opened in Philadelphia in

1721. Life insurance appeared in America in 1759.

That ccrnpany, known as the Presbyterian Minister's Fund is still in existence. Today there are almost

1800 insurance ccmpani es in the United States.

Suggested Learning Experiences

Specific Objective

8.2 The student will

identify the various

types of insurance and define the area of

protection each

provides.

Performance Indicators

8.21 Give two types of insurance

and list three kinds of protection under each type.

8.22 Explain the kind of protection

to be expected under four kinds of insurance policies . 8.23 Identify priorities in kinds of

insurance to hold under varying

circumstances.

Level

Knowl edge

Abilities

V al u es

Suggested Evaluation

Listing

Essay

Panel discussion

166

78
Taxonomy

8.21 Types of insurance:

Risks to persons: death, accident, sickness,

permanent disability, old age and loss of em- ployment.

Property risks: fire, riot and civil revolt,

malicious mischief, vandalism, natural disas-,

ters, theft, water damage, mysterious disappearance and marine.

8.22 Life insurance is protection against economic

loss to a person's dependents as a result of

death.

Health insurance is protection against the

financial losses due to serious illness or accident.

Fire insurance is protection against financial

loss of have as well as its contents.

Theft insurance is protection against

financial losses due to theft, burglary and

robbery.

The six basic types of automobile insurance

are (1) liability for bodily injury (2) liability for property danage (3) comprehensive physical danage (theft, fire, hurricane, other danage

not due to any accident) (4) collision (5) medical payments and (6) uninsured motorist.

Liability insurance is held by home owners,

store owners and owners of business enterprises

both large and small who are vulnerable to claims

and lawsuits.

167

Suggested Learning Experiences

List risks we are exposed to and distinguish

between insurable ri sks and uninsurablee risks.

Working in groups list every kind of insurance you can think of. Which group has the

most kinds? Which group can categorize then

into types?

Play a value's game such as Forced Choice.

Student must choose the most vital insurance

from a list, by first choosing ten, then

five, then three and finally one. Give

reasons for choice. Why doesn't everyone

agree?

What new approach has been proposed to

compensate persons injured in automobile

accidents "regardless of fault"? Why? What

states have this? Has it worked? Investigate

the legislative goings-on in our R.I. legislature on this.

Agai nst what types of loss might the owner of

a house wish to be insured? Would this vary

in different parts of the country?

List as many factors as you can that insurance canpani es may take into consideration

before determining what premiun rates will be

for a car - for a hare.

"Insurance is made available in reverse proportion to demand." Explain why this applies

to an inner city resident trying to obtain a

package policy.

188
Taxonomy

Suggested Learning Experiences

8.22(cont.)

Titl e insurance is insurance against all cl aims

that the previous owner of a property had full

and clear title to the property he is offering

for sale.

8.23 It isn't possible to insure one's self against

every conceivable type of risk. Small losses can be absorbed by the individual. Major risks are

the ones that should be covered. Besides the

protection against financial loss, insurance

engenders security which is important for

emotional well- being.

Given that one cannot carry insurance on everything - make forced choices of insurance.

Specific Objective

8.3 The student will understand how to select the company, type

of coverage, and level

of coverage.

Performance Indicators Level

8.31 List five factors to be con- Knowledge

si dered in the selection of

an 'insurance company.

8.32 Describe the compromise nec- Abilities

essary in the selection of

insurance and provide a list

of five of the major risks

faced by individuals.

Suggested Evaluation

Listing

Short answer quiz

Taxonomy

Suggested Learning Experiences

8.31 Selection of an insurance company: Check cormiunity for insurance companies. Buy from a well established company, fraternal

organization, professional or alumni association. Name every risk taken during the past 24

hours.

Buy from a company licensed in own state.

Get recommendations from friends and

r el ati yes.

Each student ask five adults what insurance

they carry and with which company. Class compare.

1C0

170

80
Taxonomy

8.31 (cont.)

Shop around, make comparisons.

Deal with one agent who is trusted.

Check bank for life insurance. It may be

'cheaper.

High promotional and advertising costs add

to the total cost of your premium.

Decide whether to deal directly with an insurance company or whether to go to an insurance

agency.

8.32 Most individuals are faced with allocating scarce

resources; therefore most of us must be underinsured. One must recognize the risks taken, eliminate

as many as possible, and give the remaining ones a

priority. The major risks are: Loss of income as the result of death or disability of the family head.

Cost as a result of the death of a wife where

children are involved.

Costs as a result of injury or illness of a

family member.

Damage to property, such as by fire.

Loss of savings and inme through personal liability, such as from au..mobile accidents.

Loss of property through theft.

Suggested Learni nq Experi ences

Read Consumer Reports article on life insurance, auto and homeowners insurance for cost

comparisons.

Canpare the ease of estimating possible losses. For instance, if car is stolen or destroyed, one can estimate the dollar cost,

but it is very hard to set an upper limit on

possible loss due to liability in an auto

accident.

What state 1 aws do insurance canpani es have

to adhere to? What penalties are incurred if

they don' t?

How has longer life expectancy (give statistics from 1980 charts for all ages) affected

life insurance companies? Why? How do these

companies invest their funds? Describe various services they perform?

171

172
Specific Objecti ve

8.4 The student will understand the rel ati ons hip between changing

financial status and

the need for insurance

coverage.

Performance Indicators Level

8.41 Give three conditions on which Knowledge

the amount of insurance cover- age is dependents

8.42 Describe the kind of person who Knowledge

insures.

8.43 Give three major hazards to fi- Abilities

nancial security and the most

common kinds of insurance for

each.

Suggested Eval uall on

Listing

Written paragraph

Caryl eti on test

Taxonany

8.41 Conditions concerned with insurance coverage:

Number of dependents

Age of breadwinner

Family earning power (now and 1 ater)

Consider education, occupation, ability, drive,

family connections, luck, age, and geographical

residence.

8.42 People with larger incomes, who do not need every

cent they earn in order to survive are more likely

to invest in insurance.

8.43 Sane hazards Insurance for each

Death Life insurance

Disability Partial and total

disability policies

Automobile Liability, Canpreacci dents hensive, Collision

Property harm Fire, Extended

coverage, Personal

liability

Health Health insurance

Suggested Learning Experiences

Set up individual and family situations and

decide on the kind and amount of insurance

which might be chosen.

Why is it that those who need insurance the

most are the ones who are likely not to have

Insurance companies provide many services:

Investigate sane of the following:

1. life insurance

a) term life

b) straight life

c) limited payment life insurance

d) endowment life insurance

e) group-life insurance

2. annuity plans

3. health (medical) insurance

4. disability income

5. education advertis'irg

6. fire insurance

7. loans

8. investments

173

82
Specific Objective

8.5 The student will develop an understanding of the vocabulary and language of

insurance agreements.

Performance Indicators Level

8.51 Def4ne five terms used in in- Knowledge Definitions

surance.

Suggested Evaluation

8.52 Interpret three selected phra- Abilities

ses in an insurance policy.

Interpretation of

pertinent policy

phrases.

Taxonomy

8.51 Insurance terms

Policy--A written form provided by the insurance company which tells who is insured, for

what amount, and what kind of protection has been

purchased.

Endorsements--Additional forms which extend, re- strict, or clarify the basic policy.

Package policy--A method of combining different

types of insurance into one policy.

Insured--Person insured by the package.

Insurer--Company 'suing the policy.

Premium--Amount paid periodically for the insurance protection of a given policy.

Risk--The chance taken by the insurance compary

that the hazard insured against will actually

happen.

Deductible--The amount the insured pay before

tie iligiFince company will py.

175

Suggested Learning Experiences

Study actual insurance policies line by line

to interpret meaning.

Using insurance statistics:

- how many deaths each year occur at what

cost to insurance companies

- why do sane companies only insure young,

healthy white people

- how many dollars are paid to insurance

companies each year as opposed to how

much is paid out in claim

- as far as house, car, personal insurance

is concerned, what are "average" rates

- what determines differences in rates

(age, health, sex, job-danger factor)

17G
84

Taxonomy

8.51 (cont.)

Exclusions--Situations which the insurance

company does not agree to cover (e.g., earthquakes, acts of war, predetermined illness, cos- metic surgery, etc.)

8.52 Actual insurance policies should be collected and

reviewed. Insurance agents should be helpful in

making interpretations.

Suggested Learning Experiences

9. TAXES

Goal: Understanding

structure.

(Note: It is

proposals are

Specific Objective

the consumer's role and responsibilities in the local

suggested this unit be taught in March and April when

in the news.)

9.1 The student will understand the reasons

for and types of taxes within each level

of government.

177

, state and federal tac

federal and local budget

Performance Indicators Level

9.11 Define: Knowledge

Taxes

Indirect taxes

Direct taxes

Proportional taxation

Progressive taxation

Regressive taxation

9.12 Give four basic principles un- Abilities

derlying a good tax.

9.13 Give the taxes collected by Abilities

federal, state and local governments and briefly describe

each.

Suggested Evaluation

Definition

Essay question

Short answer

173
Specific Objective Performance Indicators Level

9.14 Describe the necessity for tax-. Values

es and own personal attitude

toward the levying of property

taxes, incane taxes and custom

duties.,

9.15 Briefly describe the history of Knowledge

taxation.

Suggested Evaluation

Essay question

Panel discussion

Taxonany

9.11 Taxes are charges, usually of money, imposed by

authority upon persons or property for public

purposes.

Indirect taxes are those which are paid indirectly,

through the purchase of goods and services. This

may shift the burden fran one group to another.

Direct taxes are ,.hose taxes which. are paid directly by the person or business to the government.

They cannot be shifted.

Proportional taxation involves taxing people according to their ability to pay. Taxpayers pay a fixed vrcentage of every doll ar of income.

Progressive taxation is any income tax or any tax

on money inherited. The tax increases according to

the increase in income or in the value of the inheritance or gift.

Regressive taxation refers to the fact that such

taxes take a higher percentage of income from the

poor than they do from the rich. They are the

reverse of the progressive taxes. Sales tax is an

example.

179

Suggested Learning Experiences

Discuss "Taxation without representation".

Research history to find instances when taxes

have been levied without the full knowledge

of the people and have been instruneutal in

bringing about conflict.

Conduct a contest to see who can name the

most pr :gressive and the most regressive

taxes.

Provide a "running" list of kinds of taxes on

a bulletin board where students may add the

kinds of taxes they have discovered.

Describe life without taxes.

Compare and contrast the sales taxes for tie

states. Why are some taxes very low or non existent while others may reach 6 or 7%; Jo

states differ on the items taxed? What or who

decides what the taxes shall be and what or

who can ini ti ate legislation to change the

tax?

160
Taxonomy

9.11 (cont.)

Intermediate taxes are progressive in some respects

and regressive in others.

9.12 A good tax:

Must be economical to collect.

Must provide sufficient revenue. Should not place too heavy a burden on any one

group.

Should be easily regulated but not too easily

evaded.

Should permit taxpayers to pay their taxes in a fashion that is as painless as possible.

Should be levied with full knowledge and

understanding of all citizens as to purposes

and needs.

9.13 Federal taxes:

The personal federal income tax is constructed

to take a proportionate amount of the individual's

income. The percentage grows 1 arger as one' s incane increases.

Excise taxes are taxes on specific commodities

and services originating in this country.

Custurns duties or tariffs are taxes on imported

goods.

The corporate income tax is a tax on the income

of corporations. The income of a corporation is

composed of the profits from its operations and

the earnings of the factors of production such as land and machinery that the corporation owns.

181

Suggested Learning Experiences

Using charts, diagrams and pie graphs, discuss the differences between direct and indirect taxes, progressive and regressive

taxation.

The preamble to the Constitution more or less

spells out the federal government's responsibilities to its citizens, one of which is to

"lay and collect taxes...to pay debts..."

List all of the areas that our taxes are used

to pay these debts. (Example-nation& defense, veteran's benefits, space research,

etc.) Also, put down how much the government

collects in taxes and what percent and dollar

amount is allocated to each listing you have

made.

Lowering taxes is difficult. How might this

be done successfully? Has it happened recently? Where? Give background on the process.

What have been the effects, positive and neg- ative, on the life style and economy of the

areas undergoing the lowering of taxes.

1S2

86
Texoncmy Suggested Learning Experiences

9.13 (cont.)

State and Local Taxes: Why are the costs of government rising rapid- Property taxes may be based on property alone or ly? In what ways are these costs met? Why is may have charges made on other property such as it difficult to reduce government spending?

home furriishings, paintings, etc.

The personal state income tax is likely to be

tied to the federal income tax in one way or

another.

Sales Taxes are regressive in that they hurt

pe Ile with little money more than those with

more money. Are likely not to be on staple items

such as food, clothing and medicines.

License fees and entertainment fees include many

taxes such as hunting license fees, driver's

licenses, etc.

Estate and inheritance taxes are taxes placed on

property to be given to heirs.

9.14 Taxes are the government's weekly pay check and are

necessary to furnish revenues for the services we expect from the government. There is a contradiction however. On the one hand we insist that no

individual shall be taxed so heavily that this

person cannot enjoy the use of what he had earned.

On the other hand we believe that every citizen is

equal under the law and therefore should receive

the same benefits under the government. This means limited resources and unlimited demands.

9.15 The history of taxation is one a change of taxes

as a mark of bondage to a badge of reedom.

1 o3

Find out what the federal tax receipts were

for the most recent fiscal year by type of

tax: Progressive, Intermediate, Regressive.
Taxonany Suggested Lear ning Experiences

9.15 (cont.)

Before 14th century Bring in newspaper articles which discuss the Duty of slaves, vassals, peasants, colonists federal government's budget plans, including and conquered people to support the ruling classes. any proposals to raise or lower income taxes.

14th to 19th century

Feudal s3isten gradually broken up

Patrimonial revenues slowly gave way to taxes.

Land, as the primary source of wea.ith became

the primary source of taxation.

Import and export duties and internal excises

became important.

Poll taxes flourished.

19th and 20th century

Rebellion against arbitrary and oppressive

taxation.

More equity and uniformity in taxation.

With new forms and differenti ated sources of

wealth, taxes on incomes and inheritancc!s

were adopted.

Gasoline taxes, retail sales taxes, motor

vehicle taxes and net income taxes added.

Property tax abandoned to the local units.

Find out from an auto dealer who sells foreign cars how much the "tariff" adds to the

price of the car.

Bring in newspaper articles which discuss local community decisions to reevaluate property and/or raise the tax rate and /or hold a financial town meeting.

Filmstrip: Taxes, Taxes, Taxes, Parts I, II (N.Y. Times Film Service)

Discusses the problems of cities which face

the necessity of providing increased services

while conf renting the problems of a declining

tax base.

The history of taxation is available in a booklet from the Internal Revenue Service.

specific Objective

9.3 The student will be

aware of how tax dollars are used to sup-:

port various programs.

Performance I n di cators Level - Suggested Eval uati on

9.31 Give three reasons for govern- Knowledge Listing

ment spending.

9.32 Give three programs supported Knowledge Listing

by the tax dollar at the federal level, three at the state

level and three at the local

level.

9.33 Give three reasons for growth

of government spending.

Abilities Short answer

186

88
Specific Objecti ve Performance I ndi cators

9.34 Make a summary sit.aternent on

future government spending

(Federal, State and local) giving own feelings and

values.

Level Suggested Evaluation

Abi 1 i ti es Essay or Debate

and Values

Taxonany

9.31 Why governments spend:

To provide social goods and services. These include highways, sewer lines and police protection--those benefits which can be shared by a nunber of individuals.

To encourage beneficial externalities and

eliminate adverse ones. This includes city bus

lines which may be subsidized because they can- not charge enough to cover their costs and stay in business. Private education may also be sub- sidized through low-interest government loans and favorable tax treatment. To prolicetrarin. lowers. This ncl government without receiving anything in return. Welfare is included here. The government transfers purchasing power to a recipient.

9.32 Programs supported by

Federal.

National defense

Veterans' services

Space and Science

Heal th

Public Welfare

187

the government:

Agriculture

Educati on

Commer ce

Hi ghways

Natural resources

Suggested Learning Experiences

Debate: Resolved: All growth in government spending shall be stopped.

Continued increases in tax rates can some- times result in lower tax revenues because of

consumer reaction. Discuss how this might happen with (a) the property tax, (b) sales tax (c) tax on tobacco (d) tax on alcoholic

beverages.

Discuss "Guns and butter" as a phrase sug- gesting the difficulty of maintaining a 1 arge

defense establishment while meeting the de- mands for consuner goods.

Give specific exanples for growth of govern- ment spending. For example, under "Rising Aspirations", the Elementary and Secondary Educational Act or the Headstart progran

could be given. Give a brief description of each specific progran.

Divide class into two groups: using news- paper articles have one group study local

budget proposals and the other group study federal budget proposals.

188
Taxonany

9.32 (cont.)

Local

Education Health, hospitals

Publ ic welf are Natural resources

Streets, roads Police, fire

Recreati on

States

ME-CR-ion

Highway

Public welfare

Health, hospitals

Natural resources

9.33 Reasons for growth of government spending:

National defense. War and the threat of war.

*New products. One example is the mass produced

car which has caused goverMent spending for

highways, streets, traffic-policemen, control of

air poll ution.

Rising aspirations. Health and education have

always used a large part of government spending

but with better education and health and that the

government should provide these services,

government spending has increased substantially.

Growing urbanization. This has brought about

the need for large-scale modern sewage and water

systems and police and fire protection.

Population growth. Even though there is a decline in birth rate, there remains a growth rate

caused by declining death rates and immigration

as well as the birth of children.

Inflation. Prices of all goods and services

have been rising over the years.

Family changes. There has been an increasing

shift of the care for the aged and ill and

dependent children to governmentally financed

institutions.

189

Suggested Learning Experiences

Possible debate topics:

Resolved: R.I. should enact a Proposition

21/4 similar to the Massachusetts law,

limiting local property taxes to 21/2% of

the fair market value.

Resolved: The federal government should

balance its budget so as to eliminate

deficit spending.

190

90
Taxonomy

9.33 (cont.)

Income instability. ine move from an economy

made up largely a family farms and small business

to one of large economic units such as General

Motors changed American workers fran propri eters

to wage earners. Social Security came into being,

providing transfers for aged, disabled and their

fanil ies Unempl oyment, compensati on and other

goverment financial programs attempt to deal

with the problems of unemployment and income

instability in an industrialized society.

9.34 Spending of governments depends somewhat on the

location of the goverment and the people living in

that location. Sane stress pollution control or the

maintenance of a well known trolley line while

others are proud of their police protection. The

activities of governments are dependent to a great

extent on the values of the people in the community.

Suggested Learning Experiences

Specific Objecti ve

9.4 The student will be

aware of community

resources which can

assist them in using

the tax structure to

their best advantage.

Performance Indicators

9.41 Name six social services or public assistance agencies.

9.42 Describe three services

in detail which are financed

through taxation.

9.43 Describe one agency which

would be of personal benefit

giving details of why this

particular agency has been

chosen.

Level

Knowl edge

Abilities

.Values

Suggested Evaluation

Listing

Wri tten description

Paper or report

1904,
92

Taxonomy

9.41 There are a growing nunber of programs to aid people.

Those provided by the federal government are

listed in the telephone directory under UNITED'

STATES GOVERNMENT. A trained interviewer will

probably provide booklets describing programs

and how they work.

Those provided by the state government may

be call ed "department of soci al service" . These

offices are listed in the telephone directory

under the nave of the state.

Programs run by the local government may be

found in the telephone directory under the name

of the local government.

Examples of social agencies are Employment Security,

Social Security, Veteran' s Administration, Heal th

Clinics, Adult Education, Recreation, etc.

9.42 and 9.43

Descriptions may be found in booklets provided by

most agencies and through personal contact with

the agency.

Suggested Learning Experiences

Take `'a field trip to the nearest Employment

Security Office or Government Center (such

as the Government Center on Tower Hill Road,

Wakefield) to discover the great variety of

social services provided by the state government.

Analyze what the effects would be if we

eliminated all unemployment compensation and

public assistance programs.

Speakers from local agencies may be available.

Develop a master listing of agencies pl acing

it where everyone can watch the additions.

Select those agencies to be investigated

thorouply.

10. CONSERVATION OF ENERGY AND RESOURCES

Goal: Increasing the student's core of information related to energy, e..ol ogy and economic issues

upon which students can base further inquiry, research and value judgements.

Specific Objecti ve

10.1 The student will

develop an awareness of challenges

facing the U.S. and

the resources,

ecology and economics .

Performance Indicators

*10.11 Define:

Energy

Environment

Ecology

Energy as compared to a

chameleon

193

*Level Suggested Evaluation

Knowl edge Definitions

194
s

Specific Objecti ve 10.1 (cont.)

Performance Indicators

10.12 List four challenges the U.S.

faces in energy and ecology

matters.

10.13 Describe two difficulties

faced from each of the

following:

Air pollution

Heat as a waste product

Waste products from

nuclear energy

10.14 Describe how per capita

energy consumption in the

U.S. compares with the rest

of the world.

10.15 Give a brief history of energy consumption showihg trends.

10.16 List four challenges that are

felt to be the most pertinent

ones to be faced.

Level

Abilities Short answer quiz

Suggested Eval uati on

Abilities Panel discussions

Abilities Short answer quiz

Knowl edge Essay

Val ues Forced Choice (Val UE

Cl arification)

Taxonomy

10.11 Definitions:

Energy--The ability to do work

Environment--The circumstances, objects or

conditions by which one is surrounded.

Ecology7-The totality or pattern of relations

between ween organisms and their environment.

195

Suggested Learning Experiences

What are sane the advantages and disadvantages of the location of your community?

What caused the community to be founded?

Does the original resource still contribute

to the existence of the community?

Place a clean piece of paper on a windowsill.

Leave overnight. Draw conclusions.

19C
Taxoncmy

10.11 (cont.)

Energy as compared to a chameleonBoth have

a basic identity but constantly change fonn.

10.12 Challenges:

Air pollution

Land use

Ccmpetition for water

Ocean use

Acceptance of nuclear energy

Econanic growth

Energy supply

10.13 Air poll uti on--Transportati on (especially the car),

generating plants and industry to a lesser degree

are the main pollutants.

Heat as a waste product (thermal pollution)--Water, Bairn e ft has been cheap and plentiful and is able

to carry a great deal of heat energy has been the

preferred cooling medium. With the rapid growth of

energy use, we are in danger of running short of

cooling water. Water is also used as a drink, a cleansing agent, a recreational median, a sewer, a

transportation mediun, and, by aquatic life, as a

hone. Increasing its temperature affects all these

uses in different ways.

Problems with nuclear energy--Environmental problem have evol ved around radioactive pollution,

radioactive waste, and the danger of nuclear accident. The problems are statistically improbable

but individually would have large effects.

10.14 The energy consumption of the U.S. is almost exactly 1/3 the world' s total energy consimpti on, yet we

have only 6% of the world's population. Therefore

we enjoy a per Capita energy consumption nearly 6

times the world average.

Suggested Learning Experiences

Several members of the class keep a log of

gasoline use during the week.

Discuss changes occurring in the lifestyles

of young families today. Determine what has

caused the changes.

Visit the local sanitation department and

fi nd out from the engi neers what procedures

are used for disposing of solid waste.

Find out if there are paper, glass, aluminum

recycling centers in the conmunity.

Investigate local and state air pollution

controls. List the major contaminants in own community.

Illustrate major events and inventions which

are related to energy by drawing a time line

from 1800 to present. Indicate threats to

the environment, times when action was taken

and any laws or regulations which have been

passed.

18S 197
Taxonomy

10.15 iHi story of energy consumption

The history of man has been one of increasing

energy use. Primitive man, living without a fire

had only the energy in the food he ate. With fire

his energy consumption doubled. In the Fertile

Crescent in 5000 B.C., primitive agilcultural man

had e.cmestic animals and grew crops. Advanced

.agricultural man, in Europe in the late Middle

Ages, used coal, water and wind power and animals

for trans port ati on. Industri al man, in Engl and or Germany in 1875, had the steam engine. Modern

technological man, in the U.S. in the 1970's had

the automobile, electricity fron central generating

stations , and a hi gh level of mat eri al cons umpti on.

Primitive man used about 2000 daily kilocalories.

Today we use about 25,000. (Evans. 1980)

Suggested Learning Experiences

Specific Objective

10.2 The student will gain

an understanding how.

supply and demand

affects energy, including its sources,

patterns of usage,

and predi cted future

outl ook.

10'

Perf ormance Indicators Level

10.21 Relate four events in this Knowledge

century which helped to

bring about a long term

shortage or an energy crises.

10.22 Ccmpare Indian and white Knowledge

men's attitude toward the

environment.

10.23 Give three societal improve- Knowledge Essay

ments which have helped to

cause the population growth

in today's nations.

10.24 Describe the effects of pros- Abi 1 iti es A "pro" and "con"

perity and technology on the paper

energy supply.

Suggested Evaluation

Short answer

Essay

200
Specific Objective

10.2 (cont.)

96

Performance Indicators Level

10.25 Cite predictions for energy Abil iti es use in the future.

10.26 Give one example of an energy Val ues

supply problem which could be helped by the efforts of an

i ndi vi dual .

Suggested Evaluation

Paper

Paper

Taxonany

10.21 Events bringing about an energy crisis: In California there is a tendency of air pol- lutants to hang long in the air, therefore a

decade before the rest of the nation saw a

problem, Los Angeles was in a serious energy- environment dil enma.

At Four Corners (where New Mexico, Colorado, Utah and Arizona join) enormous resources of

coal caused the building of a huge coal fired generating plant to provide elec- tricity to the Southwest. Plans were underway for five more huge plants when by 1969, the air pollution fran the plant, in addition to social and environmental changes which

were taking place caused the plant to gain national attention. This unfinished history

is well documented in "The Southwest Energy Complex" by Malcolm F. Baldwin.

Strip mining has caused the burying of top soil in 50 or 100 feet of subsoil to say nothing of the leveling of all growth. The

land stripped in the Black Mesa area alone

may be near 800 acres annually.

Suggested Learning Experiences

What conflicts are we apt to find as-we fight an energy shortage and also try to protect our environment?

What consumer products are apt to be in short

supply because of an energy shortage?

In recent years where have water shortages

occurred and what has been done about them'

Keep an energy log:

Energy that is used directly--turn on a light Energy that is used indirectly--refrig- erate food

Public energy--use heat in a public building

Product made of petro-chemicals

syntheti cs

Products which require energy to manufacture - clothing, appliances, etc.

Canpare predictions for the growth in el ectricity demand for 19704980. What caused

change in the projections?

201 202
Taxonomy

Suggested Learning Experiences;

10.21 (cont.)

Philosophical differences between the

values and goals of Indians and the government

have caused major problems.

Oil derricks in the sea and the risk of pollution in the biologicaqy'rich coastal waters.

Oil spillage from tankers.

Breakdowns in nuclear plants.

The oil embargo.

Increased demands for energy at the same time

that the afore listed events occurred.

10.22 Air and water are Holy Elements to the Indians. A

statement by a young Navajo says "(Has the government) ever thought that the Navejos don't like to

be up with the national standards in economics,

education, employment, et cetera. We don't like

this idea of keeping up with the Joneses as the

white man does." (Fowler. 1975)

10.23 Good food, modern medicine, and improved sanitation

have cut down the death rate and allowed

populations to grow.

10.24 Consider that 98% of American homes now have at

least one television set and almost half the homes

have an air conditioner. One third of the nation's

electrical energy is consumed by residential and

commercial users, schools and government facilities. Each person used 36 percent more electricity than

ten years ago.

2iu "
Taxonomy

10.25 If we continue to use energy at the present rate,

without increasing the supply or improving the

efficiency with which it is used, there will not be

enough energy.

10.26 Long lists of personal efforts can be listed, some

of which are direct--such as driving the car less,

lowering the heat in the home or office or weatherstripping the windows and doors. Others are indirect

such as the active support for government legislation

which would have an energy saving effect.

Suggested Learning Experiences

Specific Objective

103 The student will identi fy the interrelationship among energy,

ecology, and economic

probl ems and sol uti orris

in terms for the consumer.

Performance Indicators Level

10.31 Describe the overlap between Ability

the "energy crisis" and the

"environmental crises".

10.32 Give one example of the re- Ability

lationship between energy and

the nation's financial status.

10.33 Give one evidence of the rela- Ability

tionship between energy and

individual fi nanc es . 10.34 Give one evidence of the rela- Ability

tionship between energy and

food production.

10.35 Draw three conclusions that Val ues

describe desirable solutions

to the energy /ecology probl en.

Suggested Evaluation

Essay

Essay

Essay

Essay

Oral report

204 211 t) ta :-

98
Taxonomy

10.31 An important lesson to learn is that "everything

is connected to everything else". The improvement

of the energy supply is hindered by enviromentalists. Environmental improvement is hanp.ered by the

need for more energy. Consider strip mining and

its effects on the lafid; underground mining with

waste heaps, fires and black lung; oil wells in

the ocean; reservoirs covering desirable land,

disease, industrial plants on waterways.

10.32 The GNP (gross national product) is the way we

traditionally measure the country' s well- being,

and energy (the value of the fossil,fuels, and the

uranium and electricity that are consumer) is

among the goods included. Energy contributes about

10% of the GNP. The indirect effect of energy on

the GNP is much larger. In sane industries an

energy source is used as a raw material (plastics

or aluninun) and in all industries it is energy

plus labor that produces goods. The actual affect

on the 'GNP is more closely related to how we re- duce energy consumption rather than nn the mount

it is reduced. If we direct our drive toward using

energy more efficiently we can hope this will cause

an increase in the efficiency of producing GNP

dollars and that the GNP will grow faster than

energy consumpti on.

10.33 The cost of hone heating fuel has increased 500%

since 1973, while wages have increased by less

than 100%. By speniing a greater proportion of

income on heating, the consumer has less to spend

on other things. Many other examples are possible.

10.34 If the energy expended in growing, processing packaging, and transporting food is divided by the food

consumed per household we find it requires 7 or 8

Suggested- Learning Experi ences

Indicate which of the following 12 steps to a food system for a frozen vegetable might be

eliminated:

Someone else grows a vegetable using en- ergy intensive machinery and fertili zers

Transports it to a processing plant

It is sliced by machine

It is packaged

It is frozen

Refrigerated truck takes it to market

Market keeps it frozen

You go to market to buy it

Take hone and put in freezer

Thaw it and cook it

Throw away package

Eat it

Where does your community's food come from?

What would happen to this supply if a severe fuel shortage occurred?

Is it possible that we as a nation might ac- tually benefit from an energy shortage?

How might an energy shortage cause unemployment, business failures, recession and perhaps a recession? How might development of

alternative energy sources do the opposite?

Give three examples of short term conservation; long range.

How might the following businesses and industries contribute to solving energy and ecology problems?

building industry

airl i nes

207
Taxonomy

10.34 ,Ccont.)

Calories of fossil fuel energy to get 1 food Calor- ie on our plate. As a consequence food prices are bound to rise with energy prices. Whether the solu- tion is in increased technological efficiency or in a departure of farming from its path of increas- ing capital intensiveness--or a combination--is a highly debated subject.

10.35 The solutions chosen by individuals will be depend- ent on their own values. Some may find "going back to the earth" a highly desirable vehicle others would find burning of waste products as a more efficient use of our expertise.

208

100

Suggested Learning Experiences

utility companies

large chain stores

oil canpani es

Explain ways that the energy and ecology sit- uations relate to each of the following eco- nomic conditions:

inflation

unenploynent trade deficits

productivity

rinplopent scientific and genetic discoveries

Name some types of pollution caused or aggra- vated by energy production.

Compare the effects of government legislation

as compared to the effects of a free market system in relation to energy and the environ- ment.

Find news items such as "Environmentalists

Block Offshore Drilling" and discuss in terms of cost, environmental issues, etc.

Now might consumer spending change as a

result of an energy shortage in each of the

following categories?

food

clothing

housing

transportation

entertainment

209

I
Taxonany

10.35 (cont.)

Suggested Learning Experiences

What are some of the severe economic problems

that could grow out of a water shortage?

Panel discussion: How can we solve our energy

problems without destroying our environment

or our nation's economic stability?

Draw u» proposals for government legislation

to deal with the energy /environmental crisis.

Present to class for discussion.

Specific Objective

10.4 The student as a

consumer will make

an individual plan of

action to help in

solving problems presented by energy

shortages, threats to

the environment, and

related concerns.

Performance Indicators Level

10.41 List and explain the two Knowledge Short answer

major directions we may

turn in order to save energy.

10.42 Give eight ways in which an Knowledge Short answer

individual can conserve energy while preserving the environment.

Suggested Evaluation

10..43 Using one 1 ocal Rnvi ronmental Val ues Outline and/or

problem, diagram a solution. Discussion

Taxonomy

10.41 We can tighten our belts and use less energy or we

can improve our energy productivity. If we tighten

our belts we will be driving fewer miles, turning

down thermostats, turning off lights and taking

shorter showers. If we get more productivity we will get more useful work and activity from each

extracted Calorie of primary energy. This can be

210

Suggested Learning Experiences

Ham activity: Demonstrate that a short shower is more energy conserving than a bath, and

that a lengthy shower wastes energy.

Note: To 'neat one gallon of water, it takes

an ounce of oil, a cubic foot of gas,

or 1/4 kilowatt-hour of electricity.

211
102

Taxoncmy

10.41 (cont.)

accomplished by improving energy productivity and

improving the efficiency with which we convert it

to our use and by decreasing waste.

10.42 A few examples of conserving energy and preserving

tha environment:

Reduce water consumption

Buy fewer disposable items

Refuse to buy overpackaged items

Use a tote bag instead of paper bags

Return beverage bottles and coat hangers

Use old newspapers or recycle them

Share magazines with friends and institutions

Refuse to use pesticides which are hazardous

to human life or widelife

Walk or ride a bike when possible

Have regular tune-ups of car Watch research on aerosol products and discontinue use of dangerous ones Avoid setting open fires and burning trash

and leaves

Refrain from smoking

Plant covercrops to preserve top soil

Evaluate home insulation

ChecK and clean filters

Turn the heat down and the electricity off

Etc. - - - - !!!

10.43 Local problems tend to be similar to other peoples

local problems or state or federal problems. However, sane situations may be more pressing because

of the circumstances existing in particular environments. For instance some communities have more problens related to waste disposal than other communiSuggested Learning Experiences

Devise a check list for a quick and easy scan

of a hone to reveal possible sources of energy waste and potentials for energy conserva- tion. Make the checks and report.

List 15 (or as many as wish) things/or activities which would help conserve energy.

Categorize.

To what extent can self-sufficiency become a

goal for America? Discuss self-sufficiency of

the individual as well as self-sufficiency of

the nation.

What five changes would you as an individual

be willing to make in order to conserve ener- gy and protect the environment?

Set up an Energy Conservation Task Force to

lect and provide energy conservation information. Suggestions:

news items for school or local newspaper

bulletin board displays

study school's consumption patterns and

make recommendations to administration

give demonstrations on conserving energy

when performing household act i vi ti es sponsor field trips

2;12 213
Taxonomy

10.43 (cont.)

tics. Others may have problems related to a salt

pond whereas such a pond does not exist in another

community. Such problems will require an individual

to work in and with the community. In order to take

any kind,of action, a plan needs to be deVeloped if

an individual wishes to take an active role. For instance, if the student is interested in helping the

community to solve the problem of waste disposal, the

following diagram is an example of how plans can be

made.

For background

investigate, read and study:

Literature Legislation,

school library Attorney General

public library Office

local energy Energy Office

office

Suggested Learning Experiences

For Action contact:

Other Comnunities

Write Chamber

of Commerce

Local Environ.

AcTryic

Join a subgroup

Town Council

Contact president

Specific Ohjective

10.5 The student will become aware of alternative sources of energy and their use

for the future.

214

Performance Indicators

10.51 Describe four non-polluting

energy sources.

10.52 Describe one effect of handling the use of resources in

a way that has the least

direct cost.

10.53 Describe one nonpolluting

energy resource which you

Level

Knowledge

Abilities

Suggested Evaluation

Short answer

Essay

Values Oral report

215

102A
Specific Objective

10.5 (cont.)

Performance Indicators

consider to have the most

potenti al .

Level Suggested Evaluation

Taxonomy

10.51 Techniques vary from the second hand solar source-- wind, water power, and photosynthesis--to those

which convert the direct energy of sunlight. The

most promising techniques for tapping the secondhand sources are those that involve the production

of methane for the direct burning of organic material. Sane pollution is involved though not from

sulfur. Wind and waterpower would have minimal impact on the environment. Solar energy farms would

involve many square miles of land covered with

solar collectors. There is possibility in solar

seapower also by collecting energy from the temperature difference between surface and deep seawater.

10.52 Strip mining destroyed millions of acres of land.

Disposal of home sewage can spoil the water supply

for many other people. Dumping trash in an old

gravel pit may waste valuable materials. The list

is seemingly endless.

10.53 This is a value decision since there is no data

available as yet to recommend one energy source as

being the best.

216

Suggested Learning Experiences

What are sane measures that could be taken to

minimize the economic effects of an energy

shortage?

What roles do you think government should

take in energy conservation, increasing

energy production, finding new energy

sources, protecting the envirorment? What

effects would each government action have on the economy and the people? Will anyone have

lost their rights?

What immediate and future consequences could

result if we fail to deal effectively with

our energy, ecology and economic problems?

Divide the class into four groups, each to

represent policy makers for government, for

business and industry, for envirormentalists,

and for consumers. Each make recommendations

for the following:

reduce America's dependence on foreign

oil . , protect the envirorment while developing

new sources of energy

dampen demand for energy and encourage

conservation

arrive at a fair distribution of limited

fuel supplies

217
SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOW LEARNERS OF SOCIAL STUDIES

1.1 The student will be able to identify and explain the basic elements of the contemporary American market system.

Gifted Slow Learner

Trace the rise of the consumer movement analogous to the labor movement or compare the

growth of big business and the rise of the consumer movement.

Using any three items in the roan, chart how

each has been affected by four factors of production--land, labor, capital and management- -

in the journey from the original state to its

present state.

Scan newspapers and magazines tl become aware

of economic trends. Follow the trend and report

to class.

Choose three examples of government controls

that affect the marketing of certain goods.

Research why the controls came about, when

enacted, success of the controls and provide

an analysis of the necessity of the controls.

Prepare a chart to illustrate the development of money in the United States. Do the same

for another country. Develop a cartoon showing

the purpose of an economic system. Using the

cartoon, teach another group.

Compare consumer problems of the 1900's with

those of today. Draw conclusions.

Do research on the economic system of another

213

Because this component, Basic Economics in the

Marketplace, involves considerable theory, it may

be the most difficult component for the slower

student to understand. It would probably be better to select personal activities to help the

student understand buying and selling, rather than

attempt to teach too much about the economic system.

Find pictures of consumers and sellers. Combine

the pictures to illustrate purchasing and provision of goods and services.

Draw or cut out pictures of food producesd by

fanners. Draw a picture of how that food gets to

your dinner table. What foods are grown near your onw home. Draw and find pictures and label

them.

Bring food to school that could have been

grown at home but wasn't. How did you get the

food? At a store? With money? Why was money used?

Wash and cut the food to eat in class.

What are the names of the departments in the

grocery store? Set up some type of example. What

is found in each department?

Using newspapers, identify stores in the paper

and learn how to spell and pronounce the names.

Locate where the stores may be found.

219

104
Gifted Slow Learner

1.1 (cont.)

country, such as Britain, Sweden, Cuba, China,

or South Africa. Explain whether it is a free

market economy, a socialist or a communist economic system.

1.2 The student will develop an awareness of the interaction between supply, demand and the price

mechanism.

Prepare a circle graph that shows the Gross

National Product for the past year. Data for

the chart may be secured through the public or school library.

Illustrate the circular flow of money in a

free enterprise economy with a drawing showing

the influence of taxes, savings, and investments and spending.

Investigate the difference between a consumption-directed and a consumer-directed economy.

Four students represent consumers, business,

labor and government. Each student present and

defend his/her point of view on a current consumer issue.

Research: Should we have tariffs to protect

American workers?

Draw a series of sketches or a cartoon strip

showing how the Federal government helps the

farmer, a small business man, and the consumer

Prepare a set of principles to follow as a con- sumer citizen. Role play situations where taking

too much of one item (hoarding) may cause someone else not to have the item. If possible illustrate

how the price might increase.

Using actual clothing or pictures discuss where

and how we get our clothing. Why is some clothing

more expensive than other clothing even though

they seem to look alike. The varied cost of different brands of jeans can illustrate how demand

causes prices to be higher.

Set up a lemonade stand (or sell popcorn) for

three days at lunch. The first day, charge 10t

above the cost of materials. The second day sell

for 20t above cost. The third day sell for only

5t above cost. Keeva record of how much sold

and how much profit made each day. Discus con- clusions. or Using candy bars and token money, simulate the

market place by auctioning off candy bars to

students. The next day, double the'amount of money

and see what happens to the prices bid. Discuss.

220 221
1

Gifted Slow Learner

1.5 The student will understand the interdependent nature of the market system.

Study farming changes since the turn of the

century and the relationship of these changes

to profit motive.

What would happen if one of three factors

(products, merchants or credit) was not present. What happens if the availability of one or more is limited?

Make a chart listing new items which are

being tested in the market (e.g., disposable

paper garments, synthetic non-growing grass,

electrically heated sidewalks). Analyze how

business would be affected. How would consumers be affected? How would the nation be affected

ecological ly?

Write a scenario describing what your life

would be like 2 years from now if the U.S.

suddenly ran out of oil.

Pretend you are a farmer. What do you have that

you do not need to buy? What must you purchase?

Use the sane procedure for a grocer, a lawyer, a

school teacher.

An it an of clothing is soiled. How can it be

cleaned? Demonstrate washing by hand; discuss

washing by machine; discuss a local laundry. In

order to use any of the procedures, what has to

be available and who needs to provide materials

or services?

CREDIT

2.1 The student will identify the role of credit in personal money management.

Determine the amount of credit on a national

scale.

Get facts and figures about charge accounts

from local stores:

What percent of total sales are charged?

How long do most people take to pay?

What extra services do charge customers get?

Is there a discount for paying cash?

222

List all the items eoyed that would be taken

away if credit were not available.

Find advertisenents on credit and bring than to

class to see how many kinds of credit can be

found.

Discuss: Does everyone use credit? Illustrate by

"borrowing" an article and then returning sane- thing extra as a "thank you".

106

223
Gifted Slow Learner

2.1 (cont.)

Write guidelines for the wise use of credit

to be published in the school or local paper.

Make a survey of teenage credit buying, (Layaway with or without parents approval, using

parents' charge accounts, use of own charge

accounts, installment buying, loans.)

Develop cartoons on credit, depicting humorous consumer credit situations. Place around

school building. If possible monitor the cartoons to determine student reaction.

Develop a crossword puzzle using the following terms as answers.

credit, creditor, repossess, charge

accounts, carrying charge, easy payments,

character, capacity, garnishment, truth-inlending, collateral, credit cards, installment.

Interview different groups of people to discover their attitude toward credit. Exanples:

the elderly, business men, college students,

house wives, etc. Compare.

Examine the yellow pages in the telephone directory to determine the types and nunbers of lending

agencies in the community.

Students give examples of credit extended to

them by parents, brothers, and sisters.

Discuss sane definitions of credit:

- Credit is buying now and paying' later

- Credit is a doctor bill

Use everyday opportunities in the classroan to

emphasize financial credit. Place a money value

and interest rate on such items as borrowed pencils, notebook paper or books.

Draw pictures or make posters which show the

functions of credit.

2.2 The student will recognize types, sources and costs of credit for different purposes.

Small groups work on a chart comparing operati ng poli ci es, speci al i ti es , types of credit

offered and credit costs of different types of

lending agencies in ccnmunity. Use illustrated

chart to complete information.

Collect installment credit contracts from

224

Use advertisements of credit and discuss as to

type and source.

Recall the question asked of .the customer after

a purchase has been made, "Will this be cash or charge?" Discuss the factors that may influence

the custaner's reply.

225
Gifted Slow Learner

2.2 (cont.)

stores and catalogues. Explain promises one would make by signing the credit contracts.

Find out about the laws governing loans in

the state. What is the maximum permissible

rate for various kinds of loans?

Find out whether a creditor can garnishee

your wages if you are in default on a credit

contract (varies from state to state).

investigate community to discover whether

banks have a credit plan for 18 year olds.

Investigate where agencies get their money,

what it costs them, how they compete and how

under shifting conditions the institutions

have changed and government has moved into the

picture, with increasing guarantees and regu1 ations.

Discuss the hidden meaning behind, "Bring no

moneyno down payment required," and "Take as as long as you like to pay, and only $9.98 a month."

Make a bulletin board display of principal

sources of credit in the community and their interest rates.

2.3 The student will understand the benefits of establishing a sound credit rating.

Investigate the kinds and sources of information recorded and utilized by credit bureaus.

Visit a credit bureau.

Formulate guidelines for maintaining a good

credit rating. Place in school paper or local

paper.

' Discuss why a "good" name is important. Cite

examples such as borrowing books, school supplies,

or personal articles and how important it is to

return then on time. Other examples are keeping

secrets and always telling the truth; Role play.

Explain "trust" as the basis for credit.

Discuss how others' (friends, employers,

ministers) opinions of a person's trustworthiness can be checked.

Invite a bank's loan officer to speak to a

group about how to establish a good credit rating when you are 18. (Or interview a loan officer and report to the class.)

226 227

108
Gifted Slow Learner

2.3 (cont.)

Identify personal habits and practices established early in life that are recorded on the

consumer's card file in the credit bureau, such

as a record of "on time", "frequently changes

jobs", "slow pay."

Fill in an application for a bank loan, imagining that you are 25 years old. Then explain why

they asked you each question (how long at

previous job? etc.)

2.4 The student will understand the use of credit

and income.

Chart the family life cycle. Determine how

credit capacity and uses for credit change.

Prepare a display illustrating the changing

needs and uses of credit by a family at different stages of the life cycle. Place the display where many people can see it--in a church,

a store, a bank.

List and give explanations of the different

types of credit that each of the following may

have:

- you or a classmate

- a young family

- a neighborhood retail store

- the local government.

How does each determine when a debt limit is

reached? Present the comparison to a group.

in terms of present and future needs, wants, expenses

Discuss: Do families that buy on credit buy more

than those paying cash and if so, what effect does

it have on next month's spending, the feeling of

security about money and family relationships.

Look ahead to sane specific expenses expected in

the near future. How will you handle them?

Role play a consumer being pressured into making

a purchase. Stress taking time to think and asking

for advice.

Role play a situation where there are many

things that could be purchased. Emphasize the need

to check the budget (or ask advice) before making

a purchase using credit.

228

229
Gifted Slow Learner

110

2.5 The student will understand the decisions that come into plan influencing borrowing.

Use rational decision making (inquiry, valuing, decision and action) to analyze several

credit situations.

Apply the elenents in the process of inquiry

to credit decisions:

- Reco9nizi ng the -problem

- Considering tentative solutions

- Clarifying terms and concepts

- Collecting data and evaluating data sources

- Analyzing data and developing a conclusion

- Applying the conclusion to new situations

Establish a criteria for evaluating credit

agreements.

Construct a chart illustrating an individual

credit potential including incase, savings,

debt record and personal characteristics.

Role play a "mini-drama" based on life with

Grandpa, dad, mom and teenager and their concerns with borrowing.

Do a dramatization illustrating how Mrs. Cash

and Ws. Credit conduct their daily business affairs.

List things for the faMily and home that are important enough to buy on credit.

230

231
Gifted Slow Learner

2.6 The student will be aware of the changes inherent in the over use of credit.

Prepare a paper, "Credit is like fire, so

long as it is kept under control it is a great

danger."

Find articles in the newspapers concerning

personal bankruptcies to became aware of the

increase in the filing of bankruptcy among individuals. Compare number filing today to number filing thirty years ago.

Interview attorneys, credit department managers, and loan agents to determine what happens

when an individual or family cannot meet its

credit obligations. Find out what help is available in the community when a fanily is in financial crisis and what the position of a minor is

in relation to credit contracts. Report findings. Or, interview the R.I. Consumer's Council.

Discuss "The World is Just a Signature Away."

Develop guides for use of one's signature.

Role play members of a family whose credit is

over-extended. Show how they intend to work

things out.

Given a case study about a person whose credit

is overextended, list his alternatives and explain what would be the best solution.

CONSUMER LAW/PROTECTION

3.1 The student will be able to understand the basi

consideration and mutual agreement.

Go to an automobile salesman and determine

the fol 1 owi ng:

- Who actually owns the auto until it is

paid for?

- What restrictions are put upon its use

by the buyer?

- What happens if payments are not made

when due?

- If the car is repossessed, is there a

232

c elements of a contract: offer, acceptance and

Grab bag. Teacher place examples of contracts

in a container. Each student gets to reach in

and select a contract which is used in discussion,

giving good and bad' points of each.

With a partner, write out a simple sales agreement to cover the sale of your used car to him.

Include the names of the buyer and seller, a full

description of the car, the price, the date, and

233
Gifted

112

Slow Learner

legal claim by the seller for the unpaid

bal an ce?

Develop an exhibition of legal documents with

explanations of the documents. Make the exhibit available for another group, either students

or other interested persons.

Explore: What would be the effect on business

if all contracts had to be in writing? If implied contracts were prohibited?

both signatures.

3.2 The student will understand the need for social controls, e.g., warranties and consumer laws, relative to consumer credit, deceptive trade practices, truth-in-lending, and debt collection.

Write your congressman in Washington, D.C.

and your state congressman requesting information about recent and pending legisi ati on

related to consumer protection. Share with

another group.

Using Reader's Guide to find articles,

select one of the following schemes to investigate. Develop into a news story and present

to local newspaper for publication.

- Door-to-door salesman - Mail fraud

- Unordered merchandise - Magazine subscip-

- Telephone solicitations tions

- Accepting C.O.D.'s for - Mane improvement

neighbors - Bait advertising

- Photography schemes - Referral racket

- Charity gyps - Debt consolidation

- Hanework schemes schemes

- Packaging deceptions - Business opportun-

- Health quackery ity schemes

- Career schools - Wholesale prices,

234

This section needs to be handled carefully with

the slow learner. Though "gyps and frauds" need to

be understood, it is better to avoid scare tactics which could add to the fears the student may

already be encountering. Try to use a positive

approach stressing the protections against fraud

which help the consumer.

Use magazine articles, booklets, filmstrips and

posters to introduce various gyps and frauds. Each

student may then select a type of fraud to illustrate in a poster.

Select a consumer law and make a poster to illustrate the law.

Check newspapers for reports of consumer fraud

or quackery and organize clippings under heading for bulletin board display or class presentation. Headings could be items such as short-changing, short weight, repair swindles, deceptive
Gifted Slow Learner

3.2 (cont.)

- Correspondence schools sales, "free"

items, contests.

Investigate the reliability of approval given by various approving canpanies or organizations.

Name 10 products and services you have used

recently, and indicate how regulations affect

the production, sale, or use of each one. Certain areas of government regulation are the subject of continuing controversy. Prepare

a report on what has happened recently in one

of the following areas.

- Food and food additive safety

- Drug safety

- Automobile safety

- Safety of products under control of CPSC

- Transportati on regul ati on

- Antitrust regulation

- Regulation of advertising

Interview housewives, students, business men

and representatives fran government agencies

using questions such as the following:

- Do you believe business gains or loses as a

result of government regulation?

- What consumer protection should be provided

by the government and what responsibilities

should be assumed by the consuner?

- Why is it necessary to have state legislation for consumer protection?

236

packaging, mail frauds, etc.

Prepare a complete list of the products that are advertised in a current issue of a popular magazine. For each product indicate whether there is

any seal, label, certifi ed test or testimonial

used to indicate the standard of quality of the

product, and any specific proof that it is given.

Prepare a brief report on a group (or individual) which has been important in the development

of consuner protection. Some possibilities are:

- The Muckrakers - Rachel Carson

- Ralph Nader - Dr. Harvey Wiley

- Consumers Union - Florence Kelley

- National Consumers League

237
114

Gifted Slow Learner

3.2 (cont.)

Plak a program dealing with fraudulent practices and 1 egi sl ati on offering protection.

Present to a school assembly, PTA meeting,

or sane similar group.

Visit a small claims court to determine:

- What kind of action is usually taken?

- Now long does it take to process a claim

through the court?

- Who prediminantly uses the court?

3.3 The student will become acquainted with agencies of protection from fraudulent consumer schemes.

Interview state health agency to find out the

function of the agency regarding food safety.

Collect accounts of actions taken by the FDA

over a period of a month or a year.

Debate the issue:. Resolved: More monies shall

be made available to provide more agencies to

protect the consumer and less money made available for information to the consumer."

Study two of the recent News Summary reports

of the Federal Trade Commission. Report on the nature of the FTC activities as seen through these reports. News Summary may be obtained frail the Federal Trade Commission, Washington, D.C. 20580.

If court cases involving consumer problems

are being tried, attend court during time ses- sions and report back to class.

Looking at labels and packaging, discuss government standards under which industries must operate. Food labels and packages are especially easy

to work with and students may wish to bring examples to class.

Collect warranties, guarantees, seals, labels

and tags as well as information about protective

agencies. Make a decorative display and study the

examples, grouping them so that students can re- member the discussion. Leave the display up long

enough to return to it, rediscuss and add to it.

Encourage examples being added.

Organize and canpile leaflets on government

agencies that provide protection for consumers. Make into booklets or into sane form that the

leaflets are available throughout the year to

interested parties. Whether the process includes

the students actually writing for the materials

is dependent on the ability of the students and

the objectives of the teacher.

238

239
Gifted Slow Learner

3.3 (cont.)

Prepare a list of recent federal consumer

legislation designed to protect the consumer.

Describe the major characteristic of each piece

of legislation. Identify any agency which is

i n vol ved.

Prepare a "bill" on sane area of consumer protection that you think should be passed by

the state or federal government. Or write to

your congressman about such a bill.

Using the catalogues of free booklets provided

by the Consumer Information Center, students can fill out order blanks and send for materials.

3.4 The student will become acquainted with consumer remedies for contract and tort problem.

Prepare a guide for self protection against

contract and warranty problems. Make available

to another group.

Interview merchants to determine the best

course of action for a consoler with defective

merchandise. Organize the suggestions and present to another group.

Review consumer complaint fon-as supplied by

various businesses and regulating agencies.

Make radioscopics about contracts and war- ranties for other students to use. (A picture,

real object, or symbol with a question on front

and answer on back.)

Make a diagram for solving a consumer problem. Each step should have a route to take when

the question asked has a "yes" response and

when it has a "no" response. For example:

240

Use the "In-Basket," "Out-Basket" technique to

solve probl ens presented by teacher. Read each of

the situations described on the "In" sheet and

decide what you would do. Write decision on "Out"

sheet and deposit in "Out-Basket."

Role play a situation in which a piece of unsatisfactory merchandise is returned to the retailer.

Stress the protection a consumer has.

Read and discuss the legal aspects of warranties

and service contracts. Make a simple guide that can be posted someplace at home to act as a reminder.

Use radioscopics to summarize learnings regarding warranties and service contracts. A radioscopic

is a picture, real object, or symbol ,with a question on front and answer on back.

Review use and care instructions on various

pieces of equipment. Stress need to do this before

making a complaint.

241
Gifted Slow Learner

3.4 (cont.)

Do you have a

probl em with Yes

something you

bought?

START HERE

No

Relax but

stay alert.

Do you suspect

fraud? Yes

No

etc.

Have you checked

instructions, Yes etc.

directions,

warranty?

No

Look up recent CPSC decisions (or FDA,

FTC) in CPSC Memo or other government publication. In which cases could/should con- sumers or business recognize a danger and

make the decision on safety?

In which cases would it be difficult or impossible for the consumer to recognize danger? Example - recall of water heater temperature/pressure controls which could ex- plode. This exercise could be used to set

guidelines as to how much government protection is needed. When should consumers be allowed to make decisions on the amount

of risk they are willing to assume and when

should govertment make such a decision?

Get together the documents and items you need

before making a complaint or returning a product.

Make a list of sources available or locating

the address of a business firm when you want to

make a complaint by mail.

Fill out a complaint form provided by the R.I.

Consumer's Office, imagining that there is a

problem with which you need their help.

4.1 The student will identify the differences between savings and lending agencies and the various services provided by each.

Obtain a financial statement from a local say- Using a shoe box for illustration discuss ways

116
Gifted Slow Learner

s

ings or lending agency or one published in a

newspaper and answer the following questions:

a. What are the kinds of assets in which the

bank has its money invested?

b. Now much cash does the bank have on hand or

on deposit with the Federal Reserve bank?

c. What are the different kinds of liabilities

or mounts owed by the bank?

From the financial page of the newspaper or

any other source, obtain information in regard

to bank clearings through the local clearinghouse for a recent month. Compare these with

clearings for the same month in the previous

year and give your conclusions as to the local

busi ness activity.

Investigate how the policies of the Federal,_

Reserve System affect the individual consuner. (Discount rate, reserve requirements and open

market operations).

Investigate community facilities to find the

lowest priced method of paying five bills a month.

of saving money and why some ways are better than

others.

Role play selected activities taking place in a bank to discover how you can get services. Visit

a bank if possible. Where is the best place to get

help in a bank?

4.3 The student will learn how to select a bank

Visit banks, savings and loan associations,

credit unions and insurance companies to discuss plans in terms of safety, earnings, and

liquidity. Report.

Investigate the services offered by savings

and lending institutions and discover whether

there is a charge for the services. Prepare a 214

or savings and lending institution.

Prepare a bulletin board or sane illustrative

area showing the functions of savings and lending agencies.

Using an interest rate table, find out the difference between $1000 at 5% for 5 years and $1000

at 8% for 10 years.

(Learning to read tables is an important skill for
Gifted Slow Learner

118

4.3 (cont.)

chart indicating in one column the nature of

the services provided and in the second column

the fees, if any, assigned to each service.

slow learners, and it will illustrate the significance of comparison shopping.)

4.4 The student will know the mechanics and responsibilities of maintaining a checking account.

Study check formats, bank books and other

necessary materials for using a checking account. Design similar material's to be duplicated to be used by other students.

Make a display of each of the following providing information of when and how each is

used:

- cashier's check

- certified check

- traveler's check

- personal check

Money orders

- postal

- bank

- American Express

- telegraphic

Cash - receipts for cash payments

Bank drafts

C.O.D.

' Using a Checkin Account by Sharon Bywater is a splendid u dy booklet for the slow learner. See

resource listing.

Using duplicated materials, learn how to write

checks, keep records and reconcile the account.

4.5 The student will know how to develop a sound savings plan.

Conduct a survey to find out why people save.

I ntervi ew:

- A single man

- A single woman

- A young married couple with no children

- A married couple with children

- A couple with college-age children

- A middle- aged coupl e

r Head of a one-parent family with children

' Illustrate "saving" using simple objects at

first such as saving cookies for future use. Move

on to saving money, using make-believe money and

then illustrate interest. A piggy bank could be

used to illustrate non-interest drawing money.

Develop reasons for saving starting with simple

suggestions such as saving food in case you are hungry later or saving a book in case you wish to

t
Gifted Slow Learner

4.5 (cont.)

Draw conclusions and report.

Make a comparison chart listing the advantages and disadvantages of the various kinds

of institutions in which you can invest your

savings. The chart should include information

on returns on your savings as well as liquidity and pertinent services. Draw conclusions.

read it later. Move slowly into more complex situations. Watch for a careful balance between "using

now" and "saving" to be sure students do not get

wrong impressions about what, how and when to

save. Saving and Investing by Doug Weeks is an excellent study guide for the slow learner. See re- source listing.

List the things that you might want to have

money for at various stages in your life that

would require a savings plan. (Teenage years,

20's - 30's, 40's - 50's, 60's +.

COMPARISON SHOPPING FOR GOODS AND SERVICES

5.1 The student will be able to differentiate between buying and comparison shopping.

Select a product to test, adapting the procedures used by Consumers Union.

Read an issue in Consumer Reports and write

an essay supporting: "Ratings frail consumers ponsored testing or g ani zati ons are reliable."

Write the Superintendent of Documents, Government Printing Office, Washington, D.C. and

ask for their publication list in an area of

interest or visit the local extension office

and ask about the publications they have available. Report on the amount and kind of information it is possible to find.

21

Role play a situation in which the members of

a family have different plans for purchase.

Stress cooperative planning considering resources,

satisfactions and preferences . Role play a discussion with a salesperson stressing kinds of questions to ask and how to accumulate information.

Complete the sentence: "It is a pleasure to wait

on customers who . . . ." Using pictures of food--or better still, real

food--discuss how good a buy it is considering nu- trition, season of the year, purpose in the diet

and unit price.

2 ,e19
Gifted Slow Learner

120

5.1 (cont.)

Prepare a poster: "Tips for Used Car Buyers."

ResearCh the subject first by contacting people

who haye bought used cars, reading printed ma- terialS,on the subject and visiting sane used

car latt.

Contact the AAA to find current information

on driving costs. Information may also be found

from 'Department of Transportation.

Compare the cost of travel between two cities

1000 miles apart, by car, bus, train, plane or other available means. Make a chart showing

the comparative costs.

Ask a number of students to make a list of

unnecessary items bought in one week. Canbine

the lists into categories and draw conclusions.

Draw a cartoon strip contrasting wise and

unwise buying habits.

Choose items (clothing, equipment, etc.) which

have been purchased and proved to be good purchases and others which have not been so satisfactory. Discuss how the purchases were made and

why the results were as they were.

Select an item which might be purchased and

slowly, step by step role play the process of

making a good choice. Include interviewing a sales person, examining the product, making comparative costs and organizing the information.

Illustrate a basic necessity (food) and a luxury

(jewelry). Discuss which would be purchased first.

Make a display of nutritional labels from "junk

foods" and foods that are high in nutrients.

Make a list of "do's" and "don'ts" - rules to

follm./ when grocery shopping - to help you to put

an end to "impulse buying".

5.3 The student will be able to identify the different methods used by producers and retailers to alert then to comparative value, e.g., unit pricing, labeling, advertising, store brands, sales, etc.

Design a store arrangement that would cause people to possibly make purchases they had not

intended to make. What senses do you first appeal to - intellectual, visual, sensory? Why

did you choose the stimulation you did?

250

Make a poster illustrating "helps" a store may

offer to aid the consumer. Grocery store items

might include labels, special displays, unit pricing, brands, price displays and other similar

techniques. Study each carefully to determine

where the best help might be obtained. Some techniques such as labels might be studied in detail.

Research: Compare prices of items on special

display with the sane items on the shelves. Is

251
Gifted

5.3 (cont.)

Slow Learner

there a price difference? Draw conclusions.

5.4 The student will identify the different types

Research: Study the cannunity (define the

"community" in small enough terms to make the

research feasible) to determine what is available:

- retail stores (department, specialty, variety, discount)

- non-store retailers (door-to-door salesmen,

mail order services, vending mac;lines)

- cooperatives

Present findings to another group and draw conclusions with the group concerning shopping

techniques which are available for different

areas of purchasing.

Select a pri vate business or industrial or- ganization and find out its functions and purposes. Present the information in a "question

interview" television type program or prepare

an illustrated talk.

Study the items in a Health Food Store. Compare with a standard grocery store. Are the

items which are available different? What

differences appear in costs? If possible,

study other health food stores.

Design a list of activities to complete in a particular kind of store (grocery, fabric,

hardware). Perform the activities in several

of the stores and then compare the kind of

service received from each. Acti vi ti es shoul d

252

of retail outlets available to consumers.

Make a large wall chart to compare shopping in

different kinds of stores--nei ghborhood, supermarket, other--stressing where it is possible to

receive help in each. Visits to the stores would

be very desirable.

Go to three retail stores that sell bootlegged

cordoroy Levis (or Dickies, or---). Compare the

prices. Make a chart to show the comparison.

Using the newspaper ads before Christmas, com- pare the price of a popular toy advertised by 3

stores. (Or in April, the price of Scott's and

Vigero fertilizer at 3 stores.)

Draw a picture or a cartoon to illustrate the

differences between types of retail stores.

Bring in newspaper ads for sales at various department stores. Discuss the differences among

discount pri ces , manufacturer ' s suggested 1 i st

price, special purchases, mark down sales, "i r- regulars" .

2 5 3
Gifted Slow Learner

5.4 (cont.)

include requests for service and complaints.

They might also include the use of rest rooms,

obtaining food to eat and using telephones.

Price similar items, one in a store and one

in a catalogue. Trace items from manufacturer

to consumer and report the design, production,

and marketing of the two, drawing conclusions

concerning differences in price.

5.5 The student will apply the techniques of comparative shopping when selecting services, e.g., insur- ance, health services, credit, recreation, etc.

Make a series of cost comparisons and present

to another group. For instance compare the cost

of upkeep when a garment is cleaned by

- professional dry cleaners

- coin operated dry cleaning

- machine-washed at home

- coin operated washing machine

Prepare leaflets describing services and how

they may be shopped for the same as goods.

Go to three credit institutions (a credit

union, a commercial bank, a finance company)

to compare tilL costs of a one year, $1000 personal loan. Make a table to show the comparison.

Rlle play a situation in which a service is

needed. This might include taking a T.V. set to a

shop for repair, the services of a doctor or lawyer, having eyes tested and glasses made. Discuss

the incidents and draw up some general guide

lines. For instance:

- How to determine the cost

- How to determine when and how paid

How to agree on exactly what will be received

for your money, and when

- The importance of understanding the terms of any

paper you will sign, etc.

254

255

122
Gifted Slow Learner

ADVERTISING AND OUR SOCIETY

6.1 Students will gain an understanding of the purposes and techniques of advertising.

Study: why do some econoOists believe that

advertising gives an unfair competitive -advantage to large companies?

Write a story about a supermarket which had

no advertising-of any kind in evidence.

Compare the need for advertising in the Soviet Union with the advertising requirements of

American industry.

Investigate: How much is spent rn advertising

each year? What manufacturing industry spends

the most per dollar of sales for advertising?

Investigate public service advertisements. Are

they effective? Have any changed your opinions?

Are any misleading?

Collect some advertising from older newspapers and magazines. Compare with recent ads.

Is the quality of the ads changing?

Develop a visual which illustrates the psychology of advertising. Use with a group of

students.

Write a report on "subliminal" advertising.

(See Vance Packard. The Hidden Persuaders.)

Think through a day and discover when you are

affected by advertising.

Compile clothing advertisements that are directed toward teenagers. Discover the useful ideas

that can be found.

Cut out different kinds of ads from newspapers

and magazines.

Try to discover whether the information in the

ads is useful or whether it is a "trick" to make

you think the product is better than others. Also

describe how the ad is trying to influence your

feelings.

2iI
Gifted Slow Learner

124

6.2 Students will be able to identify consumer needs, wants and interests based on values.

List the times you are most likely to suffer

from Parkinson's Lag. (Work will expand to fit

the time al l owed.)

Produce a skit, or a set of visuals illustrating alternative life styles. Use as an introduction to a discussion.

How do financial resources and environmental

resources affect a "way of life". Illustrate

in chart form or develop an illustrated talk.

Make a list of several issues that are being

considered by your town, county or state and

state your position on the issues. How is your

position related to values?

Concentrate on one particular period in history and gather samples of ads during that period. Analyze them in terms of how they reflect

the social trends and living standards of that

period.

Try to determine how you decide how many places

you feel you need to shop for a particular item.

Upon what does the decision rest?

Illustrate how needs and wants change with different life styles--that living up to the Joneses

does not need to be a way of life.

6.3 Students will be able to recognize and categorize emotional appeal s in advertising.

Tape radio or T.V. Canmercials. Use with a

group of students to help then distinguish how

each commercial makes an appeal.

Develop specific ads which appeal to specific audiences.

258

Select different ads from newspapers and magazines and discuss:

- What makes the ad appealing?

- Does the ad also give good information?

- Is it factual?

Who can find the best ad--the one that gives the

best information.

259
Gifted Slow Learner

6.3 (cont.)

On a display board of sane kind, prepare an

arrangement of advertisements properly captioned and labeled to illustrate the kinds of

appeal made and use the display is presenting

the material to an adult group.

Debate: Resolved: 'Parents shall censor the

T.V. viewing of their children." or "National

Guidelines should be set for T.V. programs."

When you see a false, misleading, or undesirable ad, write the manufacturer of the product advertised asking for an explanation.

If necessary follow through and request information from the local FTC office.

Study the ads in recent magazines or news- papers. What claims can you find that you believe should be supported with scientific evidence? What kind of evidence or tests would be

necessary to supply satisfactory proof?

Develop transparencies to be used with other

students in studying the appeal of different

kinds of advertising.

Develop a script in which all advertising

has only logical appeals.

Collect the ads from several newspapers which

are concerned with bargains. How can you tell

whether these are bargains? Where can you go for

help to decide whether an ad really is about a bargain?

Make a collection of ads that have rational

appeals. Mount them and make labels to show why

they are good.

Develop a checklist for evaluating ads. Use the

checklist on ads which have been collected.

Students develop posters to show emotional appeals used in advertising.

6.4 Students will be able to identify and classify motivational techniques in advertising.

Examine some marketing journals, such as the

Journal of Marketing and the Journal of AdvertisingTesearch. See what some of the authors

writing in these magazines believe is necessary

for successful advertising.

260

Study the ads for a product in which you are

interested. What information do they provide? How

helpful are they? Are they accurate? Complete?

Understandable?

261
Gifted Slow Learner

6.4 (cont.)

Distinguish between informative and defensive

advertising. Find examples.

Ads must get our attention, be remembered and

move us to action. Check ads in both the print

and broadcast media and list some of the-techniques used for each one of these three purposes.

Read and report orally on From Those Wonderful Folks Who Gave You Pearl Harbor by Jerry

Della Femina.

Prepare an ad that has the kinds of information

and appeal you would like to have available in an

ad.

6.6 Students will be able to identify informational sources of advertising: ex. classified ads, peri- odicals, educational materials fran business, industry, and professional organizations.

Make slides, posters or a flip chart showing

various sources of information. Develop into a

discussion type presentation for a group.

Provide a script and videotape a scene of a

consumer searching for and/or using different

sources of information.

Study a display of the sources of useful information for a consumer. Investigate sane of the

sources to see how they are best used.

Make collages showing various sources of information.

RESPONSIBLE BUDGETING

7.1 Student will understand the value of the budgeting process.

Write and produce a skit for a group, "Where

Oh Where Does My Money Go?"

Study The Federal Reserve Bulletin, The Survey of Current Ksiness, Business Conditions

Digest, or The Monthly Labor Review to find

2°9

Discuss the meaning of "take home pay". Illustrate with pretend money or with pay check stubs.

Using the "take home pay", place in piles or budget envelopes to denote the amount needed for ex- penses. Illustrate the need to understand where

2C3

126
Gifted Slow Learner

7,1 (cont.)

out what inflation has been during the past

year or so. Different price indexes are used.

Interview or accumulate case studies of five

people of different'` ages and socioeconomic

conditions to find out the three things they

want most. Ask them to list their wants in or- der of importance. Report to another group how

wants vary according to age and lifestyle.

Analyze the meaning of "family income". Note

where money is available from sources other

than salary or wages, such as investments,

rent, pensions, gifts, inheritance, Social Security, insurance, or public assistance.

money is needed and where there is freedom to

spend for extras.

7.2 The student will understand the interrelationships among budgeting of time, energy and money.

' Make a visual which compares a spending program to a road map: identify destination, consider alternatives and set priorities.

Select a project, such as painting a room,

which could be done by yourself or by someone else. Design a worksheet which permits cost

estimates and questions of time, effort, capabilities, etc. Using the sheet, make estimates

of the outlays needed in each approach in or- der to complete the project.

' Practice some routine tasks which illustrate how

time and energy can be saved. For instance, setting a table, getting rubbish collected from the

house, getting ready for a trip, etc. Illustrate

how the use of some time and energy can allow one

to save money for another purpose. For instance,

cleaning own home, shoveling the snow, preparing

more foods "from scratch". When might it be better

to spend the money rather than the time and effort? Come up wits some general work simplification ideas.

',Make a poster of people doing the same activity

which shows one person wasting time, energy and

money and another person doing the same task conserving time, energy and money.

264
Gifted Slow Learner

7.3 The student will identify the steps involved

Choose two or three lifestyles and calculate

what it costs to maintain that lifestyle today. Considering the present rate of inflation,

what would it cost in each instance five years

from now.

Investigate the cost of living in different

areas. Why do the costs differ?

in constructing a personal

Display and learn terms

income, fixed expenses,

gency funds, etc.

budget.

to be used in budgeting:

flexible expenses, emer- Using a certain amount of money (make believe

bills can be duplicated) list ways in which it

might be spent. Does each person want to spend it

in the same way?

Examine a record of actual expenditures and

classify them under "fixed" and "flexible". Review the "fixed" expenses to see what savings

could be made without sacrificing any personal or

family values or goals. Review the flexible expenses to see which take priority and which could

be reduced.

2"00 2c",

128
Gifted Slow Learner

7.4 The student will unr4-irstand the mechanics of setting up a record keeping system.

s Conduct a survey to discover how different

families keep financial records.

Develop different kinds of record keeping

systems. For instance, one that gives immediate feedback, one that makes future projections easier, one that encompasses a "sliding"

pattern of -exchanges between colons. A complete iiiwary search will be necessary, materials analyzed and the best chosen. Alterations

will then be necessary to suit personal needs

and wants.

Using a simplified format, practice keeping

records of expenditures. Use actual personal income and expenditures, or assume a part time job

earning $30 a week and imagine how this money

would be spent.

Using your own personal income (pretend you have

a job which grosses $45 a week) work out a budget

including all of your expenses.

Make a poster which has pictures of all types of

expenditures that have to come out of a fanily's

budget. Be really creative and specific and look

for "hidden" or "taken for granted" expenditures

which most people forget to include.

7.5 The student will be aware of the need for flexible budgeting due to changes in the economy, personsonal life style and family.

Make instant slides concerned with flexible

budgeting for use in the classroan. See Resource Section for instructions.

Use the budgets drawn up in 7.4 and role playing

to show how changes sometimes have to be made in a budget and how such changes need to be considered

at the time the budget is made.

INSURANCE

8.1 The student will understand the underlying principles of insurance.

Select two nationally prominent politicians

and compare their stands on Social Security

measures.263

Develop the concept, "When there is a problem,

insurance is there to help you." Demonstrate with

simple role playing activities: Several people

give coins or paper money to the "insurance agent"

259
Gifted Slow Learner

8.1 (cont.)

What are some of the social and economic

changes of the last century which led to the

development of such programs as Social Security?

Outline: Make an illustrated talk to give to

another group.

Collect information about State laws concern- ing insurance regulations from the Commissioner

of Insurance, Department of Commerce.

Write a skit illustrating different kinds of

risks a person might run into in one day, if

he were unfortunate enough. Lead a group discussion about the concept of insurance and the

types available for each risk.

who holds the money until one person needs help.

8.2 The student will identify the various types of insurance and define the area of protection each provides.

Develop some guidelines that would help an inexperienced shopper select insurance wisely.

Present to another group.

Research the )ackground for the Social Security Act, why th,, act was passed, the philosophy

upon which it is based, the constitutional

grounds for such legislation and public opinions concerning it.

Investigate the laws in the state concerniii9

workman's compensation. How do you apply for

benefits? Explain to another group.

Develop a game in which contestants must

identify the type of insurance hich protects

each type of loss.

Using illustrations which picture different

kinds of insurance needs--a home and its contents,

a car, a person (health), etc. Discuss how wise

it is to insure in order to protect, always stressing the positive side. Stress the availability of

people who can help in the making of insurance

plans.

Make two lists, one of the kinds of property

that need to be insured and one of the kinds of

personal emergencies that should be covered by insurailce.

2'71

130
1.- Gifted

A 0Slow Learner

8.2 (cont.)

Develop both sides of the aigument, "A system

of national health care" should be developed

in the U.S. (Research Canada's and Britain's

socialized medicine programs .)

8.3 The student will understand how to select the company, type of coverage, and level of coverage.

Prepare a chart showing the major features of the various forms of life, health and

auto insurance and premium rates for each. Use chart with a group of students.

Examine hospital statements for a broken leg, having a baby, etc. Research the provisions

for medical insurance provided by different groups. Canpare.

Use the tel phone directory to discover different

insurance agencies and companies. Discuss the difference between insurance compani es and insurance a encies. Develop lists of questions that might be

as e a f each. Practice asking questions. Determine who might help in making a choice of insur- ance agents.

8.4 The student will understand the relationship between financial status and need for insurance coverage

Make a comparison chart for the insurance needs of people of different ages and in different circumstances: a child, young single,

It would probably be better to help the slow

learner only for present conditions. Too many al- ternatives could be puzzeling.

TAXES

The following objectives are combined as a basis for the acti vi ti es which follow.

9.1 The student will understand the reasons for and types of taxes within each level of goverrrnet.

9.3 The student will be aware of how tax dollars are used to support various prograns.

9.4 The student will be aware of ccmmunity resources which can assist then in using the tax structure to their best advantage.

279 273

131
Gifted Slow Learner

9.1-9.4

Using graphs show how federal, state and local

taxes are disbursed. Draw conclusions from the

spending differences shown on the graph.

Study the present federal administration's

tax and spending policy. How does it differ or

compare with the administration's of Franklin D.

Roosevelt, Dwight D. Eisenhower and James E.

Carter?

Research: Who benefits from tax loopholes?

Does the progressive tax system encourage tax

loopholes? What are the present tax loopholes

used and popular among businesses?

Research and compare New Hampshire, Massachusetts and R.I. in the types of taxes each

state levies to raise revenue for state expenses. Analyze the reasons for the differences. Study the problems of a large city in raising enough revenue through property taxes to

provide for needed services.

Students imagine a salaried job for themselves

such as cab driver, waitress, nurse. With play

money pay the student a week's wage. The studei:t

should decide how much of the week's salary goes

for state and federal taxes.

Discuss where the taxes are used after it comes

out of the paycheck. If possible students might

check their parent's paycheck to see the amount

spent on taxes or teacher can provide sample

paycheck stubs.

Prepare a collage of grocery store items for

which a sales tax is charged.

Prepare a collage of items (food, medicine,

magazines, clothing) which are exempt from sales

taxes.

Make a list of 10 items you will buy this year

all about $1. By using pennies students plan on

how much extra money is needed to buy the 10 items

because of sales tax.

ECC.OGY

10.1 The student will develop an awareness of challenges facing the U.S. and the resources ecology and economics.

Through some form of art expression (ceramics,

photography, painting) show how you feel about

coal strip mining.

Build a mock strip mining area. The,: Jo some

mining. Show how the land surface is disrupted because of coal mining.

132
Gifted Slow Learner

10.1 (cont.)

Make a survey of the community to discover

energy and environmental problems. Factory

waste disposal? Sewage disposal? Land fill?

Polluted river?

Contact the local zoning board and discover

what problems exist in the community in regards to land use.

Use the current figure of the cost of oil to

compare with the $2 a barrel cost in 1974.

Draw an implications chart illustrating all of

the possible effects of this price increase.

Consider prices, taxes, government regulations,

farmers, economy, etc.

Research how land use decisions are made in

the community. In the state.

Sketch a scene giving the effect of clean pure

air. How do we keep it that way?

Walk around an area (the school yard for instance) and pick up trash. How can the condition

be helped?

How can you make others' more sensitive, aware

and helpful in eliminating the trash problem.

10.2 The student will gain an understanding how supply and demand affects energy, including its

sources, patterns of usage, and predicted future outlook.

Investigate: (a) the source of the city's

water supply and (b) the source of electrical

energy. Are each adequate for now? For the future? Does any action reed to be taken? Suggestions? How soul' such action be put into

motion?

Watch a puppy play and relate its energy source

to food. Using a standard format such as the sen- tence below have students list other things which

use energy and state its source.

A works because its energy source is

10.3 The student will identify the interrelationship among energy, ecolegy, and economic problems and

solutions in terms for the consumer.

Do a cost analysis between heating a space 10 Start a newspaper recycling center. Study why

feet by 20 feet, with coal, wood, oil, gas and it is important to reuse the newspapers,

276

277
Gifted Slow Learner

10.3 (cont.)

solar. Recannend ways in which more energy can

be conserved from your analysis. Correlate with

protection of the environment.

Study the National Energy Act to determine

exactly what the scope of the act is. What is

available from the Department of Energy's Education - Program to help the consumer? (See

resource 1 isti ng).

Research and write a paper concerned with the

cost of feeding the American public. This

should include costs of growing, transporting,

merchandi zi ng, etc.

Write to the. National Wildlife Federation and

the Consumer Information Center for materials on saving the earth. Are there suggestions which

could be made to other people?

10.4 The student as a consumer will make an individual plan of action to help in solving problems presented by energy shortages, threats to the envirorment, and related conerns.

Investi gate the 1 atest energy efficient i n- venti ons for sale. Determine the number of

years it takes to reap the benefits fran making an investment in an energy saving device.

Prepare a recipe for nuclear fusion. Include

the necessary ingredients and amounts to power

1 million hones.

Devise your own energy saving device. Draw a diagram to show how it would work or construct

it as a project. How would you use the American

market system to sell your product?

Fran the mcment you wake up to the time you go

to bed list how you individually use electricity.

Canpare with other classmates. Could you have

saved any?

Students conduct a sample survey asking the

question, "How Can We Keep Our Earth Clean?" Tabulate the results and discuss.

Take a "field trip" to sane area that is in need

of volunteers to clean it up (a deserted lot, a

river bank, a beach, etc.)

278 270

134
Gifted Slow Learner

10.5 The student will become aware of alternative

Survey local colleges and universities. Determine if research on energy alternatives is being done. Describe.

Research one type of synthetic fuel.

Research how national agencies such as the

ones listed below feel about nuclear power

plants and breeder reactors.

- American Petroleum Industry

- Atomic Industrial Forum

- Center for Renewable Resources

- Electric Power Research Institute

- Environmental Defense Fund

- National Coal Association

- Solar Energy Research Institute

2 S

sources of energy and their use for the future.

Grow a garden if possible, or plant some quick

growing seeds. How does this help in an energy

shortage?

Sit in the classroom in various positions--in

the sun, in a draft and in an area where no sunshine reaches. Decide the comfort of each and why.

How can this knowledge be used?

Using several garments such as a sweater, scarf,

cap,. gloves, jacket, etc. study how clothing can

be layered to maintain comfort without increasing

the heat in the room.

21
2 ° ti m.
Forward for English

The Consumer Citizenship Curriculun Guide for English has been developed to help English teachers

incorporate sane PartS of the Rhode Island Consumer Education Curriculum Guide in their subject matter

area. All of the objectives covered in the R.I. Guide have not been included in thiS English Guide. A Grid may be found in the Appendix. It gives,a detailed picture of the consumer objectives chosen for Social Studies, Science, Mathematics as well as English. Hopefully, as the student moves through these

four subject matter areas the objectives will be adequately covered. The R.I. Guide does not assign

numbers to any of the components or specific objectives; however, in this English Guide we have done so.

English Philosophy

The following philosophy, drawn fran the Tri-University Project on Behavioral Objectives in English

(Hook, 1971), was used in developing, the Consumer Citizenship Curriculun Guide for English. English prepares young people with skills for using their language through reading, writing and

ltstening. An English teacher conveys these skills by helping the student 'understand verbal and non-verbal cannunication and its impact on speaking and listening in the communication principles of the English language. An English teacher must develop a student's reading appetite so he may respond with his own values. Recognizing and using writing as a way of ordering, understanding and communi- cating his experiences is vital to .a student. Finally, an English teacher helps students discriminate

among mass media since much of what they read, do and say will be their response to what the mass media disseminates.

With the' unexpedted ';hallenges which life offers a student, a knowledge of English is essential for

an understanding and appreciation of the interdependence of the world's many facets.

Had to Use This Guide

1. Study the Guide format which gives, the main component, the goal and specific objectives. 2. Each specific objective lists performance' indicators, the English skill (s) used and the suggested

evaluation for each performance indicator. A number in parenthesis after a suggested evaluation

relates to the learning experience.

3. The taxonany will help teachers understand the consumer knowledge related to the performance

indicator.

4. Suggested 1 earni ng. experi ences provide activities es whi ch are directly or indirectly rel ated to the specific objective. No effort has been made to provide a complete list of learning activities; however, we have made an effort to suggest some of the more unusual activities. Study the performance indicator and then select, rearrange and add suitable activities to provide the

learning experi ences desi red.

5. No attempt has been made to place the suggested learning experiences in a specific order or

sequence.

6. Some learning experiences for the gifted and slow learner appear after component 1.0. 284

283
1. BASIC ECONOMICS IN. THE MARKETPLACE

Goal: Understanding the nature of the basic economic problem of scarcity where people, with unlimited

wants and needs, live in world of limited resources.

Specific Objective

1.1 The student will be

able to identify and

explain the basi c

elements of the con- temporary American

market place.

Performance Indicator(s)

1.11 Define pertinent terms.

1.12 Describe three primary

economic systems.

1.13 Give characteristics of

the American Economic

system. Provide exanpl es

of major influences and

probl ems.

1.14 Respond to the question,

"Do we still have a free

market place?" Indicate

your own val ues.

Language

Skill (s) Suggested Evaluation*

Dicti onary Defi niti ons

Library Oral report (see 1)

Oral Interview (see 2)

Writing Contest entri es

(see 3)

* Check Suggested Learning Experiences column for numbers in parentheses.

Taxonomy

1.11 Terms and concepts pertinent to the marketplace:

Economic freedom: Freedom of choice to buy or

to reject.

Economic growth & stability: Total value of

all the goods and services produced in a year. (Gross national product ).

Inflation: Rapi d price increase that decreases

consumer buying power . Economic stability: Monetary and fiscal policies which help regulate money and credit.

285

Suggested Learning Experience(s)

1. Using the Reader's Guide in the library

find examples of where the primary eco- nomic systems exist in the U.S. Report

orally to class.

2. Students interview their parents to decide

under which economic system they are employed. Write the parent' s reactions in

a paragraph.

2s

S

138
7rmonamy

Economic security: Steady income, both present

and future.

Economic justice: Distribution of wealth in a

fair and equitable manner.

Monopoly: Rel ati vel y-com0 et e control over

price and quantity of product produced is

held by one or more sellers.

Oligopoly: a market situation in which each

of a few produCers affects but does not control

the market.

Economics of Scale: Large firms develop lower

unit costs of production.

Economic voting: People vote for a product or

service by spending money for it and thus

accepting=

1.12 Three primary economic systems

Centralized -- most decisions on production are made by one person or group.

Decentralized -- most economic decisions are

generally made in the marketplace.

Shared -- decisions made partly by an authoritarian

leader or group and partly by the markets

1.13 In the United States the economy should probably

be labeled as "market-oriented". It has:

Private property -- Americans have incentives

and the right to buy and own personal and

business property, but the government serves as a "watchful eye".

Free enterprise -- Americans can produce anything governed only by restrictions in the

public interest. There is government control

in that unsafe goods are not to be made

(nor can people print their own money!).

287

Suggested Learning Experience(s)

3. Sponsor a contest. Judge contestants'

entries from essays entitled, "The American Economic System, It's Power Over Me."

Give a priie for the best entry. Publish

in the school newspaper.

4. Play monopoly to show how money can be put

back into the economy for building.

283
Taxon any

Profit motivation -- the desire for income

left after paying all expenses- can be either

positive or negative. When positive it can

lead to personal wealth and increased national

development. When negative it can lead to

exploitation of consumers, businesses and even

governments.

Ccmpetition --'for survival, a business must

be operated effectively and efficiently.

Helps to keep quality up and prices down, and

reasonable quantiti es produced.

Supply and demand -- necessary to answer how

much is to be produced and at what price to

sell the products. There is continual

bargaining between producers and consumers

in the marketpl ace. Ultimately, barring

extreme controls or market restrictions,

the price that consumers are willing

to pay for goods will be close to that

which the producers are willing to produce

and sell.

1.14 Business, governments, and consumers should work

together performing own functions to the best

of their ability. Business must be accountable

to itself, to the goverment and to consumers. Too often business owners, managers and also the

public, look to goverment for regulatory guidelines and enforcement. For example, if businesses

make unsafe products, why is it necessary for the

Consumer Product Safety Cannission to issue regulations requiring businesses to notify the government that the product tested is unsafe? Is. it

true that business does not care?

Suggested Learning Experience(s)

289
Specific Objective

1.2 The student will

develop an awareness

of the interactionon between supply,

demand and the price

mechanism.

Performance Indicator(s)

1.21 Define the terms supply,

demand.

1.22 Explain how the price of a good or service is controlled by supply.

1.23 Explain how the demand for

a good or service controls

the price.

1.24 Denonstrate knowledge of

how price changes affect

supply and demand.

Language

Skill (s)

Dicti onary Definitions

Suggested Evaluation

Reading Bibliographic

entries (see 1)

Writing Case studies

(see 2)

Listening Complete sentences

Taxoncmy

1.21 Definitions (Antell and Harris, Revised 1980,

p. 11-12)

Supply--anount of a good or service available for sale at a particular price.

Demand -- amount of a good or service that

Tm76 will buy at a particular price.

1.22 The supply of a product is apt to control prices

if there are no other fattors to consider such as

inflation or recession. A large supply of a product may cost less while with a small supply a

product will cost more.

1.23 Demand for a product is apt to control prices if

no outside factors enter the picture. A great

demand for a product will increase the price. A

small demand for a product will lower the price.

2130

Suggested Learning Experi ence(s)

1. Collect newspaper articles which reflect

the supply of a good or service. What

are your predictions for the avail ability

of the good or service. Summarize the information from the articles using correct

bibliographic reference.

2. Imagine and write down a number of probl ens around the them of supply and demand, e.g., you are the first to hear that

sugar is in short supply. Record your

immediate reactions to the problems.

Share with the rest Of the cl ass. How

does human behavior tie in with supply and

demand.
142 Taxonomy

1.24 In 1.22 and 1.23 it is explained how supply and

demand affect prices; however, at times prices

change and the affect is now on supply and demand.

If supply- goes up, so do prices. If demand goes

up, the prices,drop. Although the laws of supply

and demand seen difficult it is really nothing

more than common sense. People will want to buy

more if prices fall and buy less if prices rise.

Suggested Learning Experience(s)

3. View filmstrips on supply and demand. Jot

down key words and concepts fran the filmstrip. Write in complete sentences.

4. ,Invite a utility company representative

to speak about how utility rates are affected by supply and demand. Evaluate the

speaker's presentation.

Specific Objective Performance Indicator(s)

1.3 The student will 1.31 Identify personal resources.

understand how

consumer decisions

influence the use

of personal resources

to maximize satisfaction.

1.32 Describe how a consumer

strives for maximum

faction.

1.33 Describe how decisionLangeage

Skill(s)

Reading and

writing

Wri ti ng Story (see 3)

Suggested Evaluation

Book report (see 1)

Writing Thank you letter

making- affects a life style.. (see 4)

Taxonomy

1.31 One's own personal resources help in being a better consumer.

Personal resources include:

Energy level Val ues

Personal ity Skills

health- Time

Income Family

Knowl edge

1.32 In the U.S. a consumer will strive for maximum

satisfaction by taking part in the economic

activities of the American market system. These

acti vi ti es are:

Suggested Learning Experiences

1. Find examples of non-fictitious characters

in literature who have an unusual amount

of personal resources, e.g., Thomas Edison

and his s knowl edge of electricity. Prepare a book report using correct bibliographic ref erence.

2. Brainstorm on the problems a consumer with the lack of personal resources will

have. Discuss how the lack of one

personal resource is compensated by

an abundance of another.

292 293
T axonany

1.32 (cont.)

Earning -- essential to most consuners

Spending--earned income is used to spend on

it ens which consuners want.

Borrowing--most Americans borrow money at

sane time during their lives. It is usually

paid back in installments.

Saving- -most people feel secure with part of

their incane saved.

Investing--means one uses present income to

add on to future income.

Utilizing - -an ongoing economic activity to

which many consuners pay little attention.

Utilizing one's time is essential for maximun

satisfaction.

1.33 Sane bases for decisions.

Values, goals, needs, wants and resources form

the bases. All are interrelated and interdependent.

Values serve as a guide from which alternatives

can be chosen.

Goals are those things desired towards which

energies are directed.

All persons have similar basic needs, but when

choices are made different life styles emerge.

Individuals and families have different

resources available to then.

Good management of resources can increase

sati sf acti on .

Suggested Learning Experiences

3. Write a story of a modern teenager finding

maximun satisfaction in his/her life by

taking part in American economic activities.

4. Imagine you won $1,000. Write a thank-you

note to your benefactor explaining how you

have decided to utilize the prize money,

and how this will change your life from

now on. 5. Apply the decision making process to the

purchase of an item. Write a one page paper explaining what decisions you applied

to the purchase of this item.

Specific Objecti ve

1.5 The student will

understand the interdependent nature of

the market system.

294

Performance Indicator(s)

1.51 Point out the characteristics

of the market system.

1.52 Describe the factors which

Language

Skill(s)

Oral

Writing

Suggested Evaluation

Interview (see 2)

Lyrics (see 3)

295

143
Specifi c Objective

1.5 (cont.)

Performance Indicator(s)

control the interdependent

nature of the market system.

Language

Skill (s) Suggested Evaluation

Taxonany

1.51 A consumer citizen should understand that the

following characteristics comprise the Ameri can

market system.

Private property--Americans have a right to

own private and business property.

Free enterprise-- Americans have the right to

produce and sell anything if it is not harmful

to the public.

Profi t motivation- -this ctiaracteri stic produces the drive and energy which businessmen

use in a free enterprise.

Canpetitionbusinesses strive to be better.

Consumers get quality because of ccmpeti tion.

Supply and demand--there must be harmony between producers and consuners so the supply and

demand are satisfied.

1.52 The interdependent nature of the market system works

when the following ingredients are present.

Resources--(Production) Because of resources

consuners get what they want. Since resources

are limited, there are priorities for allocating

them. Supply and demand play an important role

in allocating resources. Circular flow--(Production and Distribution)

This reflects the interdependent nature between

the consumer and business. Circular flow gets a

Suggested Learning Experience(s)

1. Write three well thought-out paragraphs

stating which of the characteristics of

the market system is most important to

you.

2. Interview foreigners about their market

systems. How does it compare with the

American market system? Take written

notes and report orally.

3. Make up lyrics to a popular song about

circular flow.

4. By using guide for periodical literature,

research what economists are saying about

resource availability for the future.

Cl'

14-4

29G
Taxonany

Suggested Learning Experience(s)

1.52 (cont.)

produtt from the manufacturer to the consumer via

business, A businegs needs the consumer to work;

however, the consumer deperds on business to hire

him. A business needs consumers to buy and

consumers need business to supply the goods and

services. All parts of the circular flow

continue to move simultaneously.

2. CREDIT

Goal: Understanding that credit properly used is a tool to reach economic goals.

Language

Performance Indicator(s) Skill(s)

2.11 Define credit. Dictionary

2.12 Identify who obtains credit Verbal

and for what purposes.

Specific Objective

2.1 The student will

identify the role

of credit in personal

money management.

2.13 Give an opinion if credit is

good or bad.

Suggested Evaluation*

Definition

Interview (see 2)

Writing Case studies (see 3)

* Check Suggested Learning Experiences column for numbers in parentheses.

Taxonomy

2.11 "Credit" means to trust someone.

2.12 Busineses borrow to acquire more capital.

Governme0.s borrow to fund national needs and

to cover deficits. Consumers borrow to buy major

articles, take advantage of sales, consolidate

debts, level out monthly payments for necessary

298

Suggested Learning Experience(s)

1. Write a two page essay. Topic - "Using

credit to purchase goods and services is

a privilege."

2. Hold a class discussion on credit. Decide

what it is, how it is obtained, how it is

good when used properly and bad when

299
Taxonany

2.12 (cont.)

goods or services or use as an emergency fund.

(Garman and Eckert, 1978, p. 195)

2.13 A student's opinion if credit is good or bad may

be determined better by his/her knowledge of the

advantages and disadvantages for the borrowers,

savers and society as a whole. (Garman and

Eckert, 1978, p. 195)

The borrower's advantages:

shop without carrying much cash.

act in an emergency when cash may not be

avail able.

use goods and benefit from services at sane

time that payments are made.

consolidate costs of goods and services and

therefore budget for them.

make purchases when the price is right.

The borrower's disadvantages:

tends to encourage overbuying.

tends to reduce short-term buying power,

since interest costs must be paid as well.

decreases thrift and savings and makes it

difficult for consumers to have cash for

emergency expenses.

obligations can result in bankruptcy if there is a sudden reduction of incase.

often reduces goal setting by families saving

for the future.

cost of goods and services is increased by

finance charges, further reducing the consumer's

.. ;h balance.

Suggested Learning Experiences

misused.

3. Interview people who use credit in their

personal money management. Decide if they

have a wise plan for using credit. Analyze

results.

4. Develop case studies in which a decision

to use credit must be made. Share case

studies with rest of cl ass. Tally the

number who decide to use credit or cash.

301 300 0

146
Taxonomy

2.13 (cont.)

creates a false sense of security because of

the possession of goods.

The saver' s advantages:

Can make money available for borrowers and thus

benefit frcrn the interest on their loans. In short,

if it were not for the borrowers, the savers would

have no place in which to invest savings.

Advantages and disadvantages for society as a whole:

Credit extension can lead to increased demand and

therefore increased production of goods and services,

thus helping to maintain full enploynent. On the

other hand consumer credit may contribute to economic

instability because it must take something away frcm

investment spending or consuner spending on nondurable

consuner goods and thus contributes to a lower rate

of economic growth. The overextension of credit may

also lead to inflation, extravagance and general lack

of prudence. An increased demand for goods and

services can pull up vices.

Suggested Learning Experiences

Specific Objective

2.2 The student will

recognize types,

sources and costs

of credit for different purposes.

302

Performance Indicator(s)

2.21 Define ten terms related to

credit.

2.22 Denonstrate knowl edge about

three types of credit.

2.23 Describe four sources of cash

loans.

Language

Skill (s) Suggested Evaluation

Di cti onary Definitions

Writing Comic strip (see 1)

Writing Descriptive brochure

(see 2)

303
Specifi c Objective

2.2 (cont.)

Performance Indicator(s)

2.24 Decide on own use credit.

Language

Skill (s)

Writing

Suggested Evaluation

Opinion summary

(see 3)

Taxonomy

2.21 Terms related to types of credit:

Credit card - -an identifying card which allows the

holder to charge goods and services.

Finance company- -a company in the business of

making loans.

Installment credit--"closed end" type of credit

arrangement in which the buyer agrees to make payments of a specified mount to be paid at a give..

time each month or week, for a given length of time.

Liability-- any obligation one must honor.

Maturity date--the day the last payment in a credit

contract is due.

Noni:Istallment credit--credit involving single

payment transactions . Op_en accountpayment made in thirty to ninety days.

Open-end credit (revolving credit) -- customer is

provided with a "line of credit" up to a certain

amount, usually with the privilege of repaying in

full at the end of each billing period and avoiding

finance charges.

Optional charge account--a charge account canbi ning

features of regular and revolving charge accounts

Suggested Learning Experience(s)

1. Develop a comic strip. Use your knowledge

of the types and sources of credit to convey a message. Pay attention to grammar.

2. Imagine you have been hired by a bank to

work in the public relations department.

Your first task is to write descriptive

brochures telling the public about the

types of cash loans the bank offers. Compare brochures. Decide on the most des cri pti ye.

3. Decide on an item which you want to buy.

Develop a list of pros and cons whether

you should pay cash or borrow. Which

list carries more weight? Write a one

page summary on your decision.

4. Search through newspapers and magazines

for advertisements on credit. Classify

then accorcFna to the type and source. Write a rer . on your findings.

5. Decide on the purchase of a large item

(car, boat, house). Shop for credit

being aware of different rates, terms and

conditions. Write up findings in a report

stating which credit terms you would use.

301 305

148
Taxonomy Suggested Learni ng_ Experience (s)

allowing the consumer a choice of paying the full amount of the bill, or paying a portion of it and

carrying the balance over to the. next month.

Original balance--the amount of a debt before any

payments are made.

Outstanding--obligation not yet paid.

Overdue--not paid by date payment is due.

Overextendedowes more than can pay.

Pledge-- something of value given by a debtor to a creditor as security for payment of the debt.

Sales Finance Can an --a business which purchases t e accoun s receiva le of other businesses and

then makes collection of the amounts due.

Savings and Loan Association--an institution set

up to make loans, usually for the purchase or improvement of real estate, and to offer incentive to members for saving.

Secured- loan--a loan for which- the cons user puts up sane form of security.

Short-term credit--credit repaid in a single transaction.

2.22 Types of credit

Service credit. Doctor, dentist, plumber, etc.; Usually no cost when paid on time.

Sales credit. From retail stores

-- regular charge account. Paid for in specified

time and usually no charge.

3CM
Taxonomy

Suggested Learning Eg2pc eri ences ,2.22(cont.)

-- revolving credit. Given maximun amount can spend based on credit record. Monthly payments

made on portion of outstanding debt with

interest on unpaid balance.

-- credit card account. Combine features of 30-day

charge account and revolving account. No charge

if paid within stated time. Must pay a portion of what is owed each month and a monthly service

charge.

-- installment account. Used for large

purchases. A contract is signed on an agreement made for regular payments over 'a period of time. Down' payment usually made at time

of purchase. Payments include portion of

outstanding balance, interest, and any other

charges.

Cash loans

-- installment loan. Handled sane as installment account.

-- single-payment loan. Agree to pay back

entire loan plus interest in one payment.

2.23 Sources of cash loans

Banks and Savings and Loan Associations

Finance Companies

Credit Unions

Life Insurance Carriers

Pawnshops

Illegal lenders

These sources differ in interest charged,

mounts of money they will loan, the amount of

security they require and the length of the

repayment period.

3v 1
Taxonany

2.23 (cont.-)

Because of variations within each lending agency,

cost differences should be dealt with at the time

a loan is considered. This is shopping for

credit.

2.24 Each,'situation where credit is considered should

be viewed separately to determine (a) whether

credit is actually desirable and (b) what the

best source of credit may be.

Borrowing is a typical and essential activity in

the American econany. It is important to know

why, how and from whom consumers borrow.

Suggested Learning Experiences

c Objective

2.3 The student will

understand the benefits of establishing

a sound credit

rating.

Performance Indicator(s)

2.31 Define credit rating.

2.32 Describe and interpret the

Fair Credit Reporting Act.

2.33 Explain the criteria used

for granting credit including the point system and

make conclusions concerning

the maintainance of a good

credit rating.

2.34 Itemize the pros and cons of Oral

establishing a credit rating

and defend a position.

Languege

Skill (s)

Dictionary

Library

Suggested Evaluation

Defi ni ti on

Article summaries

(see 1)

Oral Literature example

.(see 2)

Debate (see 3)

303 309
Taxonany

.31 A credit rating shows how one uses credit. It

shows a "credit trust" . Ratings for indi vi duals are accumulated and provided by credit re- porting agencies. Paying cash will not help a rating.

2.32 Fair Credit Reporting Act:

The name and address of an agency submitting a

negative credit rating report must be given by

anyone denying credit. The discredited person

may then ask for the information the credit

reporting agency has on file. If there is false

information, the discredited person has the right

to know who verified it and what was said. The

original source can then be checked.

2.33 Criteria for granting credit:

1. General behavior, attitude and personality

of person

2. Person' s earning power

3. Net worth of the individual

4. Items of value the person can use as security

The point system allots points for various criteria

that tend to make for good credit-risk (e.g.,

occupation, job tenure, income, etc.).

2.34 One must understand what credit is, what it can

and can't do, credit obligations and responsibilities. Only then can decisions be made concerning

the use of credit and the desirability of establishing a good rating.

Suggested Learning Experience(s)

1. Search through recent periodical literature for articles relating to the Fair

Credit Reporting Act. Summarize the articles and report to the class.

2. From literature give examples of characters who would have been credit worthy.

Discuss the reasons why.

3. Debate, "Resol ved: Americans can 1 ive

without credit."

4. Imagine ,you are establishing a credit rating for a foreigner. How would you explain to the foreigner why a credit rating

is needed.

5. Outline the steps needed to establish a

good credit rating. Develop 2 complete

paragraphs fran your outline.

6. Invite a panel of guests from a credit investigation company, a bank and a financial loan company. Discuss how people are evaluated for credit. Students analyze

and assess these sources in light of their

own needs. Present conclusions in 3 well

written paragraphs.

31i

310

152
Specific Objecti ve

2.4 The student will

understand the use

of credit in terms

of present and

future needs, wants,

expenses and income.

Performance Indicator(s)

2.41 Define debt limit.

2.42 Interpret debt limit for

specific situations.

2.43 Specify debt limit you would

assume personally given an

incase of $10,000 (or sane

specific amount).

Language

Skill (s)

Dicti onary

Wri ti

Oral

Suggested Evaluation

Definition

Summary (see 1)

Oral report (see 2)

Taxonomy

2.41 Debt limit--the amount of money one can borrow when

present income and responsibilities are considered

as well as future outlook. For instance a person

with r'sing income might assume more debt than one

who is planning tc retire soon. One must consider

the ability to handle an added expense in view of

the present budget.

2.42 Sane financial experts suggest a debt limit of 10-

15 percent of your income after taxes. However,

this is inaccurate in that many extraneous factors

must be cons i dered-- age , future anti ci pat ed income,

family size, financial obligations beyond those

normal, etc.

2.43 Sane fifty years ago, few people were willing to

assume credit burdens. Credit, however, has becane a way of life to varying degrees for different individuals. Each person should vi ew his /her

own situation and analyze his/her personal feelings about assuming debt. Only then can intelligent decisions be made concerning the amount of

debt each individual can assume.

Suggested Learning Experi ence s

1. Students develop and write the probl ens related to the debt limit for a consumer in a specific situation. Other students

find a solution to the problem and describe their reasons why in a well

written summary.

2. Question fri ends and relatives about the

debt limit 'they-have accumul ated. Report

general impressions to the cl ass.

3. Write an essay on the topic, "credit as the present use of future income:"

4. Interpret Shakespeare' s quotation in

Hamlet, "Neither a borrower nor a lender

be."
Specific Objecti ve

2.5 The student will

understand the decisions that come

into plan influencing

borrowi ng.

Performance Indicator(s)

2.51 Define borrowing, using

e anples of at least six

possible loans . 2.52 List six consumer "do's" and

six consumer "don'ts" con- cerned with credit.

Language

Skill(s) Suggested Evaluation

Dictionary Definition

Wri ti ng Biography (see 1)

Taxonany

2.51 Borrowing (or credit) is obtaining the means by

which goods and services can be made available.

With the move toward a cashless/checkless society

the consumer can more and more simply "sign" when

a purchase is made. This charge sales type of

borrowing may now be added to the many ether forms

of borrowing which have previously existed. Among

installment 1 oans are those for automobiles , other

durable consumer goods, repair and modernization

and personal. Among the non-installment loans are single payment, charge accounts, revolving credit

plans and service credit.

2.52 Some do's:

know how payments will be met before signing

a credit application.

know how much you will have left after all of

necessary expenses and payments are taken out.

know what the cost of the credit will be.

determine how much more the item will cost

because of the credit.

shop for the best credit arrangement.

analyze the deal before you sign for it.

Sane don'ts:

be pressured by a smooth talking salesman.

Suggested Learning Experience(s)

1. Write a short biography about a person

who abuses credit.

2. Set up a "correct your credit" agency in

cl ass. Sol ve credit problems. Write an

opinion essay- from your experiences with

the topic "The biggest credit problem

is...."

3. Prepare bulletin boards which spell out

consumer "do's and don'ts."

4. Personify a credit card. Students write

short paragraphs about "Charlie Credit's

Capers."

5. Analyze exampl es of credit contracts. Discuss which credit contract is the most

easily understood.

31.4 315

19+
Taxonany

2.52 (cont.)

be pressured by the emotional pleas of a

sal eman.

be stampeded into signing immediately to take advantage of a "hot deal".

buy anything that you don't want just because it is cheap.

make unnecessary changes. Buy from dealers with whom you have confidence.

expect to erase debt by returning merchandise. buy sanething you- don't need.

sign something you have not read completely. sign something different from what saleman

told you about.

allow contracts to be "switched".

Lggcsted Learning Experiences

3. CONSUMER LAW/PROTECTION

Specific Objecti ve

3.1 The student will be

able to understand

the basic elements of

a contract: offer,

acceptance and consideration and mutual

agreernent.

Performance Indicator(s)

3.11 Define the elements of a

contract.

Language Skill (1 Suggested Evaluation

Dicti onary Defi ni ti ons

usage

Taxonany.

3.11 There are four basic elements of a contract.

Offer--When a buyer states what he is willTETTo make available to pursue the contract.

316

Suggested Learning Experience(s)

1. Write complete sentences for the elements of a contract.

2. Review various contracts. Rewrite them

31.7
Taxonomy

3.11 (cont.)

Acce tance--With an acceptance of an offer

two par les become legally bound.

Consideration--A promise given by one for

the promise of another.

Mutual agreement--A contract which is properTy executed and legally binding.

156

Suggested Learning Experience(s)

to be more clear and understandable.

3. Write a letter to a retailer stating you

have a problem with the contract which was

offered. Develop your first draft using

the word "is" in every sentence. Then,

rewrite the letter eliminating the word

"i s" to enphasi ze how much more effective

written communication can be wi thout the

word " i s ."

Specific Objective

3.2 The student will

understand the need

for social control s,

e.g. , warranties and

consumer 1 &is , rel ati ve to consumer

credit, deceptive

trade practices,

truth -in- lending and

debt collections.

Performance Indicator(s)

3.21 Explain 3 reasons for social

controls.

Language

Skill (s)

Library

skills

Suggested Evaluation*

Surney Report

(see 4)

* Check suggested learning experiences for numbers in parentheses.

Taxonomy

3.21 Social controls are geared to help the consumer. Consumer laws and protection agencies are direct

social controls; however, a warranty, a traffic

light, spaces for handicap parking are also forms

318

Suggested Learning Experience(s)

1. List consumer protection agencies in your

local area Stress capitalization and

correct spelling while preparing the list.

319
Taxonany

3.21 (cont.)

of social control . Reasons for having soci al

controls are to

help the financially disadvantaged, the

handi capped and the misinformed . make an attempt to gain more quality over

quantity in one's life.

make it easier to fight for consuner rights:

- the right to choose

- the right to be informed

- the right to be heard

- the right to safety . - the right to act

Provide for individual economic growth and

a higher level of living.

Suggested Learning Experi ence (s 1

2. Telephone a consumer protection agency

with a canpl ai nt. Report on the advice

you received i n writing paying attent',

to using quotations.

3. Use the Reader's Guide to Periodical Literature to find articles on social controls for the consuner. 4. Sunmarize reports from Reader's Guide in

one well-written paragraph.

5. Write a letter of complaint to a company

on a defective product or an unacceptable

service.

Specific Objecti ve

3.3 The student will becane acquainted with

agencies of protection from fraudulent

consuner schemes.

Performance Indicator(s)

3.31 List 10 Consuner Protection

Agencies.

3.32 Identify consuner protection

agencies which help with

contract problems.

Language

Skill (s)

Grammar

Readi ng and

writing

Suggested Evaluation

List (stress on

capitalization)

Development of

Brochure (see 1)

Taxon any

3.31 Because of the length, each consuner agency cannot

be discussed here. It is suggested that the Consumer's Resource Handbook be obtained from the Consumer information Center, Dept. 532 G., Pueblo,

Colorado 81009.

320

Suggested Learning Experience(s)

1. Students prepare a brochure to introduce

consumer protection agenci es eliminating

specific names. Students guess what

agency has been described fran the information in the brochure.

321
Taxonomy 158

Suggested Learning Experience(s)

3.31 (cont.)

Sane federal government agencies which help pro- tect the consumer are:

Dept. of Agriculture

Dept. of Ccmmerce (National Bureau of Standards, Office of Technical Services, Patent

Office, Office of Business Economics, Weather

Bureau, Bureau of Public Roads)

Dept. of Health and Hunan Services

Dept. of Justice

Dept. of Labor (Bureau of Labor Statistics)

Post Office Dept.

Treasure Dept. (Comptroller of the Currency

Coast Guard)

Civil Aeronautics Board, CAB

Federal Aviation Agency, FAA

Federal Carmunications Ccmmission, FCC

Federal Power Ccmmission, FCC

Federal Reserve Board, FRB

Federal Trade Commission, FTC

Department of Housing and Urban Development, HUD

Interstate Commerce Commission, ICC

Consuner Advisory Council, CAC

Dept. of Education (Office of Consuner Education)

U.S. Office of Consuner Affairs

3.32 Consuner protection agencies (contract problen):

Attorney General's Office

Medi card Fraud Unit

Dept. of Consuner Affairs

' Better Business Bureau

Local Postal Inspector

Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation

3.4 The consumer will

became acquainted with

3.41 List 4 contract problems. Writing and Opinion paragraphs

Verbal (see 1)

322 32:3
Language

Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation

3.4 (cont.)

consumer rernedies for 3.42 Explain how to avoid contract Listening .Interpretation of a contract and tort

problems.

probl ens. sales pitch (see 2)

3.43 Give information about 10

consumer laws.

Writing Questi onnai re

(see 3)

Taxonany

3.41 Contract problems are as varied as contracts

thems elves. Problems exist if the contract:

Is unconscionable and unfair. An unsuitable

contract in which one of the parties feels

cheated is unconscionable.

Includes a confession of judgment. This

clause excludes the right of a consulter to seek

legal help if a problen arises with the con- tract.

Has an add-on clause. In a repossession

case the creditor may take items owned by the

consumer if they were purchased at his place of

business.

Excludes necessary provisions. When one buys

a hone there are many provisions which should be

written into the purchase contract. Sane include

- Being able to cancel a purchase contract. If

financing can not be obtained you may want to

cancel.

- Being able to apply the ernest money (money you

gave to the seller with the purchase contract)

to the down parent.

- Get the ernest money back if the buyer can not

get financing.

- Getting a clear title to the land and buildings

provided by the seller.

32,4

Suggested Learning Experience(s)

1. In 3 ccmplete paragraphs express your

opinion about a person who tries to pressure you into signing a contract.

2. Listen to a salesman sell an item and

offer you a contract. As a listening

exercise repeat what you think the salesman said. Discuss ways in which you can

listen to a long talk effectively.

3. Develop a questionnaire for parents and

faculty on their knowledge of consumer

laws. Tabulate results and publish.
Taxonomy

Suggested Learning Experience(s)

3.41 (cont.)

- Identifying and making arrangements to have

repairs done.

- Identifying everything which stays in the home.

- Stating the closing date.

Works around the cooling-off period. Any contract signed without a previous appointment is

al lowed a 3-day cool i ng- off period i n which time

the contract can be cancelled. A door to door

salesperson selling books may attempt to make an

appointment to cane back later. He is in effect

cancelling the consumer's cool ing-off cl ause.

Is noncancel able.

In the case of health insurance excludes a

guaranteed renewable and/or noncancelable clause.

Is forced on you with such statements as,

- "It's just an ordinary contract. Don't bother

to read it all."

- "Let's save time. I know you are in a hurry,

so sign here and I will fill in the rest."

- "Si, now and the price is reduced. Don't wait

until tomorrow because the price will be

higher."

3.42 To avoid contract problems

Always ask questions if you don't understand

the language.

Get help from a lawyer or the legal aid society if more explanation is needed.

Read and completely understand the contract

terms before signing.

326
Taxonomy

3.42 (cont.)

Check that all blank spaces are filled in

before signing.

Do not rush.

Do not let your emotions take over your common sense and better judgment.

3.43 Sane Consuner Laws. A general consumer education

text will explain these in detail.

Credit:

Truth in lendi ng Law

Fair Credit Reporting Act

Equal Credit Opportunity Act

Fair Debt Collection Practices Act

Food:

Fair Packaging and Labeling Act

Wholesome Meat Act

Whol esome Poultry Act

Food Addi ti ves Amendment

Nutritional Label ing Regul ati ons

Clothing:

Wheeler-Lea Act

Wool Products Label ing Act

Fur Products Labeling Act

Flammable Fabrics Act

Textile Fiber Products Identification Act

Trade Regulation Rule

Heal th:

Occupational Safety and Health Act

Poison Prevention Packaging Act

Federal Hazardous Substances Act

Noise Control Act

Cosmetic Labeling Rul ing

rt

Suggested Learning Experience(s)

31)""
Taxonomy,

3.43 (cont .)

Housing:

Hane Mortgage Disclosure

Pri vacy Act

Auto Recall Repair Lai/

Energy Pol icy and Conservation Act

Suggested Learning Experi ence (s )

Specific Objecti ye

3.5 The student will be

able to define re1 at ed terms including

the following: col1 at eral , conditional ,

default , declining

bal ance , promissory

note, installment

buying and repossession.

Performance Indicator(s)

3. 51 Defi ne 10 vocabul ary words

rel ated to consumer 1 ow and

protecti on.

Language

Skill (s)

Dictionary

Suggested Evaluation

Definitions

Taxonomy

3.51 There are many relevant words to include in the

1 ist. Add words other than the f of 1 owi ng which

are pertinent to your study.

Contract- -An agreement legally enforceable between two or more persons.

Cancel--To make void or invalid.

Agency - -4n establishment for executing business

in behalf of others .

Suggested Learning Experience(s)

1. Students list words rel ated to consumer

1 aw and protection. Use the words from

the list to recognize prefixes and suffixes . How do the words change their mean- ings with the prefixes and suffixes.

2. Write a short script using words perti - nent to consumer 1 aw and protecti on. Perform the script for a suitable audience.

3. Write a humorous story which incorporates

consumer 1 aws and protecti on terms.

328 3`19
Taxonomy

3.51 (cont.)

CollateralSecurity which is pledged to make sure tnat a contract is fulfilled.

Conditional - -A term which expresses certain methods in which a loan or contract will be legal.

Default- -A fail ure to pay financial debts.

Pranissory note- -A promise to pay at a fixed time

a certain anount.

Repossession--To possess again.

Competition- -When business firms rival for profit.

Ombudsman--An official representing the government

who investi gates consumers' canpl aints against the

goverment.

Declining balance--As the consuner pays on a loan the principal mount decreases.

Installment buying--Refers to a type of credit pl an whereby the consuner pays a specific anount at a certain time of the month or week for a given

number of months. The consumer signs a contract to

enter into an installment buyi ng pl an.

Suggested Learning Experience(s)'

330
4. BANKING SKILLS (CHECKING AND SAVINGS ACCOUNTS)

Goal: Understand the role of banking and lending institutions as the bridge between savers and borrowers, those paying and those saving money.

Specific Objecti ve

4.5 The student will

know how to develop

a sound savings plan.

Performance Indicator(s)

4.51 Describe what is meant by,

"Money makes money and the

money that money makes makes

more money." (Benjamin Franklin. Poor Richard's Almanac.)

Language

Skill (s)

Wri ti ng

Suggested Eval uati on*

Essay (see 1)

* See Suggested Learning Experience colon for numbers in parentheses.

Taxonany

Suggested Learning Experience(s)

4.51 People invest money. Money well invested pro- 1. Write a brief duces a profit. essay interpreting the quo- The reinvested profit makes a tation, "Money makes money and the money greater profit, etc.

that money makes makes more money."

5. COMPARISON SHOPPING FOR GOODS AND SERVICES

Goal: Developing the skills, understandings and techniques of sound shopping services. habits for goods and

Specific Objective

5.1 The student will be

able to differentiate between impulse

buying and comparison

shoppi ng.

3

o 1

Language

Performance Indicatorisl Skill (s) Suggested Evaluation*

4.0

5.11 Define impulse buying. Dictionary Definition

usage

5.12 Define comparison shopping. Dictionary Definition

usage

3"

164
Specific Objective

5.1 (cont.)

Performance Indicator(s)

5.13 Give 4 ways to comparison

s hop.

5.14 Denonstrate 4 ways to avoid

buying a necessity, such as

food, on impulse.

Language

Skill (s)

Writing

skills

Listening

skills

Suggested Evaluation*

Personal 1 etter

(see 4)

Interview (see 6)

* Check Suggested Learning Experiences column for numbers in parentheses . Taxonomy Suggested Learning Experience(s)

5.11 Impulse buying--Buy on the spur of the moment 1. Look up antonyms and synonyms for the without reference to any plan or search. words impulse and comparison. Write in

complete sentences.

5.12 Comparison shopping--Purchase is made only after

analysis of need and comparisons of quality and

cost in relation to need.

5.13 When you want to compare products and their prices

ask sane of these questions first:

Who makes the product available? If you know

a retailer, comparison shopping can be easier.

What do I want to buy? Be specific. Know

what features, options or extras you will consider. It makes a difference in your final

analysis.

Where is the product located? Vacuum cleaners located 50 miles from you, but advertised at $10 less, may not be a good purchase because of

transportation cost.

333

2. Students give a short speech on an item

purchased on impulse. Class suggest ways

the student could have done comparison

stopping instead of impulse buying.

3. Read the following .poem and comment on whether the people described are impulse

buyers or ccmparison shoppers.

Money - author unknown

Workers earn it,

Spend thrifts burn it,

Bankers lend it,

Warren spend it,

Forgers fake it,

Taxes take it,

Dying leave i t,

Heirs receive it,

Thrifty save it,

30

t..
Taxonomy

5.13 (cont.)

Why do I need the product? In many cases a

product that is needed will receive better com- parison shopping attention.

When will I buy the product? Perhaps a 2 month wait will mean a savings. Check with a

retailer to determine the best time to buy a

product.

5.14 Guidelines to avoid buying a necessity, such as

food, on impulse:

Plan your menus in advance.

Use a shopping list.

Buy or shop after a meal or when you are not

hungry.

Understand the psychology of a supermarket.

Items are strategically placed to get you to

buy more.

Establish a food budget. If you don't have

the money you won't spend it.

Shop alone. .. Never feel hurried in line or in the aisle.

Suggested Learning Experience(s)

Misers crave it,

Robbers seize it,

Rich increase it,

Gamblers lose it,

I could use it.

4. Write a letter to a relative telliug how

and why you finally decided to buy a particular product. Use ,:orrect letter form.

5. Make up questions about your own spending

habits. For example, on what do you spend

most of your money? How often do you buy

on impulse? Answer in complete sentences.

6. Invite food shoppers to speak about their

buying habits in the supermarket. Students interview the speakers to determine

their good and bad shopping habits.

Specific Objective

5.2 The student will

understand the basic

provisions and responsibilities contained

in warranties and

guarantees.

3°' Jt.)

Performance Indicator(s)

5.21 Define warranty.

5.22 State the difference between

warranty and guarantee.

Language

Skill(s)

Dicti onary

Readi ng

Suggested Evaluation

Definition

Completion n test

5.23 List and define key words Dictionary Word usage

which appear in warranties

and guarantees.

166
Specific Objective

5.2 (cont.)

Performance Indicator(s) Language

Skill (s) Suggested Evaluation

5.24 Explain and describe the 2 Oral Game responses types of warranties and (see 7) their purposes.

5.25 Outline consuners' responsi- bilities in using warranties. Writing Essay questions

5.26 Point out a course of action Writing and Mock action line if warranti es cause a probl en. or al (see 6)

Taxonomy

5.21 Warranty is defined as "a legal agreement where.

by a seller or manufacturer guaranties the performance and quality of items offered for sale."

5.22 Although both terms are used interchangeably there

is a slight difference in the warranty and guarantee. Replacement of parts is offered by a warranty. Replacement of parts and labor is offered by

a guarantee.

5.23 As of 1975 recent legislation from the Magnuson- Moss Warranty Act requires that the words used in

a warranty be clear and well understood. Sane key words found in warranties are:

warrants

defects

material s

workmanship

repl ace

defective

Q9-7 uo

affixing

attachment

voi d

consequential

authorized

1 egal ri ghts

Suggested Learning Experience(s)

1. Obtain warranties and read through then. Select all the verbs and change from the active to the passive voice.

2. List provisions stated in a warranty. Use a dictionary to define words you do not understand.

3. Rewrite warranties which are not satisfactory or could be improved.

4. Discuss "If a guarantee reads, 'satisfaction or your money back,' what responsibility does the consumer have?" Write re- sults of discussion.

5. Review guarantees before 1975 and those after 1975. List the differences in grarn- mar.

6. Solve warranty and guarantee problems through an action line in class. An
168 Taxonany

5.24 Types of warranties :

Implied--A consumer has the right to expect

that his purchase will do what it implies. A

vacuum cleaner should vacuum.

Express- -The consumer is promised the product

will perform to a certain standard. An express

warranty usually includes parts replacement for

a specific time.

Purposes of warrant i es:

Full warranty--Covers all parts, installation

costs and for all who own the product.

Limited warranty--Covers only a portion of the

product, for example, parts but not labor.

5.25 A consumer has some responsibility in using warranties. He must

Fill in proper information on supplied forms.

Mail forms when necessary.

Understand if it is a full or limited warranty.

Keep it on file or have it easily accessible.

Use the warranty when the need arises.

5.26 If a warranty causes a problem for a consumer he

shoul d

Read it well to understand his rights.

Get in touch with the proper person to hear

the conpl aint . Contact any local consumer bureau to gain insight into a buyer's rights.

Use a small claims court to settle the dispute.

File a lawsuit if the need arises . 339

Suggested Learning Experience(s)

action line welcomes

The personnel investi

and find the appropri

7. Divide students into

questions about types

ranti es. The objecti

to answer most questi

consumer problems.

gate the complaint

ate sol uti on.

two groups. Ask

and purposes of warve for each group is

ons correctly.

340
Taxonany

5.26 (cont.)

Contact the Federal Trade Canmission to report

viol ations.

Suggested Learning Experience(s)

Specific Objective

5.3 The student will be

able to identify the

different methods

used by producers and

retail ers to al ert

than to comparative

value, e.g., unit

pricing, labeling,

adver tisi ng, store

brands , sal es , etc .

Performance Indicator(s)

Language

Skill (s)

5.31 Point out the competitive Listening

sources most often used by

retailers to attract business. 5.32 Itemize the pros and cons of Oral

the competitive sources which

retail ers use.

Suggested Evaluation

Advertising listening

exercises (see 1)

Auction (see 2)

Taxonomy

Suggested Learning Experience 0 )

5.31 Retailers and the advertising

ly thinking of

agencies are constant- 1. Listen to advertising on the radio. Write a better and a different way to

attract customers. Some methods used are:

Trading stamps

Sales

Contests

Coupons

G ive-aways

Non-advertised specials

Midnight sales

Buy one and get one free

Consumers may use other, less glamorous methods to

make compari sons , such as , unit pri ci rig, label

information, no name brands and store brands.

341

5-10 key words you remember. What type of

retail outlet is providing the advertising? What factors would make you decide

to shop at a particular retail outlet?

2. Plan an auction. Use sales gimmicks retailers employ to help sell an item. Analyze which sales gimmick was most popular.

Which sold most items?

3. Visit a supermarket. Compare one or two

products by their unit prices. Which is

the best buy?

342

169 7
Taxonomy

5.32 Pros Cons

Suggested Learning Experi ence(s )

Trading Can trade them for

Stamps an item you desire.

Food may be more expensive.

You may not care to trade them.

You may throw them out.

Sal es Items are less expensi ve . You can plan menus

around items on

s ale.

You may not need the items on

sal e.

Non-food items on sale, e.g.,

shampoo, may still be more ex- pensive in a grocery store.

Contests

You may win! Taxes must be paid by the recipient.

The more participants the less

chance of you winning.

Gimmick-If a bicycle is a contest prize, it may be a gimmick

to get you to buy one.

Coupons

Can be used to save

money.

Coupons may be for items you

rarely or never use, and the

coupon item may still be more

expensive than another brand,

even though there is no coupon

for the second brand.

China

give

away

A gradual way to

build up a set.

Must spend a certain amount of

money to get a place setting.

China quality questionable.

China may not match with present set.

343
Taxonomy

5.32(cont.)

Pros Cons

- Suggested Learning Experience(s)

Non-ad- Saves you money.

vertised

specials

May pick up an item you did not

intend to get.

Mid- Saves you money.

night

sal es

You must be in the store at

midnight!

Buy one

and get

one free

Good way to stock up. Beware that the price of one has not raised.

You may want only one or none!

Specific Objective Performance I ndi c ator (s)

5.4 The student will i den- 5.41

tify the different

types of retail outlets available for

consumers.

Identify 5 types of retail

outl ets.

5.42 Explain the factors to con- sider when selecting an outlet or a place to buy.

5.43 Predict how future retail

outlets may differ.

Language

Skill (s)

Writing

Writing

Writing

Suggested Evaluation

Interrogati ve statements (see 2)

Concise paragraph

(see 3)

Poem (see 4)

344 315

171
Taxonomy

5.41 Types of Retail Outlets:

Department store

Chain store

Discount store

Door-to-door salesman

Speciality shop

Variety store

Whol es al e stores

Catalogue showrooms

Manufacturers' outlets

Vending machines

actors affecting choice of outlet

Income

Heal th

Age

Personal values

Time

Life style

The outl et' s locati on, layout and atmosphere

Avail able transportation, public or private

172

5.43 One's imagination about the future retail outlets

caul d be positive or negative . They may differ

by:

Offering more services

Ccrnputerizing every purchase to aid in inventory control

Offering day care services

Offering pl aygrounds

Providing secluded areas for relaxation (soft

cushions, music)

Suggested Learning Experience(s)

1. Students write an opinion essay on the

type of retail outlet in which they would

rather shop for a sweater.

2. Write and answer 5-10 questions a foreigner might ask regarding the types of retail

outlets in the United States.

3. Divide your city or town into sections.

Search out what kinds of retail outlets

are in each section. Write a clear, concise paragraph stating why you would shop

in one section of town in preference to

the others.

4. From an artist's view of what a retail

outl et wi 11 1 ook 1 ike 50 years from now,

write a poem or draw a picture.

31G

317
Specific Objective

5.5 The student will apply

the techniques of Comparative shopping when

selecting services,

e.g.,- insurance,

health services,

credit, recreation,

etc.

Performance Indicator(s)

5.51 Explain how to comparison

shop for professional servi cqs .

Language

Skill (s)

Writing

Suggested Evaluation

Character sketches

(see 1)

Taxonany

5.51 These 6 considerations should be thought through

in selecting a professional service (doctor, dentist, lawyer )

Check the professional's credentials through

local medical, dental or bar associ ations,

When it is not an emergency, establish a

relationship with the professional.

Discuss fees and methods of payment ahead of

time.

Ask neighbors or friends if they know or have

heard about the professional's reputation.

Ask yourself if you have a high regard and

trust for the professional you wish to hire.

Do you get suitable answers to questions?

Suggested Learning Experience(s)

1. Fran literature you have read write a

character sketch of a doctor, lawyer,

dentist, etc. Would you like to hire

this individual?

2. Interview parents, friends, neighbors to

determine how they pick a professional for

service.

.0"

3/19 348

173
6. ADVERTISING AND OUR SOCIETY

Goal: The student will be able to recognize and discriminate between informational advertising, selling aids, and motivators which meet the needs, wants and interests of the consumer.

Specific Objecti ve

6.1 Students will gain an

understanding of the

purposes and techniques of advertising.

Performance Indicator(s)

6.11 List 3 reasons for advertising.

6.12 Determine 3 techniques of advertising.

Language

Skill (s)

Wri ti ng

Grammar

skills

174

Suggested Evaluation*

Summari ze ref erence

(see 1)

List descriptive adjecti yes

* Check Suggested Learning Experiences col unn for numbers in parentheses.

Taxonany

6.11 Reasons for advertising:

Inform you about new products.

Tell you the price of a product.

Describe product features.

Make a product easily available.

Sell you saneth:ng.

Make the product competitive.

Build a favorable image of the product.

Maintain customers.

Build a greater custaner base.

6.12 Techniques of advertising are used through the

mass media, brochures, direct mail.

Descri pti ve advertising techniques include:

Bait and switch--This occurs when an item

is advertised at a low price. When a customer shows interest in buying the low priced

item he is told it is inferior or not avail330 e

Suggested Learning Experience(s)

1. Students analyze the techniques of advertising used in popular magazines, radio

and television.

2. Write personification essays using techniques of deceptive advertising to personify. Read the essay and let class guess

what technique is personified.

3. Write a letter to the editor about deceptive advertising tecniques in the marketplace.

4. Write an opinion essay with 3 well thought

out paragraphs. Topics of essay: My Life

Would Be Better Without Advertising:

5. View filmstrips or films on advertising

purposes and techniques. Compile a list

351
Taxonomy

Suggested Learni ng Experience (s )

6.12 (cont.)

able. The " swi tch" results when the salesman of descriptive adjecti ves used i n the tries to sell the customer a "higher priced" narration. (see audio visual resources) item.

Deceptive Pricing--Occurs when the original

price is increased to make the sale price better.

- Formerly $30.00 now $17.50

- Retail price $25.00, my price $13.95

- Comparable value $10.00

- Suggested list prices when used to make comparisons

- Two for the price of one sale when the cost

of one item pays for the two

Easy credit advertising--It is usually the

individual least able to purchase an item who

gets taken by easy credit advertising since the

individual's ability to pay is rarely checked.

The high risk credit is subject to

the sane terms as the low risk credit. Consequences and chances of missed payments and

finance charges are great with easy credit

advertising.

False testimonials as endorsementsMost retailers desire famous people, animals or items

to be associated with their products. Stating

or implying that saneone endorses a product or

part of a product is illegal without proper

consent. A consumer must watch for phrases such

as "Award winner" , " bl ue-ri bbon i ten" or "pri ze- winner" when no contest or ccmpetition

exists.

Forei gn origin--A consumer should see the

country of origin on the product and the

package. Not all wines and perfumes come from

France. Not all oriental rugs are Persian.

352

353
Taxonomy,

6.12 (cont.)

Free estimate not free--Hidden charges not revealed to a customer prior to consenting to

have work dome is an example of a free estimate which is not free.

Free goods--A consulter must be absolutely sure there are no strings attached where a

product is advertised as free. It is the

responsibility of the advertiser not to increase the price of other products to be sold when the free i ten is cl aimed. The quality of a free

item must remain the same.

Final sales--The idea of a final sale is no

refund, no exchange. A retailer must state the

conditions of a final sale if there are to be no refunds.

Substitution of goods--It is deceptive to

substitute an gen believed to be another item

purchased by the customer.

Suggested Learning Experience(s)

Specific Objective

6.2 Students will be able

to identify consulter

needs, wants and interests based on values.

Performance Indicator(s)

6.21 Identify the differences among

basic consulter needs, wants

and interests.

6.22 Determine 3 factors which relate advertising with the

consulter.

6.23 Describe 3 factors which cause

value differences among consumers.

Language Skill(s)

Verbal

camtunication

Writing

Verbal

Suggested Evaluation

Game, "I couldn't

live without ..."

TV Report (see 8)

Ethnic fair (see 7)

5

176
Specific Objective Language Performance I ndi cator (s ) Skill (s)

6.24 Describe and interpret regul a- Library

lations concerning advertising. research

6.25 Give 3 conditions by which ad- Oral and

vertising can help a consumer written

make intelligent purchases.

Suggested Evaluation

Research report (see 6)

Survey (see 9)

Taxonany

6.21 Basic human needs can be better understood by re- viewing Masi ad' s Hierarchy of Needs.

Maslow (Motivation and Personality, 1954) states

that man has a pressure within him to press toward a fuller and fuller being. This means pressing

toward what most people would call good values , toward serenity, kindness, courage, knowledge, honesty, love, unselfishness, and goodness. Cate- gories of needs are identified which are placed in

a hierarchy, which is an arrangement of stages or steps, each higher than the preceding one.

Higher

Lower

Aestheti c

f- actu al i zati on

Esteem

Love and belonging Safety

Physi of ogi cal

Maslow believed that one would not be seeking to self- actual ize (realize hi ghest potentials) while living in hunger or fear. In other words, lower needs such as physiological and safety needs must

be met before higher ones could cone into play.

Suggested Learning Experience(s)

1. Play the game, "I couldn't live without..." to determine if the item named is a need, want or interest.

2. Read poems which reflect human needs, such

as "Birches" by Rober Frost, "Ozymandi as" by Percy Shelley, "A Noiseless, Patient

Spi der" by Walt Whi tman.

3. Select classic characters from literature.

Study how these characters satisfied their needs, wants and interest.

4. Write an essay on the topic, "How you spend money is an expression of your val- ues." Concentrate on punctuation.

5. Invite people of different ages to talk to

the class about their values. Make this a

listening assignment. Students take notes

and canpare what they heard.

6. Research through periodical literature in

the library advertisements used in the

1950's, 1960's and 1970's. Draw sane conclusions about societies' values, about

tr.:7ti
Taxonomy

6.21 (cont.)

Examples of basic consuner needs are shelter,

clothing and food.

Examples of basic consuner wants are a nice hare,

nourishing and interesting food and attractive

clothing.

Examples of consuner interests are decorating the

home, sewing clothing and gourmet cooking.

6.22 Factors which link the consuner with advertising

are:Mass medi a- -few forms of mass media are not

supported by advertising sponsors.

Standard of living--It is raised by the advertisements bombarding a consumer's life.

178

Credit card--Society allows easy access to

goods and services and tempts advertisers to

plug even harder.

Ccrnpetiti on--When used among businesses it

means advertising will again be used to attempt

to get the consuner to buy Brand X over Brand Y.

6.23 Value differences among consuners will be reflected

by:

Ethnic background. Each culture has different

val ues.

Environment. Different values will be re- flected from an individual's environment: city,

urban, suburban, small town, rural, north,

south, east or west.

338

Suggested Learning Experience(s)

consuners' values, about families' values.

What regulated advertising in the 50's,

60's, 70's?

7. Sponsor an ethnic fair with the sole purpose of gaining knowledge and understanding about the values of other cultures.

8. Invite an advertising expert to explain

how advertising relates closely to the

consuner way of life in the United States.

As a TV reporter what would you write in a

one minute report on the expert's speech?

9. Survey the faculty to determine how they

use advertising to buy clothes. Tabulate

results . 10. After watching a current movie, TV progran or play, examine it for values.

Write a short essay on the values held by

one of the personalities.

11. Ask the librarian to help you in selecting a book about a famous person who has

impressed you, e.g., The Diary of a Young

Girl by Anne Frank. Write an essay on the

values you feel that person held. Where

did the values originate? How do the values reflect his or her life style?

12. Watch 1V shows at different times of the

day. List the ads shown. Determine what

sex, age, social and economic groups the

353
Taxonomy

Suggested Learning Experi ence (s )

6.23 (cont.)

Religious beliefs. Protestant, Catholic, Jewish and other religions play major parts in

shaping values.

6.24 Regulations concerning advertising rest with the

Federal Trade Commission. The FTC oversees advertising to make sure it is reliable and acceptable.

The Unfair Trade Practices and Consumer Protection

Law developed by the FTC has been adopted by

individual states. It gives the state attorney

general power to curb deceptive advertising.

Businessmen and advertisers now realize that they

must raise their standards and watch for deceptive

advertising. The National Agencies and the Association of National Advertisers have set standards.

In recent years, radio, newspapers, magazines and

TV stations have added consumer hotline programs

which help consuners stay informed.

6.25 Advertising can help a consumer's spending if the

consumer:

Has a spending pl an.

Seeks necessary information from advertising.

Compares and contrasts the advertising information.

Does not allow emotions or ego to play a part

- in spending.

Does not buy on impulse.

360

ads are appealling to. What is your

opinion of certain shows and the ads which

are used?

361
NOTE: The one performance indicator in this section combines specific objectives 6.3, 6.4 and 6.5. The objectives have all been listed to correspond with the Rhode Island Consumer Education Guide.

Specific Objective Performance Indicator(s)

6.3 Students will be able

to recognize and categori-ze Emotional appeals in advertising.

6.4 Students will be able

to identify and classify motivational techniques in advertising.

6.31 Discriminate among advertis6.41 ing techniques as a matter of

6.51 accurate reading.

6.5 Students will be able to

identify propaganda techniques used in advertising in all types of media.

Language

Skill (s)

Readi ng

Suggested Evaluation

One sentence message

(see 3)

Taxoncmy

6.31 Advertisers want one thing - to sell a product or

6.41 service. The information relayed through the words

6.51 needs careful attention. Some questions a student

can ask as he reads through an advertisement are: What is the ad. rtisenent saying?

Now is the adverVsenent appealing to me?

Through color, images, language, association?

Is there any significant information in the

advertised message?

Do I accept or reject the information written

in this advertisement?

Because of the written message will I decide

to buy this product?

Suggested Learning Experience(s)

1. Collect ads fran magazines, newspapers,

brochures. Read through them eliminating

all descriptive adjecti ves. Does the advertisement have the same appeal with only

nouns and verbs?

2. Debate, "Resolved tiat advertising should

use less emotional appeal."

3. After bl ocki ng out all the words in an advertisenent show the picture to the cl ass. In one sentence write the message which

the picture conveys .

362

30

180
Specific Objective

6.6 Students wi 11 be abl e

to identify informational sources of advertising, e.g., classified ads, peri- odicals, educational

mat eri al s from business, industry, and

professional organi zati ons .

Performance Indicator(s)

6.61 Identify 3 informational sources of advertising.

Language

Skill (s) Suggested Evaluation

Grammar I nf orm at i onal advertisement (see 1)

Taxonomy

6.61 Some of the most popular forms of informational

advertising are: Classified ads

Magazines

Educational materials from business, profes- sional organizations and industry. Direct mail

Bill boards

Posters

Leaflets, brochures , pamphlets

Mass media: radio, TV, newspapers

Suggested Learning Experience(s)

1. Pretend you are a retailer of a popular T-shirt shop. What forms of educationali nformati onal advertising would you use? Write an ad using correct spelling and

punctuati on.

2. Secure issues of magazines, for example,

Time, Fortune, Better Hcmes and Gardens,

fird)7ays s Education. Review the adverti sements . is there a difference in the informational advertising used in each

type of magazine? Discuss.
7. RESPONSIBLE BUDGETING

Goal: Developing the ability and concept of personal budgeting to satisfy the wants and needs of groups and individuals.

Specific Objecti ve Performance Indicator(s)

7.5 Be aware of the need

for flexible budgeting

due to changes in the econany, personal life

style and family.

7.51 Compare the concepts "budget" and "flexible budget."

Language

Skill (s)

Writing

Suggested Evaluation*

Bibliographic entry

(see 2)

* Check Suggested Learning Experience colon for numbers in parentheses.

Taxonany

7.51 A "budget" follows rigid rules for allocating money to different channels. Little to no variation occurs. A "flexible budget" allows greater vari at i on in how the manly will be spent. In both cases the

consumer spends according to the budget which he planned to best suit his needs.

Suggested Learning Experience(s)

1. Discuss the concept of "robbing Peter to

pay Paul" as flexible budgeting. Write

conclusion in a one page summary.

2. FInd an article in a magazine or newspaper concerning a person or family who might be better off had they had a budget, Write

this information on a 3" x 5" card providing correct bibliographic reference. Analyze the material presented in the article.

3 C 3 ("7

182
8. INSURANCE

Goal: Understanding the role of insurance in maintaining personal and fanny security.

Specific Objecti ve

8.1 The student will un- derstand the underlying pri nci pl es of in- surance.

Performance Indicator(s)

8.11 Define insurance.

Language

Skill (s) Suggested Evaluation*

Dicti onary Defi ni ti on

8.12 Give 3 principles of insurance. Writing Questionnaire

(see 2)

* Check Suggested Learning Experiences column for number in parentheses.

Taxonomy

8.11 Insurance is a way of reducing anxiety by sharing

risks. Insurance ccmpani es operate by collecting

small amounts of money film individuals. When

saneone suffers a loss, payment is made from the

amounts of money collected. Insurance companies

count on the fact that not eve.'yone will suffer a

-loss at the same time.

8.12 Principles of insurance:

Individual can feel more secure in a society

where perils are ever present.

Mcney is provided for beneficiaries.

In a debt society it allows survivors to

clear the debt left by the deceased.

Insurance can be used as a means for borrowing money.

The individual is f orced to understand his

current financial position and to realize the

maximum potential loss if death occurred.

Suggested Learning Experience(s)

1. View Traveler's Life Insurance films,

Widow and Fran the Judge's Bench. Both

show the need for insurance in a debt

society. LiF.ten for key ideas. Outline

what was heard. Compare outlines. (See

audio visual resources)

2. Develop a questionnaire to survey the

area's insurance canpanies. What needs

are being served?

3. Imagine that two people in cl ass have had

a car accident - one with insurance and

one without. Discuss the losses, gains and

alternatives in each situation.

3

3 `; 1/4,`4
Specific Objective

8.4 The student will

understand the re1 ati ons hi ps between

changing financial

status and need for

insurance coverage.

Performance Indicator(s)

8.41 Explain the need for additional insurance protecti on as one' s income increases .

Language

Skill (s)

Verbal

Suggested Evaluation

Panel Discussion

(see 1)

Taxonomy

8.41 When income increases more insurance protection is

usually needed because:

More debt may be assumed.

More valuable goods may be attained.

Should a catastrophe occur the potential loss

would be greater.

Suggested Learning Experience (s )

1. Invite speakers to class to discuss their

insurance needs and how they are taking

care of these, needs. Follow with panel

discussion, "Everyone needs some form of

insurance."

2. Ask an insurance agent to compare insurance needs of a low, middle and high inccme family. In a short canplete paragraph write if you agree or disagree with

the agent. Be sure all written form is

correct.

3. Analyze your own or your family's insurance needs. Discuss with parents and decide if an appointment with an insurance

agent is important.

Specific Objective

8.5 The student will develop an understanding of the vocabulary

and language of insurance agreenents.

Performance I ndi cator (s )

8.51 Define 10 words related to

ins urance.

8.52 Demonstrate the ability to

interpret the language of

insurance agreements.

Language

Skill(s) Suggested Evaluation

Dicti onary Definition

Readi ng Interpret at i on of

written paragraphs

(see 5)

370 371 0

184
taxonany

8.51 Words closely related to insurance.

Insured--the person who is being insured,

irifFrimes the major money earner.

Cash value--what a policy is worth as a result of payment of preniums. The longer you own a policy the greater the cash value.

Beneficiary--the indi vi dual named to receive

insurance money when a death occurs.

Owner--the person who buys the policy.

Policy--the word used for an insurance con- tract.

Face value--the mount of money which a poli- cy is worth when death occurs.

Premitmthe dollar amount paid to an insur- ance company for protection.

Dividend--refund made to a policyholder from i nsurance canpany profits . Options- -extra considerations which must be written into a policy if the insured so desires.

Coverage -- refers to the amount of protection.

Benefit--refers to the amount of money the eligric'i ary will recei ve .

Renewable- -to make a policy non-cancel able.

Assets--one' s total worth and an important TOO-aeration when attempting to determine insurance needs.

372

Suggested Learning Experience(s)

1. Obtain insurance policies ,and develop

lists of vocabulary words peculiar to the policy. Define and canpare the

list with other class members. Write the

words in complete sentences paying attention to spelling and punctuation.

2. Develop a crossword puzzle using key words

from insurance agreements. Complete.

3. Develop a list of antonyms from key words used in insurance policies.

4. Rewrite an entire insurance policy using ordinary vocabulary for the nouns and

verbs.

5. Read through insurance policies. Identify

the types of sentences used in the policy. Interpret the policy.

373
Taxonomy

8.51(cont.)

Liabilities--one's total debt and an imporant consideration when attempting to determine

insurance needs.

186

Surrenderterm used to end the policy.

Agent--a representative of an insurance com- pany who handles the sale of an insurance contract.

8.52 Insurance language, though difficult, can be understood. These steps may help in understanding the

language of insurance agreements.

Quickly read through - skim the agreement.

Slowly reread the agreement underlining words,

terms or phrases which you do not comprehend.

Find a simpler phrase or word for the difficult to understand words.

Reread the insurance agreement.

Verbally interpret the agreement to someone,

preferably your agent.

Suggested Learning Experience(s)

Specifi c Objective

8.7 The student will became aware of where

they can seek a remedy to unsatisfactory

company/vendor practices.

Performance Indicator(sl

8.71 Demonstrate the ability to

find a solution to an insurance problem.

Language

Skill (s)

Writing

Suggested Evaluation

CASE studies (see 1)

3'75
Taxonany

8.71 A consumer with an insurance problem may take the

following steps to seek a solution. Call your

agent. Ask questions. If the agent does not

answer your questions to your satisfaction, call

another agent. Address your problem to the T551

Consumer Protection Bureau, the Attorney General's

office or to the director of an insurance associaTiori7 A consumer may find a solution to an insurance probl en from radio, television or newspaper

consumer action 1 ines. There is an answer for al 1

insurance probl ens if the consumer pursues a course

of action through the proper channels.

Suggested Learning Experience(s)

1. Students develop fictional case studies

about consumers facing insurance problems.

Use correct writing format. Share case studies with the rest of the class. Decide

on the course of action to pursue.

9. TAXES

Goal: Understanding the consumer's role and responsibilities in the 1 ocal , state and federal tax

structure.

Specific Objective

9.1 The student will

understand the reasons for and types

of taxes within each

level of government.

376

Performance Indicator(s)

9.11 List 5 taxes which consumers pay on each of the government

levels: federal , state, local.

9.12 Define and give an example of

progressive, proportional and

regressive taxation.

9.13 Point out 4 reasons why taxes

are needed.

9.14 ()aline 4 new sources of taxes or revenue used by the

government.

Language

Skill (s)

Li brary

search

Suggested Ev al uati on*

Guide sheets (see 1)

Di cti onary Defini ti ons

Writing

Writing

Two page summary

(see 4)

Question and

answer (see 8)

377
Specifi c Objective Performance Indicator(s)

9.15 Select 3 qualities which make

a good tax.

Language

Skill (s)

Verbal

188

Suggested Evaluation*

Survey (see 5)

* Check Suggested Learning Experiences colon for numbers in parentheses.

Taxonomy

9.11 Taxes which consumers pay include:

Taxes paid on the federal level

income tax

estate tax

soci al security tax

tires (for use on highway)

airplane ti ckets

diesel fuel, gasoline, lubricating oil

tel ephone, tel egrams

alcoholic beverages

cigarettes, cigars

corporate income tax

excise tax

fishing equipment

firearms, shells

Taxes paid on the state level

income tax

sales tax

gasoline

alcohol ic beverages

cigarettes

utilities

hotels and motels

real estate transfer tax

corporate income tax

inheritance tax

auto licenses

1 ottery

insurance premiums

378

Suggested Learning Experience(s)

1. Invite tax experts to speak to the class.

Ask then to describe what taxes consumers pay on all levels of government. Students, working i n committees, develop

guide sheets describing federal, state and

1 ocal taxes . Further information shoul d

be sought from libiary.

2. Debate: "Resol ved: The state sales tax

should be el imi nated."

3. Define the terms pro§,essive, proportional

and regressive taxation. Give an example

of each.

4. Write a 2 page summary, "Why we need

taxes ." Focus on transi sti ons . 5. Survey school personnel on 3 taxes which

are good and 3 which are bad. Summarize

results and report to class.

6. Make up a crossword puzzle using key terms

and phrases about taxes paying attention

to spell ing.

7. Play a word association game asking students to list the first word which comes to mind in connection with a specific tax

379
Taxoncmy

9.11 (cont.)

Taxes paid on the local level

property tax

earnings and income taxes sales tax (often a % of state sales tax) utility tax

amusement tax

hotels and motels, parking, auto stickers animal licenses

business licenses

9.12 Definition and examples

Progressive Tax--The effective tax rate increases as a person's income goes up, e.g., federal income tax.

Proportional Tax-- Effective tax rates stay

the sane regardless of income, e.g., licenses and fees.

Regressive Tax--Effective tax rate decreases as inccrne goes up, e.g., sales tax.

9.13 Reasons why taxes are needed.

To operate government programs such as educa- tion and social agencies.

To maintain government operations such as buildings and equipment.

To add revenue to further increase defense

measures.

To maintain decent standards of living for all, especially, the disadvantaged through

subsi di es.

To subsidize research, inventions and experi- ments which benefit all U.S. citizens.

3b0

Suggested Learning Experience(s)

word or phrase. Write words in complete

sentences.

8. Answer: From what new sources does the

government seek revenue? Imagine how this will be done in the future.

9. Debate, "Resolved that property taxes are

the best way to fund education."

381
Taxoncmy Suggested Learning Experi ence (s

9.14 State and local- governments seek more revenue through:

Grants-in-Aid--This program gives states money fran the federal goverment to be used for specific purposes. The states are required to contribute financially to the project.

Revenue Sharing--Allows a no-strings attached idea for the federal goverment to give indivi- dual states money.

A National Value-Added Tax--This tax is the sane as a state sales tax.

Lotteri es--G anbl ing, slot machines, off-track betting and Bingo exemplify another method of revenue for states and cities.

Putting People To Work--A non-working adult strains the government revenue twice. He does not pay income taxes but he does need assistance. Programs which concentrate on putting people back to work are a positive revenue source for the goverment.

9.15 A good tax will have some of these qualities:

Fairness--Most Americans willingly pay a tax which is fair.

Easy to understand--What you owe, when you owe it and the consequences for not paying make a

tax easy to understand.

Easy to collect.

Paid directly--A tax which is paid directly is easier to assess and collect.

Beneficial--Everyone should see the value of paying a tax.

300
Specific Objective

9.2 The student will have

the knowledge to com- plete various tax

forms and schedules.

Performance Indicator(sj

9.21 Define words and phrases on

the U.S. Individual Income Tax

Form - 1040.

Language

Skill (s)

Di cti onary

Suggested Evaluation

Definitions

Taxonomy

9.21 Words and phrases which appear on the 1040 Form. Gross income--One's total income.

Bonus--Income given to you over and above your usual salary. Must be included in gross

income on Form 1040.

Commissions--Money given to a broker or agent for transacting business between 2 parties. Must be included in gross income on Form 1040.

General deductions--Expense items one subtracts

from gross income when preparing Form 1040.

Net incomeTotal income after deductions.

Taxable income--What one pays taxes on after deductions and exemptions are subtracted.

IRS--Abbreviation for Internal Revenue Service Which collects income taxes for the U.S. govern- ment.

Joint return--When a married couple file in- cane taxes together.

Exemptions--On Form 1040 exemptions allow the Taxpayer lo reduce taxable incase. Dependents are children, spouse, blind.

383

Suggested Learning Experience(s)

1. Write a comedy sketch using 5-10 words

found in Form 1040. Act out.

2. Play hangman using words and phrases from

Form 1040.

3. Students fill out a 1040A Form.

384
Taxonomy

9.21 (cont.)

Interest income--Money paid to someone for

saving and investing that money.

Dividends--Money paid to stockholders of

stocks and bonds.

Alimony --Money received by a spouse from his

or er spouse after a divorce.

Occupation--The title of your job, e.g.,

teacher, tanner, cab dri ver. .

Suggested Learning Experience(s)

Specific Objecti ve

9.3 The student will be

aware of how tax

dollars are used to

support various programs.

Language

Performance Indicator(s) Skill (s)

9.31 Demonstrate knowledge of 2 Wri ti ig

federal tax supported programs.

9.32 Discuss own values about areas Reading

in which taxes should be used.

Suggested Evaluation

TV script

(see 1)

Poem (see 2)

Taxonomy

9.31 Some federal tax'supported programs include:

National Defense--In 1979 25t of each dollar went for national defense made up of personnel in the Army, Navy, Air Force and Marine

Corps. Equipment like sutmarines, missl es and

airplanes account for a laege share of the

national defense budget.

International Affairs--Helps maintain good

public relations. Peace Corps and United Nations are examples of programs supported by

International P.ffairs.

Space Research In 1979 these

Agriculture programs used 22(t

3c'"

Suggested Learning Experience(s)

1. Select one tax supported program. Develop

a script for an educational TV program

showing your knowledge about both the program and the taxes supporting the program.

2. Read the poem, "I Paid My Taxes" and discuss.*

I've paid my taxes, I'm proud to say

I bought some civilization today

I helped build a bridge and a highway, too

I bought my three children a park and a

zoo - 386

192
Taxon any

9.31 (cont.)

Natural Resources of every dollar

Canmerce and Transpor- spent by the fedtation er al government.

Housing

Health, Labor and

Welfare

Education--This also includes social programs

to improve an individual's future.

Veterans' Benefits--Many speci al considerations are given to veterans and their dependents.

9.32 Students will have a variety of values reflected

in a discussion concerning what programs should

be supported by taxes. Sane will feel only the

poor should receive help; some will say taxes are

much too liberal in what they support. Sane key

concepts to listen for include the justification

for the tax and fairness.

Suggested Learning Experience(s)

When I paid my taxes.

I helped build a library and paid for more

books

I paid for having the streets cleaned, improving their looks

I helped put drinking founts in my home

town

I paid for new street lights in the sane

old town

When I paid my taxes.

I helped hire a doctor and firemen's crew I paid for a nurse and a policeman, too

I helped buy a young man a very fine job

I helped buy a bathing beach for my Dorothy and Bob

When I paid my taxes.

I helped build a school and hire teachers,

too,

I helped buy a golf course for my son to

pl ay thru

I helped build a museum of music and art

Now, friends, don't you really think I was

smart

When I paid my taxes?

*Poem, "I Paid My Taxes"

by C.C. Clinton. Fran Childhood Ed,

1941. Jr. of the Assoc. of Childhood

Ed. Int., Washington, D.C.

3 8'7 388
Specific Objective

9.4 The student wi 11 be

aware of community

resources which can

assist them in using

the tax structure to

their best advantage.

Performance Indicator(s)

9.41 Select 2 community resources

consi dered benefi ci al . 9.42 Defend a tax which needs

support.

Language

Skill (s)

Verbal

Verbal

Suggested Evaluation

Inf onn ati on statement (see 1)

Pleading a case

(see 3)

Taxonomy

9.41 The following community resources can be considered as benefi ci al:

Free services and resources (Library)

Low cost services and resources (recreation

centers)

Public services and resources (police, school)

Private services and resources (utility companies)

9.42 Students may defend taxes which support:

Library

Public schools

Health centers

Recreation centers

Pol ice

Government agencies

Hospital s

Highways

Mass transportation

389

Suggested Learning Experience(s)

1. Each student prepare a 30 second public

information statement to be read over the

intercom in your school. The statement

will inform students of community re- sources which can assist then and their

families.

2. Conduct a community resources hunt. Each

student will hunt through the library,

town hall and telephone book to canpile a list of resources available in their com- munity. What community resources should be

added to the list?

3. Set up a panel of judges who will decide

on 5 communi ty resources about to recei ve

tax support. Each student should represent a different community resource.

Each plead his/her case to the panel of

judges to win approval for tax support.

4. Imagine a totally different tax structure

fran the one which exists in the U.S. today. Write a one page summary explaining

how your tax structure works.
0

Taxonany

9.42 (cont.)

Suggested Learning Experience(s)

5. Invite a town official - Mayor, Town Manager or Council person - to speak about ac- quiring and allocating taxes in his town.

10. CONSERVATION OF ENERGY

Goal: Increasing the student's

AND RESOURCES

core of information related to

can base further inquiry, research

energy, ecology and

and value judgcaents.

Language

econanic issues upon which student's

Specific Objective Performance Indicators Skills Suggested Evaluation

10.1 The student will

develop an awareness of chal len,,,s

facing the U.S. and

the resources,

ecology and econani cs .

10.11 Make conclusions concerning

the use of three sources of

energy, for example, coal,

wood and oil.

10.12 Summarize what radio, tel e- vi si on and newspapers report

about the local ecology.

Writing

Listening,

reading,

oral communication

A report (see 1)

Oral report (see 3)

10.13 Give six reasons why every- Results of family

one should receive sane

education on energy.

Writing experiment (see 9)

* Check suggested learning experiences column for numbers in parentheses.

Taxonany Suggested Learning Experience(s)

10.11 Sources of energy and conclusions which can be 1. Prepare a report on various U.S. energy made.

resources.

Coal

Available in great quantity in the U . S. 2. Write interrogative sentences by devel op- Not expensive to use i ng a list of questions concerning energy

392 391
Taxoncmy

10.11 (cont.)

Not difficult to transport

Keeps men employed

Pollutes the air when it is burned

Difficult to extract from a mine

Mining can be hazardous

Land erodes in strip mining

(3 il Diversified usage (cars, homes, industry,

plastics)

Little pollution

Highly efficient

Non-renewable resource

Limited U.S. supply'

U.S. demands must rely on imported oil

Expensive

Natural gas

Efficient

Not a great pollutant

Supply limited

Transportation can be difficult and

dangerous

Nucl ear fuel

Readily available

Clean, efficient

Radi oacti ve waste

Waste needs special storage

Uses same materi als as atom bomb

Wood

Readily avail abl e

Renewable if trees are replanted

Land used for pl anti ng trees competes

with other land uses, for example, wheat

cotton, grazing

Rel at i vely inexpensive

Wood for fuel competes with wood used for

other products, for example, furniture,

paper

Suggested Learning Experience(s)

use in the future. Discuss.

3. Sift through local newspapers or listen to

the radio or watch television news and

programs for ecology concerns. Report to

class.

4. Invite a local newspaper reporter who investigates and writes about ecology con- cerns _to speak to the class and tell about

his findings. Students develop questions

to ask speakers.

5. Study the choice of words used in news- paper articles about energy, ecology and

economics. See how semantics help or

hinder the truth.

6. Watch current films or TV programs, such

as, China Syndrome. Write a one page

opinion paper on the use of nuclear energy. Is it safe?

7. Imagine that within one year the U.S. will

have depleted it's oil supply. Write a

story which reflects your feelings about

the day the U.S. will no longer have it's

own oil supply.

8. Hold an energy resources fair. Use proper

written invitations and telephone communication techniques to attain fair sponsors

and participants.

9. Each student should use his family as an experiment for saving on energy. Develop

a daily, weekly and monthly plan. Share

and report to the class.

196

309ti 1/4,

394
Taxoncmy

Suggested Learning Experience(s)

10.11 (cont.)

Wind/Sol ar 10. Study the Solid Waste Management Corpora- Large supply ti on of Rhode Isl and. Write an analysis of Does not pollute its present 3peration.

Renewabl e

Free to user

Needs to be stored

Needs more technology to perfect its use

Water

Doesn't pollute the air

Dans or waterfalls are needed for energy

making

Geysers (Steam heat found in the earth)

Available only in certain locations

Difficult to harness

May pollute air and ground water

Renewable

Already used in sane businesses and homes

10.12 Mass media may include reports on the following

topics concerned with the ecology:

Effective pollution control measures for air

and water

Modern methods of solid waste disposal

End to open burning

Effective sign and billboard control

Junkyard screening and control

Adequate open space

Playgrounds, parks and other recreation areas

Protection of water courses, natural areas,

especially in or near cities

Protection of wi 1 dl ife

Trail systerns for walking, hiking and biking

Underground utility lines

Conservation education in schools

3 95

11011 Oki J
198 Taxonomy

10.13 The study of energy can be a positive experience

for students if they appreciate how energy affects

their 1 i ves and if they understand the importance

of energy for all facets of life such as food,

clothing, shelter, industry, personal care and

recreation.

Suggested Learning Experience]

Specifi c Oktecti ve

10.2 The student will gain

an understanding of

how supply and demand

affects energy i ncl udi ng its source, patterns of usage and

predicted future outlook.

Performance Indicator(s)

10.21 Define 10 words related to

supply and demand.

10.22 List at least 4 sources of

energy used in the U.S.

10.23 Identify 3 sources of energy

most often used in a hare.

10.24 Point out 2 factors which

predict the future energy

outlook in the U.S.

Lan ua e

ki

Dictionary

usage

Writing and

verbal

Suggested Evaluation

Definitions

Oral report (see 8)

Verbal Questionnaire (see 4)

communication

Writing

10.25 Predict the consequence of a Writing

short supply of energy with

a large demand.

Letter of inquiry

(see 6)

Descriptive paragraph (see 5)

39S

397

i
Taxonany

10.21 Words related to supply and demand concept:

Supplygoods and services made available to the

public.

Demand - -the mount of a good or service consumed

If a parti cul ar pri ce.

Circular flow--the econanic activity of consumers

and business in the production and distribution

process.

Producers--businesses which supply consuners with

gooks and services.

Consumers--people who demand goods and services.

Price--the amount consuners agree to pay for products which business is willing to manufacture and

sell.

Demand schedule--shows the relationship between

quantity and price to determine the demand for a

product.

Resources- -raw materials, labor, technol cgy and

capital needed to produce goods and services.

Free enterprise systemallows individuals to own

and operate a business, large or small.

Constant--a factor which shows the sane demand on

Ipt-7-5-dirct from year to year.

399

Suggested Learning Experience(s)

1. List 10 words relating to supply and

demand. Define each word and write it

in a complete sentence. Ccmpare list with

other class members.

2. Make up an original game showing the concept of supply and demand.

3. Write a short essay on the advantages or

disadvantages of a particular energy

source. 4. Develop a questionnaire and sample a group

of haneowners. Ask them what sources of

energy are most often used in the hcme.

5. Imagine that the U.S. is tic longer able

to use oil as a source of energy. Write

descriptive papers about people's reac- tions. Submit most innovative to news- paper for Publication.

6. Find the appropri ate person and address

and then write a letter to one of the

large oil companies (Mobil, Esso, Texaco).

Ask what they are doing to ensure that oil.

will be available for use in the U.S. for

the next 50 years.

7. interview a person who is between 70-80

years of age. Ask questions about energy

usage when this person was a teenager.

What were the greatest energy demands of

50 years ago? Outline the discussion.

8. Investigate the sources of energy used in

your carmunity. Report findings orally.

400
Taxoncmy

10.22 Of the following sources of energy used in the U.S. 1-8 are renewable, 9-12 are non-renewable.

1. Solar

2. Geothermal

3. Wind

4. Tides

5. Wood

6. Water

7. Fusion: deuterium is found in water. It is the fuel necessary to provide fusion. 8. Refuse

9. Coal

10. Natural gas

11. Oil

12. Uranium

10.23 The three most used sources of energy in a home are oil, gas and electricity.

10.24 Factors which predict the future energy outlook

are:

Inflation. Consumers may need to pay more for energy. Spending on energy may became a

top priority.

Supply and demand. If the supply of an energy resource is in great demand, the amount avail- able will deplete quickly.

Conservation. Is one method for prolonging

the use of nonrenewable energy sources. Population demands. "With a larger r population

and more hones, goods and services will increase the demands for energy.

Goverment controls. Laws, restrictions and incentives may help or hinder future energy

supply and demand.

(,)

Suggested Learning Experience(s)

401
Taxonomy

10.25 Consequences of a short supply of oil are already

felt in the U.S. Imagine what a short supply of

wood might mean. One can predict the consequences

of a short supply and a large demand on any

resource will:

Increase price

Establish priorities for allocation

Increase government intervention

Cause a feeling of panic where .hoarding

could result.

-Suggested Learning Experience (s ) 201

Specific Objecti ve

10.3 The student will

identify the interrelationship among energy, ecology and economic probl EMS and

solutions in terns

for the consumer.

Lanuae

Performance Indicator(s) Skill s)

10.31 Explain the interrelation- Library

ship of energy, ecology and research

economics with four steps in

the manufacturing of a

product.

10.32 Give 3 examples how economics

and energy affect the U.S.

Suggested Eval uati on

Research report

(see 1)

Wri ti ng EEE newspaper (see 2)

Taxonomy

10.31 Steps to consider in tracing a product from start

to finish.

Raw materi als-what ones are needed? Where do

they originate?

Production-what is the process? Is it lengthy?

Packaging -what is the process? How many

resources are used?

Distribution-what mode(s) of transportation

is used?

402

Suggested Learning Experi ence (s )

1. Select a product often used in the home.

Trace it from start to finish. Research

the strain on the ecology? the demand for

energy and the economic picture of supply

and demand. Write findings in a report.

Present to class.

2. Develop an EEE Newspaper (Energy, Ecology,

Economics). Show how yourschool uses

rEE.

403
Taxonomy

10.32 The American market system relies on all forms of

energy for survival. Examples of how economics

and energy affect the U.S. are: In the import-export trade.

In the cost of goods and services to the

consumer. In the relationship of supply and demand.

In making business accountable for clean air

and water in the manufacturing process.

In the role of the federal, state and local

governments as fiscal _policies are made.

202

Suggested Learning Experience(s)

Specific Objective

10.4 The student as a con- saner will make an

i ndi vi dual pl an of

action to help in

solving problems presented by energy

shortages, threats

to the environment

and related concerns.

Language

Performance Indicator(s) Skill(s

10.41. Give four ways to conserve Writing

energy in the hone.

10.42 Decide on one plan for saving energy in own life.

Suggested Evaluation

Energy chart results

(see 1)

Oral Energy saving decisi on (see 2)

Taxonomy

10.41 Some ways in which home energy can be conserved:

Use proper ins ul ati on, weather stri pping,

caulking and storm windows.

Lower the thermostat a few degrees.

Keep heating and cooling equipment clean.

Insulate hot water pipes.

Reduce the hot water temperature to 140 degrees Fahrenheit or lower.

Use cold water to wash clothes.

40.1

Suggested Learning Experience(s)

1. Prepare an energy chart showing ways homeowners conserve. Survey friends and

neighbors on their energy conservation

habits and record on the chart. How do

the results compare between winter and

2. Brai nstorm ways in which each class member

can save energy. Analyze the impact on

405
Taxon any

10.41 (cont.)

Fix leaky water faucets.

Open refrigerator doors only when necessary.

Turn off the range a few minutes before the

food is cooked.

Preheat the oven only when necessary.

Use a timer to avoid overcooking.

Fill the dishwasher before washing.

Don't overload automatic washers arid dryers.

Use a clothesline.

Turn off lights not needed.

Use cold water to operate a food disposal.

10.42 Sane plans to save energy might include:

Walking instead of riding.

Driving at 55 mph or less to save fuel.

Wearing warmer clothing in cold weather and

turn down the thermostat.

Using fewer electric appliances.

Air drying hair.

Taking care of clothing to require less

cleaning or pressing.

Taking a shower instead of a bath.

Double dating.

Suggested Learning Experience(s)

energy conservation if each person saved

in only one way. Decide and implement one

energy saving plan.

3. Keep a journal which emphasizes how you

are personally effected by energy problems

and cost.

Specific Objecti ve

10.5 The student will became aware of alternat:ye sources of energy and their use

for the future.

Lan ua e

Performance Indicator(s) Skill Q Suggested Evaluation

10.51 List 3 alternative sources Writing Letter (see 1)

of energy.

10.52 Point out 3 reasons for the Verbal Oral Report (see 2)

value of nuclear power. communication

10.53 Describe and interpret Reading Essay questions

sources of energy used in (see 3)

science fiction.

406 407

203
Taxonany

10.51 Alternative sources of energy for the 1980's:

Sun

Wind

Geothermal

Nucl ear

Refer to taxonany 10.11 for more information on

sources of energy.

10.52 Sane values of nuclear power include:

Inexpensive

Efficient

Clean

Plants can be built in many locations

Technol ogi cal advances

10.53 Sources of energy used in science fiction will

vary with the student's reading level and background. A student should be able to imagine or speculate on sources of energy, for example,

energy from the stars, from light rays, from

vibrations in the Black Hole, from chemicals,

from special clothing.

40

Suggested Learning Experience(s)

1. Write a letter to the U.S. Energy Catmissi on requesting i nformati on on alternative

sources of energy.

2. Report orally on field trip to sites using

alternative sources of energy: e.g., nu- clear power plant.

3. Read novels or view movies on science fiction. What sources of energy are used?

Imagine what the sources of energy are if

they are not mentioned?

4. Read and discuss a novel or magazine articles written about energy shortages, ener- gy waste and environmental problem.

5. Decide on a local environmental issue

which needs attention, e.g., dumping of

hazardous wastes. Through letters, telephone calls, news releases or visits

motivate a community organization to take

action on the issue.

409

204
SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOW LEARNERS OF ENGLISH

Gifted Slow Learner

205

Find examples of the economic systems which

existed in British and American literature in

the 1800's. Note the source using correct bibliographic entry.

From library references and literature

sources research the reasons for popularity in

roller skating. Relate it to the concept of

supply and demand. Present your findings in a

term paper with footnotes and bibliography.

For a one month period graph your family's

economic activi ti es. Present your findings

visually and orally.

Study the interdependent nature of the American market system in Ayn Rand' s, Atl as

Shrugged. Invent three major questions for

w i ch you will find answers from the reading.

Write a one act play showing how credit is

used in the lives of two main characters.

Perform.

After researching the do's and don'ts on credit, create a videotape to inform members

of your cl ass.

Assume you are the president of your own

canpany. Draw up a contract with the employees.

Include a paragraph which explains how an employee can break the contract.

410

Fran recent magazines and newspapers cut out

pictures of one product, for example, candy.

Through oral discussion decide which kind of

candy bar is most popular. Relate the decision to

competition.

To show supply and demand set-up two mock stores

which sell pencils. One store has many and the

other very few. Students then buy the pencils.

Notice what happens when the store with a few pencils runs out. With the newly purchased pencils

students write words supply, demand.

Students touch soft, furry, rough, scratchy,

dry, wet, etc. objects. Decide which they like

best and least. Relate this vale judgment to the

reason why people buy what they do. Write 5

things which students like, for example, bed,

toys, candy, play and cars.

Set-up a mock situation where students borrow

play money Relate this to credit. Site examples

of how student's parents use credit.

Decide on a secret among 5-6 students. Write it

on paper and give to the teacher. Make a contract

not to tell anyone the secret for a day. Discuss

obligation in relation to a contract.

Reproduce a savings account passbook. Pwiodically, allow students to make deposits in their

passbook. With each deposit write the amount of

money deposited.

411

J
206

SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOW LEARNERS OF ENGLISH

Gifted Slow Learner

Invent a word game using vocabulary pertinent to consumer law and protection such as

the words listed in Taxonomy 3.51.

Personify a $10 bill. Take it through ten

humorous excursions in a personification essay.

Publ ish.

With knowledge about comparison shopping for

goods and services conduct a thorough investigation of your favorite and least favorite department stores. Devise a set of standards

which each store must meet. Include the different methods retailers offer to the consuner

for comparati ve value. After your i nvesti gati on write to the store manager informing him/

her about your investigation and how the department store scored.

With three spzcific examples explain why a

budget should be flexible. Tie in advertising,

emotions and consuner wants and needs based on

values. Present your explanation to a panel of

experts who feel budgeting should not be

flexi ble.

Write lyrics to a song stating your views of

the present energy-ecology conflict.

Develop a cartoon character who advocates a

specific message about the environment. Write

10-12 messages and publish in your local or

school newspaper.

Clip coupons fran magazines and newspapers.

Categorize into items such as cat food, cereal,

soap. Reproduce the coupons using correct spelling.

Distribute examples of advertising to class.

Ask each student to discuss how he or she feels

about the advertisement. If possible read aloud

the message in the advertisement.

Make a collage fran pictures which show what

we waste, for example, the cup from a Mac Donald's

shake. Draw a bright circle around items which

some students in class do not waste.

Start a recycling center in your classroom. Observe the many uses for the recycled items.

Take a school grounds field trip to collect

litter.

41'3

41.2
414
Forward for Science

The Consumer Citizenship Curriculum Guide for Science has been developed to help Science teachers incorporate sane parts of the Rhode Island Consumer Education Curriculum Guide in their subject matter area. All of the objectives covered in the R.I. Guide have not been included in this Science Guide. A Grid may be found in the Appendix. It gives a detailed picture of the objectives chosen for Social Studies, English, Mathematics as well as Science. Hopefully, as the student moves through these four subject matter areas the objectives will be adequately covered. The R.I. Guide does not assign numbers to any of the components or specific objectiv:.:; however, in this Science Guide we have done so. Science Philosophy

The following philosophy, drawn from a list of objectives selected for the Assessment of

Educational Progress by the Committee on Assessing the Progress of Education (1969), was used in developing the Consumer Citizenship Curriculum Guide for Science.

Science students should know fundamental facts and principles of science such as characteristics of. electricity and magnetism, heat and simple kinetic theory, nature of chemical reactions and ecology. Students should also possess the abilities and skills needed to engage in the processes of science such as having the ability to identify and define a scientific problem.

All students should understand the investigative nature of science as well as have the right attitudes about the appreciations of scientists and science on a whole.

As a result it is hoped the student will learn to think through daily problems, recognize and accept this place in a scientific society and develop sane personal interests which are scientific in nature.

Hew to Use This Guide

1. Study the Guide format which gives the main component, the goal, Science contribution and specific objectives.

2. Each specific objective lists performance indicators, the Science objective used and the suggested evaluation for each performance indicator.

3. The taxonomy will help teachers understand the consumer knowledge related to the performance indicator.

4. Suggested learning experiences provide activities which are directly or indirectly related to the specific objective. No effort has been made to provide a complete list of learning activities; however, we have made an effort to suggest some of the more unusual activities. Study the performance indicator and then select, rearrange and add suitable activities to provide the

learning experiences desired.

5. No attempt has been made to place the suggested learning experiences in a specific order or

sequence.

6. Sane learning experiences for the gifted and slow learner appear after component 10.

a.J 4 1 (3

208
3. CONSUMER LAW/PROTECTION

Goal: Increasing the students' understanding and knowledge of their role as consumers especially the legal rights and responsibilities that insure the bargaining power of all parties.

Specific Objective 3.3: The student will become acquainted with agencies of protection from fraudulent

consumer schemes.

Science Contribution: It is suggested that the following science knowledge be incorporated into a program on consumer science. Dozens of other

further enhance the students' knowledge that

Performance Indicators

relevant experiences or problems may be added to

Science and a wise consumer are related.

Sci ence Objective Suggested Evaluation

3.3.1 Describe 3 ways in which the Consumer Science application. Essay type questions Product Safety Commission uses science.

3.3.2 Describe how the Food and Drug Administrati on uses science. Science application. Multiple choice

3.3.3 List 4 ways in which science can

contribute to wise consumerism.

Utilize science in

everyday life.

Listing

3.3.4 Describe 2 science principles related

to drugs.

Utilize science in

everyday 1 ife.

Completion type test

3.3.5 Describe 2 science principles related Utilize science in Results from lab to cleaning agents. everyday life. experiments

3.3.6 Describe 2 science principles related Utilize science in Results from lab to food. everyday 1 ife. demonstration

3.3.7 Describe 2 science principles related

to the automobile.

Utilize science in

everyday 1 ife.

Essay type questions

41S
Taxonomy Suggested Learning Experiences

3.3.1 The Consumer Product Safety Commission realizes

that science principles and concepts are needed

to explore the safety of consumer products. The

CPSC uses science to

Analyze the chemical makeup of products.

Paint, for example, containing high levels

of lead has been banned to reduce the risk

of lead poisoning.

Conduct research and develop test on the

the potential risk a product might have.

Firecrackers with more than 50 milligrams

of powder have been banned and other

fireworks must conform to specific safety

requirements.

Design superior safety packaging. Safety

packaging is required for containers of

potentially dangerous drugs and household

chemicals. The number of childhood poisonings

by aspirin, for example, dropped 55 percent

between 1972 and 1976.

3.3.2 Virtually every product in a supermarket or drugstore is in some way regulated by FDA. The

FDA-physicians, chemists, nutritionists, microbiologists and phannacologists-conduct the

necessary scientific research solely for the

protection of the public.

3.3.3 Science can contribute to wise consumerism

because it presents an opportunity to

evaluate products

instigate awareness of the product's use

in society

41D

Conduct research on the Consumer

Product Safety Commission and the

Food and Drug Administration.

Determine what products are being

tested for possible risks to the

public. Discuss the role of science

in each of these agencies.

Plan a field trip to a CPSC or FDA

agency. Report how you saw evidence

of science used.

Analyze the chemical makeup of

of paints - leaded and unleaded.

Apply general principles of science

by testing various consymer

products. For example, evaluate

cigarettes by using an aspirator to

collect tars, to determine quantity

of smoke produced, to collect

products on the filter, mouth end

and tobacco end.

Test detergents to determine

biodegradeability.

Compare the effects of caffeine on

the body's pulse rate before and

after consumption.

Make comparisons for effectiveness

between deodorants and

antiperspirants.

Research scientific evidence about

the use of brand-name and generic

drugs.

420

210
Taxonomy

Suggested Learning Experiences

3.3.3 (cont.)

relate a product to oneself

Ccmpare USDA quality grades for

eggs. analyze, compare and rate products.

3.3.4 The principles of solubility and acidity can be used in testing drugs. For example, antacids

can be used to test for solubility by dissolving

antacid in water and the acidity of aspirin is determined with ph paper.

3.3.5 Science principles can be applied to clearing

agents through tests such as checking for water hardners and for the amount of water content in

soap.

3.3.6 Science principles can be applied to food

through test for food components and for

quality of food such as the quality of eggs.

3.3.7 Science principles can be applied to the

automobile by testing for volatility of

gasoline and viscosity of oil.

10. CONSERVATION OF ENERGY AND RESOURCES

Goal: Increasing the student's care of information related to energy, ecology and upon which student's economic issues can base further inquiry, research and value judgements.

Specific Objective 10.1: The student will develop an awareness of challenges and the resources, facing the United States ecology and economics.

Science Contribution: In order to better understand the challenges facing the United States it is suggested that the following science and energy

science teacher knowledge be incorporated into a program. The may wish to add dozens of other relevant science Energy is a major topic experiences or problems. for which a great deal of knowledge is needed.

42,1

A 0 0

.1. A., ......
212

Performance Indicators Science Objective Suggested Evaluation

10.1.1 State the U.S. challenge facing the

scientist concerning energy usage.

Identify a scientific

problem.

Research paper

10.1.2 State the U.S. challenges facing the

scientist concerning .use of energy

resources. Identify a scientific

probl en.

Research paper

10.1.3 State the U.S. challenge facing the

scientist concerning the environment.

Identify a scientific

problem.

Research paper

10.1.4 Write a definition for energy. Fundamental fact. Essay exam

10.1.5 Define potential and kinetic energy. R el ate mechanical

potential and kinetic

energy to thermal energy.

True & false test

10.1.6 Identify the Laws of Conservation of Associate the Laws of Ccmpletion type test

Energy. Conservation of Enery

with various principles.

10.1.7 Interpret the relationship of energy,

work and power.

Check logical consistency. Complete science

problens

10.1.8 Explain how energy is measured. Interpret data. Matching test

10.1.9 List the 5 primary sources of energy. Fundamental fact. True & false test

10.1.10 Denonstrate the ways in which energy is

transferred.

Read scientific material

critically.

Essay exam

10.1.11 Describe solar energy as one of the 5

sources of energy.

Atmospheric science. Multiple choice test

10.1.12 Express how fossil fuels were formed. Fossils and geological

history.

Science report

10.1.13 Distingish between continuous and

and depletable energy sources.

Fundamental f act. Report frcm field trip

or reading assignment

424 0 423
I'

o

Performance Indicators Scien:e Objective Suggested Evaluation

10.1.14 Illustrate electricity as a form of

energy.

10.1.15 Define vocabulary related to electricity.

10.1.16 Explain how electric current is conducted

in wires.

10.1.17 Explain D.C. and A.C. voltage and current.

10.1.18 Interpret the meaning of resistance in

electricity.

10.1.19 Express electric power as a formula.

10.1.20 Express how electricity is generated,

Characteristics of Experiments results

electricity.

Fundamental fact. True & false quiz

Characteristics of Observation report

electricity.

Characteristics of

electricity.

Characteristics of

electricity.

Characteristics of

electricity.

True & false quiz

Completion-type test

Results from science

problems

Characteristics of Diagrams transmitted and distributed, electricity.

Taxonomy

10.1.1 The challenge facing energy usage reflects the

consumer's need for massive amounts of energy

with greater and greater demands daily. Answers

are needed for the question, "How will the U.S.

supply industry and individuals with the energy

they want?" A scientist, perhaps, would suggest that more research, experiments and technology

are necessary to erase the present problems of

usage and demands.

10.1.2 Challenges facing U.S. resources:

they are quickly depleting.

they are being misused.

4 2 5

Suggested Learning Experiences

In reference books read about the

challenges facing U.S. energy,

energy resources and the environment. As a young scientist, what

would you suggest be done to help

solve energy problems of the

future.

Solve problems for potential

energy using the formula

p.e. = w x h or mgh

when

p.e. = potential energy

w = weight

h = height.

m = mass 4 2 G
Taxonan

211+

ested Learnin. Ex eriences

10.1.2 (cont.)

Always sure of an abundance of natural resources in the past, the U.S. sees that this is no

longer true. A scientist might meet the challenges

by saying greater efficiency must come from natural

resources, greater technology is needed to improve

alternatives and inventions must create new chemical

and mechanical forms of energy.

10.1.3 The challenge facing the U.S. environment is one of

healthy, clean air, water and land. Meeting energy

demands has created environmental pollution beyond

comprehension. Scientists need to improve technology

and to develop harmony between the environment and

energy users.

10.1.4 Energy (Fowler, p. 224) - a quantity having the

dimensions of a force times a distance which. is

conserved in ell interactions within a closed

system. It exists in many forms and can be connected from one form to another. Common units

are calories, joules, BTU's and volts.

10.1.5 Forms of energy:

Kinetic - mechanical energy that a moving body

possesses. For the consumer to use energy it

must be converted to usablg form. The formula

for kinetic evergy = w x v4 when w = weight,

v = velocity in meters/sec.,

9 = acceleration due to gravity.

Potential - stored energy. It must be converted

to kinetic energy before the consumer uses it.

Gasoline, batteries, coal and wood are examples

of potential energy. The formula is potential

energy = weight x height.

427

Solve problems for kinetic energy

using the forTul a

k.e. = w x 1/4 = 1/2 mv2

2g

when

k.e. = kinetic energy

w = weight

v = velocity in meters/sec.

g = acceleration due to gravity. m = mass Illustrate how kinetic energy may

be changed into potential energy.

Explain the meaning of the Laws of

Conservation of Energy.

Solve problems about work and power

using the formulas

p = w when

T

p = power

w = work

T = time to do the work

To better understand the relationship of work, power and energy

answer the following questions:

- How are work and energy related?

- If a force acts on a body

perpendicular to its motion, is

work accomplished? Explain.

- Explain the difference between

work and power.

Describe how falling water may do

work.

4°8
Taxonomy Suggested Learning Experiences

10.1.6 L aws . of Energy:

First Law of Thermodynamics - Also called the

Law of Conservation of Energy: Energy can

neither be created or destroyed.

Second Law of Thermodynamics - One of the two

"limit laws" which govern the conversion of

energy. Referred to as the "heat tax," it

can be stated in several equivalent forms, all

of which describe the inevitable passage of

sane energy from a useful to a less useful

form in any energy conversions.

10.1.7 Work is mechanical energy. It is man's way of

rearranging, distorting or transporting things.

Power is the rate at which energy is used.

Power is equated by the formula P = w when ' .-- power, w = work, T

and T = time to do the work.

At the same time w (work) = power x time. Energy

plays an important role in work and power. If

energy was not present, both would not exist.

10.1.8 Energy is measured in units which apply to the

work or power exerted. Sane units for

measuring energy are:(Fowler, pp. 223, 226, 228)

Calorie - a unit of heat energy equal to

the amount of heat that will raise the

temperature of one kilogram of water 1 Celsius

degree. It is approximately equal to 4

BTUs, (In scientific terminology this is the

kilocalorie, 1,000 small calories.)

Watt - a metric unit of power usually used in

electric measurements which gives the rate at

which work is done or energy expended. One watt

equals one joule of work per second.

420

Prepare reports on different units

of energy measurement, for example,

calorie, BTU, joule, watt. Answer

questions such as

- How do calories measure the

quantity of heat?

- How is the joule related to

mechanical energy?

- Why do users of coal refer first

to the BTU's per pound of coal

than the price per ton?

To better understand solar energy

through photosynthesis conduct

experiments on.germination.

Considering the proper envirorment,

place one seed sample near a window

with ample sunlight. Place another

sample away from sunlight. Observe

the number of days it takes for both

samples to germinate. What does

your observation conclude about the

sun's role in energy production?

Write the chemical formulas for minerals in depletable and continuous

sources of energy. For example,

uranium- U, uranium oxide- 0308,

natural gas (pure methane) CH4.

Plan field trips to investigate

areas where primary sources of

energy are being used. Note the

process of using and the end

result from the primary source. After researching the primary

sources of energy, diagram or

430
Taxonany

10.1.8 (cont.)

Kilowatt - a unit of power, usually used for

electric power, equal to 1,000 watts, or to

energy consumption at a rate of 1,000 joules per

second.

216

Suggested Learning Experiences

Joule - a metric unit of work or energy; the

energy produced by a force of one newton

operating through a distance of one meter.

British Thermal Unit (BTU) - a unit of heat energy

equal to the quantity of heat necessary to raise

the temperature of one pound of water one

Fahrenheit degree. It is equal to one-quarter

of a calorie.

To convert these units of energy refer to recent

science texts.

10.1.9 Primary sources of energy: solar, tidal

and geothermal, nuclear, fossil fuels.

Solar will be described in taxonomy 10.5

Tidal - This form of energy relates to the earthmoon rotation. As the ocean rises and falls

because of the gravitational pull on the water,

tidal energy is formed. Since high tides are

needed for tidal energy there is not much hope

in using it for commercial reasons. Geothermal - Geologists call the earth's hot

interior magna. Scientists believe radioactive

materials in the earth keep tie interior hot.

Uranium, potassium and radium are three radioactive minerals found in the earth's interior.

431

graph an important fact about each,

for example, graph the number of oil

wells drilled in the U.S. between

1950-1980, show major coal deposits

in North America or diagram the

earth' s interior to understand

geothermal energy.

Plan a solar science week. Concentrate on solar energy and the

sun as the main source of energy

flow to the earth. Each day explore

one fact about the sun. Explain the

fact and show your knowledge through

demonstrations, discussions, charts

and di agrams.

l.,

Observe the sun's motion via a 5"

radius circle on a flat surface in

direct sunlight. A 10" stick must

be placed in the middle of the

circle. Mark the stick's shadow

on the circle hour by hour along

with the measurement of the angles

between each shadow mark. Fran this

observation a student can infer if

the sun changed position in the sky,

and how many degrees the sun moved

each hour.

Conduct an experiment to observe the

angle of the sun's rays to the

amount of heat the earth gets.

First, fill 2 boxes with sand or dry

soil. Place a thermometer in each

with the bulb buried slightly.

4"

1
Taxonomy Suggested Learning Experiences

10.1.9 (cont.)

Nucl ear - This form of energy is derived from

the nucl eus of an atom. Protons and neutrons

make up a nucleus. When they rearrange their

position in the atom fusion or fission occur.

Fossil fuel s - Possess forms of potential

chemical energy such as coal, oil and natural

gas. Fossil fuel s are made up of carbon atoms

which when burned produce energy.

10.1.10 The greatest capacity of earth' s energy fl ow

comes from the sun. 173 trillion kilowatts,

173Tkw, of power beams toward earth's upper

atmosphere daily. Sol ar energy diffuses in

its journey to the earth's surface. 30% is

reflected by the atmosphere and 47% is absorbed

by the atmosphere, the land and oceans. Approximately one half of the sun's energy

reaches the earth' s surface where another 23%

is used to evaporate water. The remainder of

earth' s vital processes use less than one percent

of the total energy power released by the sun' s

rays.

Compared to the sun's powerful energy force,

fossil fuels (coal, oil, natural gas) appear

rather insignificant; however, 90% of our present

energy needs come f ram fossil fuels or chemical

potential energy. Part of the earth' s energy

fl ow can be attributed to geothermal, tidal and

nuclear energy.

10.1.11 Sol ar energy is radi ant energy. The most cannon

forms of sol ar energy are vi si bl e light and ul travi of et radi ati on. Two essenti al chemical reacti ons occur because of sol ar radiation - ozone production

and photosynthesis.

493

Record temperature of the thermometer. Position one box so the

sun' s rays strike it on a slant.

The second box should be placed on a slant so the sun' s rays strike it

vertically after 15 minutes. Record

the temperatures. Answer questions

related to the seasons of the year,

and the sun's energy potential in

relation to its position to the

earth.

Discuss electron movement when a spark occurs after petting a cat or

walking across a rug and touching

something metal . Compare the ckarge of one electron

to the number of el ectrons in one coulomb. Why is it simpler to

measure electric charge in coulombs?

What form of energy is lighting?

Is lightning electricity?

Conduct experiments which show how

parts of an electric ci rcui t are connected, how series and parallel

connections differ, what happens to

current when resistance is increased

or when the vol tage is increased,

what happens in a short circuit and

how a fuse safeguards a circuit.

Recent science textbooks describing

how el ecti cal energy is supplied

to our homes offer the specific

procedure.

4°4
Taxonomy Suggested Learning Experiences

218

10.1.11 (cont.)

Ozone, Oz, forms when an oxygen molecule splits

into 2 oxygen atans and one of these atoms combines

with another oxygen molecule. In the earth's upper

atmosphere ozone forms a protective coating against

ul travi of et radiation.

Photosynthesis is common since it is the major source

of food energy for human beings and animals. The

photosynthesis reaction can be described as: Carbon

dioxide (CO2) + Water (H20) + Energy

Carbohydrates (Cx(H20)y) + Oxygen (02). The

resulting carbohydrate molecule is found in plants.

It supplies simple sugar. The formula is

6 CO2 + 6 H2O Sunlight C6 H12 06 + 602

Chlorophyll

The sun produces an array of nuclear reactions to

send earth radiant energy. The nuclear reactions

occur when "Bare hydrogen nuclei, protons, stripped

of their atomic el ectrons by- countl ess co '1 isi ons , combine (fuse) to form heliun. In the process some

of the mass of the hydrogen is converted into

energy." (Fowl er, p. 107)

10.1.12 Over 300 million years ago the sun played an

important part in the chemical reactions which

occurred to form the fossil fuels. Through

photosynthesis the sun helped huge amounts of

vegetation to grow. When these plants died and

decayed in the Paleozic coal swamps an aerobic

(air) bacteria attacked the decayed matter and

released hydrogen as a gas. In time the heat

and pressure derived from the hydrogen gas

escaped and left carbohydrates which chinged to

pure carbon of coal. When coal is burned

oxidation occurs releasing energy.

C + 02 = CO2 + Energy.

4 r0 --'_

Show the conversion of mechanical

potential and kinetic energy to

electrical energy when water is used

to turn a turbine. Explain how electrical energy is delivered to the

home and how it is finally converted

to thermal energy to be used in doing

work for us, e.g., heating water,

toasting bread, etc.

Explore the effects of flourocarbons

on the earth's ozone layer.

Conduct an electric field plotting

laboratory exercise to illustrate the

effects of field action on a charge.

Perform experiments to illustrate

the conductive properties of various

metals and their thermal effects.

Calculate how much hot water is used

per day in your home. Compa,e costs

of heating it with oil, gas (natural

or propane), wood and electricity.

Canpare various hot water systems

for your home. Which is best suited

for the future in light of present

energy supply? Which system do you

prefer?

436
Taxonomy

Suggested Learning Experiences

10.1.12 (cont.)

Petroleum went through much of the same process as coal except hydrogen mixed with the carbon

to form hydrocarbons.

10.1.13 Continuous sources of energy will ccme from the

sun and the tides. Depletable sources of energy

are chemical (fossil fuels), nuclear and geothermal. Although coal seems plentiful today it should be remembered that all possible sources of

coal have been discovered. Oil has many reserves

which have not yet been discovered. Natural gas,

oil shale and tar sands are also depletable

energy resources. Because nuclear energy uses

uranium and thorium, both rare minerals, it is considered a depletable energy source. Although

the use of geothermal energy has little popularity thus far, it is considered depletable since

the available energy could be used faster than it takes to produce the heat in the earth's interior.

10.1.14 Electric energy must be converted before it can be used since it is in the form of electrical

potential energy. This electrical potential

energy is derived when electric charges are moved

by electric forces. Work is done on the charge as it is moved against an electric field, and this

energy is stored as electrical potential energy.

10.1.15 Vo-ibulary for electricity: (Fowler, p. 107)

El ectron - An el ementary particle with a negative charge that orbits the nucleus of an atom x Its mass at rest is approximately 9 X

10-2° grams, and it compares to only a tiny fraction of the mass of an atom. Chemical

reactions consist of the transfer and

rearrangement of electrons between atoms.

1J
Taxonomy

10.1.15 (cont.)

Proton - An elementary particle present in

all atonic nuclei. It has a positive electric

charge. Its mass is approximately 1,840 times

that of an electron.

i111M

Neutron - An elementary particle present in

all atcmic nuclei except for the most common

isotope of hydrogen. Its mass is approximately

that of a proton, but it has no electric

charge. Neutrons are released in fission and

fusion reacti ons.

Coulanb - a 1 arge unit of charge.

Ohm - a common unit of resistance.

Ampere - a unit of measure for electric

current. The charge flow per unit time. Itils

equivalent to a flow of approximately 6 x 10"

el ectrons per second.

(1 anpere = 1 coulomb)

1 sec.

Voltage - the potenti al difference measured

between two points in an electric circuit

field. The work per unit charge required to

move an electric charge between the two points

in an electric field.

10.1.16 Electricity usually is carried through wires made

of copper or aluminium. Metal atoms are structured so that sane electrons move freely from

atom to atom. These free electrons moving from

atan to atcm form the current in a wire with the

result being that electrical potential energy is

deli vered to the machine, appliance, etc. Which

converts it to a useful form.

Suggested Learning Experiences

438
Taxonomy Suggested Learning Experiences

10.1.17 D.C. voltage is direct current voltage which

plotted against time maintains a constant value

and direction. A flashlight uses D.C. voltage.

A.C. voltage is alternating current voltage which

changes in magnitude and direction.

10.1.18 Electrons move through wires and meet resistance.

The number of electrons flowing past a given

circuit. in a conductor of uaifonn resistance will

be determined by the applied voltages. Resistance

measured in ohms, accounts for electric energy

loss. Wires that possess high resistance will

dissipate (waste) the electrical potential energy

of the electrons in the form of heat. Also, if

large amounts of current flow through a conductor

the heat loss will increase due to more electrons

meeting with resistance. A toaster-is an example

of a low resistance appliance.

10.1.19 Electric power can be considered as Power = work

per unit time (P = IV) when P = power, I = current, V = voltage. A unit of electric power is

P = amps x volts = watts.

I

I

10.1.20 To get electric energy to the consumer;. three

steps are taken: generation, transmission,

distribution. Natural energy sources such as

coal, oil and natural gas are burned to produce

steam which then turns the steam turbine. The

energy conversions go from chemical energy to

thermal energy to mechanical energy where an

electric generator converts mechanical energy to

electric energy. Transmission lines carry the

electrical energy to individual homes.

Distribution is individualized for industry or

private homes.

4)J
222

10. CONSERVATION OF ENERGY AND RESOURCES

S ecific Obective 10.2: The student will gain an understanding of how supply and demand affects and predicted future outlook.

Science Objective Suggested Evaluation

energy inc u ing its sources, patterns of usage,

Performance Indicators

10.2.1 Calculate the demand for electrical energy in the U.S. To obtain scientific

data. Results from a survey

10.2.2 State two main problems facing the supply of coal, oil and gas. Identify scientific

probl en. Debate

10.2.3 State 3 methods by which energy from

coal can be supplied in the future. Select validating

procedures. Essay questions

10.2.4 Predict the length of time the U.S. can

rely on fossil fuels and uranium as

energy sources.

Reason quantitatively. Completion -type test

Taxonomy Suggested Learning Experiences

10.2.1 The demand for electric energy in the U.S. falls into four main areas:1

Transportation - 25.2%

Residential - 19.2%

Industrial - 41.2%

Commercial - 14.4%

In 1965 the U.S. used 15.3 quadrillion calories of energy. In 1974, 18.5 Q calories were used. A scientist will see the need for greater scientific advances in electric energy generation. Two thirds of the energy used to produce electricity is lost in the process.

Electric energy is used in over 100 different

440

Conduct a scientific survey in your community to determine what per- centage of electrical energy is used for transportation, residential,

industrial -and commerci al . How does

your community compare with the U.S.

percentages?

How many kilowatts of electricity are cons used by your school per

month?

Interview officials from utility

plants. Try to determine where greater scientific technology is needed in the area of electric

supply and demand.

441
Taxonany Suggested Learning Experiences

10.2.1 (cont.)

ways. The top 12 users account for 97% of the

electricity consumed. Of these 12 the top 4,account

for 71% and all are related to heat energy.'

12 major end uses of energy include:

Transportation 24.9

(fuel, excludes Tubes & grease)

Space Heating,

(residential, commercial)

Process Steam (industri al)

Direct Heat (industrial)

Electric Drives (industri al )

17.9

16.7

11.5

7.9

Feedstocks, Raw materials 5.5

( commercial, industrial, b ansportati on)

Water Heating

(resi denti al , ccmnerci al )

Air - conditioning

(resi denti al , ccmnerci al )

Refrigeration

(residential, ccmnerci al )

Lighting (residential , commercial )

4.0

Determine the percentage of carbon

in different types of coal - liquite, bituminous and anthracite.

Invite a geologist to talk about

rock and mineral formation in

North America. Tie in with

questions about coal formation.

Set up a panel debate. Resolve:

that strip-mining of coal be

esculated to meet energy demands.

to coal, review the properties of

sulfur. Research the chemical

process which occurs when coal

burns and releases sulfur. Discuss

sulfur in relation to acids, and

the pouring acid rain problem in

North America? What are the many

uses of sulfuric acid?

Scientists have determined that coal

2.5 gas will have a lower density than

natural gas. Fran the definition of

density, D = M/V (where M is the

2.2 mass of a sample and V is its

volume), write an expression relating pressure (P) and volume (V) of

2.2 a gas at constant temperature.

1 Figures are based on the only reported thorough study made by the Stanford Research Institute for

the U.S. Office of Science and Technology, 1968.

442 443
Taxonomy

10.2.1 (cont.)

Cooking (resi denti al , comnerci al) 2.2

Electrolytic Processes (industrial) 1.2

TOTAL 97.1

Suggested Learning Experiences

10.2.2 Sane main problems facing the coal supply are:

Environmental opposition which states that

high sulfur coal cannot be burned. Scientists

and other experts are still in the early

stages of developing technology to eliminate

the sulfur from the gas which is emitted

frcm burning coal.

Opposition to strip mining.

Lack of safety in coal mining underground.

An historical lack of interest and future

development in the coal industry.

Lack of miners.

Problems facing oil and gas supply are:

Fewer explorations for oil and gas reserves.

Lack of drilling rigs available. Larger more

advanced rigs are needed for drilling in

deeper Icean pools.

Expense and time to develop techniques for

drawing out the secondary and tertiary oil

reserves in existing oil wells.

Environmental protection. As noble as their

intentions might be, environmentalists have

lessened the supply of oil and gas.

414

Pretend you are a piece of coal;

write a story about how you were

formed. Include your initial

environment and the changes you

went through. You can get your

information from an encycl opedi a or any resource book.

Make a facsimile of a fossil.

Grease a 6 X 9 inch pan. Mix

plaster of paris in a separate

container until it is about the

consistency of putty. Then pour

into the greased pan. Press a good-sized leaf into the surface

of the plaster. As soon as the

imprint is clear, remove the leaf

gently and let the imprint dry.

Make several different fossils

using different type, of leaves.

Paint the dried plaster with black,

water-based paint and display as

coal fossils from the Carboniferous

era. Examine lignite and coal samples

under a microscope. Fran the coal

samples, find a sample of peat,

lignite, lituminous and anthracite

and arrange according to their

hardness. Take a piece of coal and

scratch it, taste it, and with the

teacher's help, burn it in a

barbeque pi t.

4,j5 0

224
Taxonany 'Suggested Learning Experience

10.2.3 If science technology progresses and shows that

energy can still be derived from the old resources but in a better, cleaner manner, the U.S. will

be able to produce her needed supply. Some

scientific technology now underway is:

Gas from coal - Coal gas has a low energy

density, producing about 80 calories per

cubic foot as compared with the 250 calories

per cubic foot of natural gas. The future

users will be industry and electric power

plants.

Synthetic natural gas from coal - SNG needs

a great deal more technology to perfect the

methane gas which is the desired end product.

Oil from coal - The desi red end product

from research in this area is solvent refined

coal, SRC. SRC is a solid which can easily

be melted and used as a liquid fuel. The

combination of high pressure, high temperature and a solvent added to coal produces

SRC, a liquid. Ash and sulfur can easily be

filtered out and the solvent evaporated with

the resulting SRC.

10.2.4 Based on the rate of consumption in the 1970's,

the supply of fossil fuels will quickly deplete

if the demand remains the sane. Oil - With the hope that secondary and tertiary

drilling will produce more oil from U.S. wells,

the supply will last for 35 years. If oil

is used fran foreign sources, the U.S. supply

will last longer; however, the world oil

supply is predicted to 1 ast less than 35

years.

4 A CI .1 'J
226

Taxoncmy Suggested Learning Experiences

Natural gas - The supply of natural, gas is

expected to last 13 years if we continue to

consume it at the present rate (22.9 trillion

cubic feet in 1973).

Coal - At the rate in which the U.S. is

using coal today it will last for 693 years.

It is difficult to judge the consumption

pattern since it has jumped up and down since

the early 1960's. If coal is used to produce

gas and oil, the supply will deplete even

sooner. Uranium - At the present rate of consumption

uranium will last for 27 years. Scientists see

this as enough time to develop a new nuclear

energy fuel, for example solar npnerated

electricity or fusion. This 27 3, rs also

counts on fresh uranium U308 used to

refuel reactors. Chemists feel plutonium which

is generated 'n the fuel rods of a nuclear

reactor is recyclable. Uranium supply would be

prolonged it this case.

10. CONSERVATION OF ENERGY AND RESOURCES

Specific Objective 10.3: The student will identify the interrelationship among energy, ecology and economic problems and solutions in terms

Performance Indicators

for the consumer.

Science Objective Suggested Evaluation

10.3.1 Identify 4 environmental problems f-ing Identify a scientific Results from experienergy usage. problem ments

10.3.2 Detail 2 major environmental threats to

clean air fran energy usage.

Ecology True and false test

417 448
Performance Indicators Science Objective Suggested Evaluation

10.3.3 Describe 2 major environmental threats to

water use from energy consumption.

10.3.4 Explain 2 major environment al threats to

1 and use f ran energy consumption.

10.3.5 State the 2 major environmental threats

to the oceans f ran energy consumpti on.

10.3.6 Predict 2 major environmental threats

f ran nucl ear energy usage.

10.3.7 Detail the environmental threats posed by

coal mining.

10.3.8 Express the environmental threats derived

f ram uranium mining.

10.3.9 Write the environmental threats due to oil

drilling.

10.3.10 Describe 3 possible solutions to the

"energy usage- environmental t hroat" issue.

Ecol ogy

Ecology

Ecology

Ecol ogy

Mineral s and rocks

Mineral s and rocks

Ecology

Reason quanti tati vely

Research paper

Essay exam

Report from a special

project

Cornpl et i on-type test

Matching test

True and false test

Research paper

Multiple - choice test

Taxonany

Suggested Learning Experiences

10.3.1 The overall ecological problems associated with

energy usage are in

Air pol 1 uti on

Water pol luti on

Land abuse

Water abuse

Radiation

Hazardous waste disposal

Most of the popul ati on understands that the environment needs attention as the U.S. attempts to

419

Conduct a water pollution experiment. Col lect water samples from

streams, ponds, puddles, etc. In cl ass shake the sampl e and pl ace 1 teaspoon on a separate 1 abel ed

dish. Let the sample evaporate.

Observe how much residue is 1 eft

on the dish. Answer these questi ons:

1. How did the residue get there?

2. Is the residue harmful?

450
228

Taxonany Suggested Learning Experiences

10.3.1 (cont.)

supply energy.

10.3.2 The worse offenders of air pollution are the automobile and industry.

Automobile emits hydrocarbons, nitrogen oxides,

carbon monoxide and lead. These air pollutants

are referred to as photochemical smog since it

is the sun's reaction to the hydrocarbons and

nitrogen oxide that the pollutants are formed.

Industry produces sulfur smog mainly from companies which burn coal . 10.3.3 Water is threatened by heating it and consuming it.

Electric utility plants are major users of water as

a cooling medium. Heated water from steam turbines

returns to a stream, pond, lake or river. Marine

life is affected by the change in temperature because the solubility of air varies with temperature.

The amount of water used to generate electricity is

staggering. In an average electric energy plant

16,000 gallons of water per second are used for

cooling. Scientists predict that 350 billion gallons of water per second are used for cooling. Scientists predict that 350 billion gallons per day

be needed by 1990. This number represents over

3/4's of the available fresh water in the U.S. today. Seawater may be used in the future. Recycled

water is a possible alternative to using fresh

water.

10.3.4 The way land is abused for energy demands presents

some major threats to the environment. Strip mining destroys the land surface and leaves it barren.

Underground mining produces acid water which destroys marine life as it drains from a mine.

3. What can be done to remove residue fran water?

4. How does regaining residue contribute to the energy consunpti on

and waste problem?

5. What will the water you collected

be like in 10 years? 100 years?

Research ways in which water is purified. How does rater purification

use energy?

Test for air particles following

these procedures.

1. Mass a piece of filter paper.

2. Place filter paper in selected

sites (any place where dust collects).

3. After 3-7 days examine and mass

filter paper.

4. Use a magnifying glass to note

different sizes, colors and

shapes of particles collected on

the filter paper.

5. Put sane distilled water in a

beaker. Test the pH of the water

with litmus paper and save.

6. Rinse particles off the fil ter

paper into the beaker. Observe

particles again under the magnifying glass.

7. Test the pH of the "dirty" water.

Compare litmus paper with sample

from clean water.

8. Make conclusions about airborne

particles and pollution.

451 452
Taxonomy

10.3.4 (cont.)

Using present day wild land for commercial use presents another threat to the environment. The

mining and on-site processing to refine resources

or produce energy are choices of the future.

10.3.5 Using the oceans to transport oil poses threats of

oil spills. Offshore drilling and oil rigs present threats to fisheries, spawning grounds and

commercial fishermen. The related activities surrounding oil drilling (larger ports, refineries,

increased population) are also environmental consideration for the sake of energy.

10.3.6 Many scientists feel the use of nuclear energy will

solve pollution in the air and on land; however environmental threats are possible through

Radioactive materials at the reactor

Radioactive materials at the fuel processing and

reprocessing plants

Radioactive waste at the disposal site

Nuclear power plant accidents

10.3.7 It was expected the U.S. would mine 830,000,000 tons

of coal in 1980. The land surface, disrupted by

strip mining, appears to be the most popular form of

mining coal. Strip mining is similar to plowing ex- cept much deeper. A trench is dug and the coal re- moved. Another trench is dug to catch the soil on top of the coal. The amount of soil turned is vast

and it leaves the soil sterile. Tree roots and

grasses die, erosion occurs from wind and water;

lakes and streams are filled with unwanted silt;

runoff contains sulfur which if concentrated destroys plants and animals. Flat or hilly, the topography is destroyed fran strip mining if steps

are not taken to restore the land to its original

state.

4 5 3

Su gested Learning Experiences

9. Check the Ph of a pool before and

after a heavy rain.

Hold a "Get To Know Your

Oceans" Fair. Make displays of

plant and animal life which

live in the ocean. Show how

pollution threatens these forms

of life. Review ocean currents

and how it relates to meteorology. Keep in mind how a healthy ocean benefits the world.

Survey your community for

ways in which the environment

is threatened because of energy

(obtaining the resources, processing raw materials, distributing and consuming). Publish

results in a local newspaper.

Discuss the molecular structure of a gas like radon. Why

is it heavier than air?

Conduct a controlled experiment with shell fish or pollywogs. Keep scme in clean water and scme in polluted water.

Observe for signs of failing

health. Relate this experiment

to oil spills in bays, streams

and estuaries.

Devise a mock Arctic Region

with ice. Follow with an oil

spill. Notice what happens to

zi 5 1
Taxonomy Suggested learning Experiences

10.3.7 (cont.)

Cave-ins present problems with underground mining.

Rural use of caved in land is lost. Ground water

levels are threatened by acid water.

Coal fires occur in underground mines consuming

other valuable resources while it burns.

More environmental threats occur in processing

coal. Mineral waste comes chiefly from washing it

to remove impurities. Vast heaps of coal waste

surround urban areas. The dust spreads into the

air causing pollution.

10.3.8 Uranium is mined in the sane way as coal, underground

and on the surface. Since uranium is radioactive another environnental threat enters the picture.

Radon, a radioactive gas heavier than air, is

released in uranium mining. Both the miner and the

environment are threatened from overexposure to radon.

10.3.9 Oil wells cause damage when accidents (blow outs or

pipe breaks) occur. Beaches and shoreline are washed

with oil which takes years to clean. The greatest

threats to marine life occurs when oil spills enter

shallow coastal areas, salt marshes, estuaries and

bays. It is in these areas where marine life begins.

Oil spills on ice can have serious effects. It causes

the ice to warm and melt. On a large scale hundreds

of melted ice acres upset the delicate environmental

balance in the Arctic region. MeteorologiLs now

state that changes in the Arctic ice cover will have

large scale climatic alterations (wind path

rainfall, drought) for the Northern Hemisphere.

455

the ice. Make conclusions

about all spills in the Arctic.

Do you agree with meteorologists that oil spills in the

Arctic can have long range climatic effects?

Offer a prize for the best

idea related to a clean environment. A student might think

of an invention or develop a model of a gadget to keep the

environment clean. Be creative.

Make an electrostatic precipitator

to demonstrate how particulates can be removed frcm:power plant waste

gases.

4'5C

230
Taxonan Suggested Learnin x eriences

10.3.10 Sane possible sol uti ons to the environmental probl ems

caused by energy usage are:

Burn clean fuels. Natural gas is the cleanest

but in shortest supply. C al is the dirtiest.

Remove sulfur from fuels. Many large companies

are developing ways to remove sulfur dioxide fran

the power plant wastes. More scientific technology is needed.

Develop other sources of energy. (Described in

greater detail in 10.5) and conserve.

10. CONSERVATION OF ENERGY AND RESOURCES

Specific Objective 10.4: The student as a consuner will make an individual plan of action to help in

solving problems presented by energy shortages, threats to the environment and related

concerns. Performance Indicators Science Objective Suggested Evaluation

10.4.1 Suggest 3 short-term methods to use less

energy.

10.4.2 Explain 3 long range methods for using

less energy.

10.4.3 Explore energy efficiency in terms of

stopping energy shortages.

10.4.4 Detail the concept of irreversibility

and energy.

10.4.5 Describe a heat engine and energy conversion.

10.4.6 Explain the Laws of Thermodynamics with

energy effi ci ency.

457

Obtain and interpret requisite data

Obtain and interpret requisite data

Reason quanti tati vely

and symbolically

Discontinuities of matt er Heat and simple kinetic

energy

Relation of structure of

matter to behavior

Experiment results

Checklist

True and false questions

Multiple choice questions

Canpletion type test

Essay questions

el :Rt.J.,
232

Taxonany Suggested Learning Experiences

10.4.1 Short term methods for using less energy are all related to individual comforts and attitudes.

Use less gasoline. Lowering the speed limit from

65 mph to 55 mph has shown that gasoline can be

saved. Closing gas stations on Sunday, driving

less and carpooling are other measures.

10.4.2 Long range methods for using less energy are

In transportation which has 2 basic jobs - to

move people and things. Moving people uses 60%

of transportation's total energy. Long range

pl ans for 1 ess energy usage in transport ati on

are: - Improve engine efficiency to get more miles

per gall on of gasoline.

- Increase loads as in carpooling. Also avoiding overlaps in scheduling of airplanes,

trucks and trains.

- Switch frcm high to low energy intensive modes

of doing things. Use a bicycle or walk instead of a car.

In reducirg hone comfort levels

- Heating and cooling. Thermostats can be lowered, insulation improved, sealing a house to

prevent escape of heat through the roof, windows and cracks.

- Lighting can be reduced in many instances at

home. Careful attention to turning off lights

is all that is needed.

- Appliance inefficiency. Many of the household

appliances used in the average American hone

are i neff ici ent energy users. Home air condi - ti oners are a prime target for efficiency.

In industry. Much of what has been described in

transportation and the home can also be applied

to industry. However industry can also learn

459

Conduct a "Day Without Energy." The

rule is do not consume any commercially-produced energy for as long

as you can. Set up a points list

for the energy used, for .example,

500 points if you rode in a car out

of town. The person using the least

mount of energy wi ns.

Prepare a conservation checklist to

help you determine how well your

hone is conserving heat and coolant

energy.

Go on a field trip to a have con- struction site. Observe the insulation and notice how it is installed. Take notes on the design

of the house, its orientation, and

construction methods in regard to

energy conservation.

Practice reading the watt-hour meter

gauge.

Keep a record of the watt-hour meter

readings at your home for a week.

Find out your daily average consumption, total weekly consumption and

the average amount of energy used by

each member of your family for one

week. Record your findings in a b,

graph.

Have a scavenger hunt in school to

see how many electrical l appliances

there are. Try to guess which 5

460
Taxonomy Suggested Learning Experiences

10.4.2 (cont.)

greater efficiency through improved production

technology. Using waste materials as fuels and

recycling are two strategies which industry

could pursue to save on energy use. Smoothing

out the peaks and valleys of electricity demand

can also save on energy usage overall in

industry.

10.4.3 More consumers are demanding energy efficency or the

most for the least. In scientific terms energy efficiency is the ratio of the useful work or energy

that is derived from the conversion to the work or

energy put into it.

E =

El

EO

x 100 when E = efficiency

E0 = energy out

EI = energy in

The efficiency of conversions tc and from electric

energy is high; large generators have efficiencies

of near 100%. Heat engines have efficiencies that

are less than 50%. Automobile engines are 25% efficient or less. Considering that 1/4 of all energy

used in the J.S. is for transportation and that

engines are only 25% efficient, the need for energy

efficiency products becomes more demanding.

10.4.4 The idea of irreversibility states that all natural

energy conversions from-one form to another cannot

be ccmpletely converted back to its original form.

Heat energy is produced in energy combinations and

is lost. It is this "heat tax" or the amount of

energy lost that scientist neasure the efficiency of

an energy conversion device. Examples of heat loss

in energy conversions are:

In conversions to and from mechanical energy,

heat is lost through friction.

4 ed

appliances use the most energy. Determine the efficiency of these

appliances.

Explain why the melting of an ice

cube is an irreversible process even

though it could easily be refrozen.

Determine the cost of operating an

air conditioner for a 24 hour period

using the formula P = IV and the cost

of electricity for 1 KwH.
Taxonomy Suggested Learning Experiences

10.4.4 (cont.)

'n thermal conversions, heat leaks out through

the system.

In electrical conversions, heat leaks out in the

resistance.

10.4.5 A heat engine is any device which converts heat

energy into mechanical energy. Although it wastes a great deal of heat, the heat engine converts over

half of the energy demands in the U.S., a definite

proof of inefficiency. The important work of a heat

engine is

to. heat gas by combustion

to drt.2 a piston

to exhaust the gas at a lower temperature

The inefficiency associated with the process of

converting heat energy to mechanical energy is

explained by the law of physics in the Second Law of

Thermodynamics.

10.4.6 It :s in the Second Law of Thermodynamics that

energy efficiency is considered. An interpretation

of the actual law can be paraphrased as "in any

conversion of energy from one form to another some

of it becomes unavailable for further use." More

precisely the law states no device can be constructed, which operating in a cycle (like an engine)

accomplishes only the extraction of heat energy from

a reservoir and its complete conversion to mechanical energy (work). Simply stated, "You can't build a

100 percent efficient heat engine."

4S3 I
10. CONSERVATION OF ENERGY AND RESOURCES

Specific Objective 10.5: The student will become aware of alternative sources of energy and their use for the future.

Performance Indicators Science Objective Suggested Evaluation

10.5.1 Describe 3 new methods of obtaining ener- gy from old sources.

10.5.2 Detail how hydrogen can be used as an intermedi ate source of energy.

10.5.3 Explain the fuel cell and energy production.

10.5.4 Explore the possibilities of wind power

as an alternative.

10.5.5 Investigate 3 ways of producing energy

from photosynthesis,

10.5.6 Review geothermal power as an alternative for the future.

10.5.7 Explain how power from the sun will be

harnessed.

10.5.8 Predict how fusion will play a role in

Heat and simple kinetic Research paper

theory

Nature of chemical reac- Completion-type test

tions

Nature of chemical reac- True and false test

tions

Elements atmospheric Multiple choice test

science

Diversity of living Results from experithings ments

Internal constitution Essay exam

of the earth

Stars and galaxies Matchinq test

Nature of chemical reac- Research reports energy supply. tions

Taxonomy Suggested Learning Experiences

10.5.1 Three new methods of obtaining energy from old sources are:

MHD (magnetohydrodynamicl generator which would

cut some of the steps which converts chemical

energy to electric energy. The MHD generator is

4 L' ._1

Discuss the steps needed to convert

chemical energy to electric energy.

How is chemical energy converted to

electrical energy in an autanobile.

4
Taxonany

10.5.1 (cont.)

designed to burn a fuel (coal, gas, oil) and to

produce hot combustion gases which are ionized

inside the generator. The action of the ionized

molecules converts thermal energy directly to

electric energy which bypasses the steam turbine and generator steps of a conventional system.

236

Suggested Learning Experiences

Heat engine bottoming cycle. Considerable attention is being given to the heat engine bottoming cycle or to the heat wasted at the end

of the heat energy cycle. The stew exhausted

frcm a steam turbine may be 300-500 Fahrenheit

degrees, a considerable mount of heat energy.

This hot exhaust can boil a low-boiling point

liquid like ammonia and cause it to expand. The

hi gh pressure vapor can then turn a small

turbine to generate more el ectri city.

The Liquid Metal Fast Breeder Reactor (LPFBR)

is an upgraded version of nuclear power which

in effect creates or breeds its own fuel. This

would prolong the use of uranium as a non-re- newable resource. Plentiful, inexpensive electricity would result. On the other hand LffBR's

would produce an extremely dangerous radioactive poison.

10.5.2 Hydrogen can be stored by a simple technique and

would then be used to produce electricity. Through

the process of electrolysis hydrogen can be separated frcrn oxygen in a water molecule. The energy it

takes to separate hydrogen and oxygen can be reclaimed by burning the hydrogen. Power plants which

produce hydrogen from water could produce large a4S6

Diagram a stew engine which shows

how steam under pressure enters a cylinder and pushes a piston upward.

Relate the diagram to the heat en- gine bottoming cycle and heat waste.

List several actual effects, both

benefizial and undesireable of the

steam engine and of the gasoline

internal combustion engine. How

could the undesirable effects be

changed to help energy use?

Study an energy-level diagram for

the hydrogen atom. Review the Rutherford-Bahr model to show the existence of stable electron orbits and

compare this model to present day

atomic concepts. Explain the emission

spectra of the hydrogen atom. Why does

the study of the hydrogen atom help

understand future energy sources?

Design a chart to show some developments in nuclear science and technology since 1896 when H. Becquerel

di scovered unstable (radioactive)

atoms.

Perform an experiment on electrolysis of water. Relate the experiment

to hydrogen storage.

To better understand how a fuel cell

works review the battery and how it

4C7
Taxonomy

10.5.2 (cont.)

mounts of electricity. Because it is a very light

gas hydrogen presents sane problems in storage, for

example, it diffuses into metals and weakens them.

10.5.3 A fuel cell is a device that generates electricity

from chemical energy. It is scmething like a battery except that the chemical energy is continuously fed rather than being stored. A single fuel cell

does not hold a great deal of power; however, a mass

of fuel cells can be connected to build up power

levels of 100 Mw Megawatts or greater. Fuel cells

are efficient, quiet and produce no air pollution.

10.5.4 Wind carries much energy. The winds of the North

American Continent average 100 billion kilowatts,

about 5 times the U.S. demand for power. With the

use of aeroturbines there is a possibility of generating more electricity than is needed. The drawback with wind power is the unreliability. Technology has invented a system which would store

hydrogen and then provide electricity frcm that

hydrogen by using fuel cells to regenerate electricity.

Wind power is also being tested on ships. Germany

and Japan have designed a Dyma-Ship with stainless

steel sails and hydraulically turned masts. Saving

on oil to transport huge ocean going ships could be

a considerable mount.

10.5.5 Much of the organic materials (newspapers, food and

agricultural waste) used in the U.S. pose a solid

waste problem. Attention to use of this photosynthetic energy as an energy source for the country

4.8

Suggested Learning Experiences

converts energy.

Observe a weather map on television

or in the newspaper and predict the

wind direction that should accanpany

the incoming weather.

Record the wind patterns in your

community for 2-3 weeks. Discuss the

possibility of harnessing wind power

to produce energy. Check a wind pattern map.

Sketch the mechanical structures of

a windmill. Make up problems to show

how many kilowatts of power are produced from a windmill.

Build a pyrolytic converter which

can change combustible waste into

fuel. Answer questions such as

- What is meant by pyrolysis?

- What fuels are produced in a pyrolytic converter.

- What wastes produce the best

fuel s?

Build a model of the earth's interior showing geothermal energy sour- ces. Answer questions such as

- What kinds of potential sources

lie underground?

- Is geothermal energy related to

geographical 1 ocati ons . - What examples of geothermal energy

occur on earth?

4"ii,.
Taxonomy Suggested Learning Experiences

10.5.5- (cont.)

is underway.

The pyrolysis process in California heats organic waste in an oxygen free atmosphere to produce

oil. In St. Louis garbage is burned with coal in

the power plants. Hydrogenation is another' process which converts organic waste to usable

fuel. Producing methane is one of the simplest

ways of obtaining energy since methane gas occurs naturally. Methane is produced by anaero- bic (oxygen-free) digestion of organic material s by micro- organisms .

Energy farming refers to the possibility of

growing plants for their energy content. Industrial alcohol has in the past been produced

from cereals and mol asses. Sugar cane is an

ideal plant for energy conversion. The rubber

plant offers an interesting potential sour'a of

energy since it produces a pure hydrocarbon and

not a "carbohydrate containing oxygen that requires fermentati on.

Trees as fuel. Some contend that tree farms

could serve as a primary source of fuel for energy production. As trees grow they serve to

prevent erosion, provide recreation areas, supply fertilizer from the wood ashes and are l cm

in sulfur.

10.5.6 Geothermal energy is presently in use providing San

Francisco with half of its electricity. These California plants use dry steam, steam so hot that there

is no water in it. The steam is fed into conventional steam turbines.

Appreciablq,amounts of the uranium

isotope 063.5 do npt,occur outside

the laboratory; U is fornd after the thorium nucleus Th4J4 has

captured a neutron. Give pg probable2i5eps leading from Th-a4 to

92U

Why are the high termperatures produced by the explosion of a fission

bomb necessary to initiate fusion in

a thermonuclear device?

With the help of a physics textbook

demonstrate a model of a nuclear

chain reaction.

Construct and experiment with a solar collector that uses air to

transfer the sun's energy to usable

heat.

Take a field trip to the site of a solar collector. Review how solar

energy is stored for future need.

Write an essay on

- the various ways a citizen can

help assure that technological innovations will be made and used in

a manner benefiting society as a whole.

- the responsibilities of scientists

to society.

4 7 1

238
239

Taxonomy Suggested Learning Experiences

10.5.6 (cont.)

Large amounts of thermal energy are available in wet Research how the sea would be the

steam or dry rocks; however, the technology to uti- fuel source for breeder reactors us- lize these sources of energy is not fully developed. ing fusion.

Besides generating electricity geothermal energy can

be used to heat and cool homes and industry. A water

supply can also be obtained from geothermal sources.

10.5.7 Energy from the sun is abundant, however, the

problem is in storing it for necessary use.

Heat energy is the most simple way to convert

the sun's radiation. Much is being done to harness

the sun's warmth in homes and industry. Hot water

storage, heated rocks and salts which melt and

solidify are techniques presently underway. Most

scientists see large scale application of solar heating and cooling in the future.

Solar cells (photovoltare cells) are a sophisticated technique for converting radiant energy

directly into electronic energy through the

photovoltaic process (on striking certain

materials solar radiation is absorbed and causes a

separation of the electrons from the atoms).

The high cost of producing one solar cell hampers

commericial use. One experiment is using solar cells

in the roof of a residence at the University of

Delaware and M.I.T. in Boston.

Central power stations are a way of harnessing

the sun's energy. Scientists are suggesting that

a large array of solar cells be put into orbit to

collect and convert solar energy and beam it back

to earth by microphone. Because of its constant

exposure to sunlight a satellite solar array could

be expected to receive at least 6 and maybe as

much as 15 times more energy per square foot than

472 473

1
Taxonomy

10.5.7 (cont.)

a ground location. The major drawback is in the

cost of producing solar cells from silicon.

Cadmium is one less expensive alternative to silicon.

Solar energy farms are an idea which proposes to trap and focus solar radiation by rows of

transparent collectors, pump the heat to a central

plant, generate steam, and produce electricity in

the conventional manner. The core of the system is in the collector where liquid sodium will carry the heat energy to the generating plant by being enclosed in a pipe that has a very efficient

absorbent coating on it. To increase the amount of

energy collected, there is a curved mirror under

the pipe that focuses sunlight on the pipe. All this is enclosed in a vacuum to reduce heat

leakage.

10.5.8 Fusion is a big if for scientists who are considering energy sources for the future. The breeder reactors

give promise of fuel for as long as thousands of

years if the proper technology is developed to tam

the nuclear energy of light nuclei. The biggest

problem facing fusion is to hold enough deuterium

together long enough and get it hot enough. The sea would be the fuel source.

Suggested Learning Experiences
SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOW

Gifted

LEARNERS OF SCIENCE

Slow Learner

24-1

Develop a chart showing what products the

Consumer Product Safety Commission has tested

in the last year. Write a report on the-re -

sults of the test and describe how science

played a part in determining the results.

Research the role of a physician, chemist,

nutri ti onist, mi crobi ologists and pharmacol ogists in the Food and Drug Administration.

.What strong scientific background is needed to

perform these jobs? Which seems most appealing

to you?

Design an experiment to test the soluability

and acidity of cannon over-the-counter drugs.

Set up certain standards for the drugs you

test. Convey results in a well written report.

Write a science fiction story. Deal with the

consumer in the year 2,050. Will he/she use a

great deal of science technology for day to

day chores. How could science improve the future consumer's life?

Diagram the present automobile engine. Imagine ways in which the automobile may operate

without oil or gasoline. Rediagram the auto

design and explain the science principles you

employed to make the automobile operate.

475

Collect pictures of aspirin bottles, cleaning

fluids, detergents, etc. Bring in examples of

bottles and packages from home. Explain how the

products are packaged for safety.

Develop a chart with the student's names

cl ass. Put a mark after each name during cl asses on safety in which the student suggests ways

to practice safety at home.

Show how salt and baking soda can put out grease

fires at home.

Test for soluability by showing how cl othes detergent acts in water. Some brands will form suds.

Biodegradable brands will not.

Do experiments with the many uses of a product

such as baking soda for indigestion, absorbing

odors and for cl eansing.

Conduct experiments on acidity with litmus

paper. Use common goods and household items.

Show how air affects food products through

browning on apples, bananas and papaya.

Test for egg freshness with a 2 day old and a 2

week old egg. Relate how oxygen deteriorates fresh

f ood.

476
2)+2

SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOW LEARNERS OF SCIENCE

Gifted Slow Learner

Imagine ten energy issues which the U.S. will

face from now until 1990. Refer specifically to

energy usage, resources and the impact on the

environment. If were the chief scientist

to the Energy Commission, what steps would you

recommend the U.S. follow?

Develop an experiment to show the entrophy

change of ice, water and the universe.

Construct a solar collector model. Determine

the number of BTU's collected. Describe how

heat is transferred to space and water.

Determine the chemical composition of fossil

'fuels such as coal and oil before and after

burning. What by-products result from burning?

Which are harmful?

477

To better understand that energy is a form of

work perform arm and leg exercises or turn on a

lightbulb. Explain how energy is used.

To explain potential and kinetic energy secure

a huge box. Allow 2-3 students to stand very

still in the box as an example of potential energy

and 2-3 other students to run aroo-d the box as an

example of kinetic energy. Relate this to a piece

of wood as potential energy and when it burns - kinetic energy.

Depending on the level of understanding have

students list sources of stored and moving energy.

On a cold day allow students to hold their hands

out the. window. After 5 minutes close the window

and warm hands near heat source. Students should

understand that a heated building gets warm from

sources other than the sun. If possible study the

heat source in your school.

Show picturesque, colorful diagrams of the

earth's interior. Point out that heat is inside as

well as outside the earth.

478
SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOW LEARNERS OF SCIENCE

Gifted Slow Learner

Do an indepth study of the world energy resources. By a color code on a world map indicate where oil, coal, gas and uranium are

found. Is there a concentration of resources

in certain parts of the world?

Agree or disagree that the gas turbine and

external combustion engines may becane automobile options for the 1990's.

Create diagrams which explain how the physical characteristics of the atmosphere (radiation, earth rotation, topography) affect air

pollution.

Develop an experiment to produce methane.

Relate how methane can be used to lessen the

worry surrounding energy and the ecology.

479

Invite scnieone from the Lung Association to con- duct air pollution tests.

Plant flower seeds. Watch them grow. Relate the

plant growth to energy and the need for the sun in

every day life cycles.

480
H-- 481
Forward for Mathematics

The =Consumer Citizenship Curriculum Guide for Science has been developed to help Mathematics

teachers incorporate some parts of the Rhode Island Consumer Education Curriculum Guide in their

subject matter area. All of the objectives covered in the R.I. Guide have not been included in this

-Mathematics Guide. A Grid may be found in the Appendix. It gives a detailed picture of the objectives

chosen for Social Studies, English, Science as well as Mathematics. Hopefully, as the student moves

through these four subject matter areas the objectives will be adequately covered. The above average

Mathematics high schooler may not be challenged by the performance indicators and learning experiences

developed in the Mathematics Curriculun Guide; however, students with difficulty- in Mathematics will

. profit from the real life experiences which are offered. For the above average student refer to the

section, Mathematics for the Gifted, which follows component 10. The R.I. Guide does not assign

numbers to any of the components or specific objectives; however, in this Mathematics Guide we have

done so.

The following goals of Mathematics Education have been selected from those presented by the National

Council of Teachers of Mathematics in An Agenda for Action: Recommendations for School Mathematics of

the 1980's.

School Mathematics must focus on problem solving where the student can gain experiences in

canputational skills and in selecting and matching strategies. Problem solving must strive to apply

Mathematics to fundamental concepts. Basic skills in Mathematics should contain the ten basic skill

areas which are 1. problem solving 2. applying Mathematics in everyday situations 3. alertness to the

reasonableness of results 4. estimation and approximation 5. appropriate computational skills 6.

geanetry 7. measurement 8. reading, interpreting and constructing tables, charts and graphs 9. using

mathematics to predict and 10. computer literacy.

liathenatics students should learn communication skills, logical reasoning, information processing

and decision making as well. Full advantage must be taken of calculators and computers.

How to Use This Guide

1. Study the Guide format which gives the main component, the goal and specific objectives.

2. Each specific objectiye lists performance indicators, the skill (s) used and a taxonomy to help

teachers understand the consumer knowledge related to the performance indicator.

3. A section for the gifted follows component 10.
2. CREDIT

Goal: Understanding that credit properly used is a tool to reach economic goals.

Specific Objective: 2.2 The student will recognize types, sources and costs of credit for different

purposes.

Mathematics Contribution: If a consumer is to understand the full impact of credit, then a considerable

amount of mathematical ability must be accomplished.

Performance Indicators

2.2.1 Compute the simple interest a borrower will pay on a loan for

one year; six months; 3 months;

24 months, when the rate, princi

pal, and time are given.

Basic Skill(s)

Percent, time

2.2.2 Given two loans with different Percent

Principals, Times and Interests,

determine which has the lower

rate.

2.2.3 For a promissory note, compute . Percent

the total amount due at maturity

when the principal, time and rate

are given.

2.2.4 Compute the interest on a loan

for a period involving a part of

a year.

2.2.5 Compute the interest for time in

days when the principal, rate and

time are given.

2.2.6 Compute the interest for time in

days by the banker's interest

formula when the principal, rate

and time are given.

40 1

Percent and fractions

Percent and fractions

Percent and fractions

Taxonomy

The simple interest fonmula is

Interest = Principal X Rate X Time

(I = PRT). Time = # mos. /12 or

# weeks/52.

. R =

PT

I = PRT

Amount due at maturity = P I

I = PRT. Time = # days/360 or # days/365.

The time is given as a fraction

using 365 as the derlminator.

The banker's interest method uses 360

days for the denominator. It also

uses 12 months of 30 day, -h.

(Sometimes called ordinar, loterest)

485

246
Performance Indicators Basic Skill(s)

2.2.7 Use a table to find the interest Tables

to the nearest cent.

2.2.8 Compute the total payment made on Percent

an installment loan when the

amount financed and the rate

and time are given.

2.2.9 Compute the amount financed when Percent

the installment loan is made on a discount basis.

2.2.10 Compute the monthly payments on Percent

an installment loan when a service charge is made in addition

to the interest.

2.2.11 Determine the finance charge

per $100 of amount financed.

436

Division

Taxonomy

Interest tables show interest on $100

for a 360-day year. To find the

interest on any other amount:

Locate $100 for the desired rate

and time.

Find the number of hundreds of

dollars in the principal by dividing the principal by $100.

Multiply the interest for $100

by the number of hundred in the

principal.

For installment credit you may receive the full face of the loan at

once. This is called the "amount

financed". The "finance charge" is

the interest figured on the amount

financed at an annual rate for the

time you borrow the money. The total

of the amount financed and the

finance charge is repaid in equal

monthly installments.

With a discount loan you receive the

face amount less the finance charge.

A service charge may be made to cover

the lender's higher cost of making

the loan. The sum of the service

and the interest charge is the

finance charge. On a discount loan,

the finance charge is deducted from

the face and you get the proceeds.

Finance charge Finance

per $100 of = Charge x 100

amount financed Amount

Financed

487
Performance Indicators Basic Skill(s)

2.2.12 Campute the real cost of a loan Percent

in terms of the percentage of

interest charged for both "discoUnt" type loan and an "add-on"

type loan.

Taxonomy

R _ 2mI

P (n 1)

when:

R = annual- simple interest rate

I = dollar cost of credit

m = number of payment periods in

a year (12 if paying monthly)

n = the number of payments

scheduled in total

P = the net amount of credit or

principal advanced.

The above formula is an approximation

but is adequate to answer the question. In a discount loan the discount charge and service fee is subtracted from the principal. You then

receive the remainder, but pay back

the full loan. In an "add-on" transaction (installment plans) you receive the full amount of the principal and the charges are added on.

4. BANKING SKILLS (Checking and Savings Accounts)

Goal: Understanding the role of banking and lending institutions as the bridge between savers and

borrowers, those paying and those saving money.

Specific Objective: 4.4 The student will know the mechanics and responsibilities of maintaining a

checking account.

Mathematics Contribution: All baking skills require a considerable degree of competency in mathematics.

Performance Indicators Basic Skill(s) Taxonomy

4.4.1 Complete a deposit slip; record Addition and Checking- accounts afforcLan_accurate

accurately on a register; write subtraction record of payments.

24-8

438 4O(
Performance Indicators

4.4.1 (cont.)

a check and record on a check

register.

4.4.2 Prove a checkbook balance,

and reconcile a bank statement.

Basic Skill(s)

Addition and

subtraction

Taxonany

The monthly report of the bank (bank

statement) should be recondled with

the check book balance. Tn order to

do this the student must be aware of

service charges and outstanding

checks. The past balance + deposits

minus the total checks + service

charges equals the present balance.

Specific Objective: 4.5 The student will know how to develop a sound savings plan.

Performance Indicators

4.5.1 Ccmpute simple interest paid

annually.

4.5.2 Ccmpute simple interest paid

semiannually, quarterly or

daily.

4.5;3 Ccmpute balance when interest

is compounded.

490

Basic Skill(s)

Percent

Percent and fractions

or decimals

Taxonany

Simple interest is ccmputed: I = PRT

The same formula is used.

Percent, division, A = (1 + i )nt

addition, multiplica- n tion

when:

A = amount or final balance

P = principal or initial deposit

i = interest rate per year

n = nunber of times interest is paid

each year

t = nunber of years money is

deposited.

491
Performance Indicators

4.5.4 Compute compound interest

using a compound interest

table.

4.5.5 Define:

Shareholder

Stock certificate

Dividend

Par value

Market price

Broker

Stockbroker

Common stock

Preferred stock

Basic Skill(s) Taxonomy 250

Reading compound

interest tables

Terminology

The table shows the compound amount

of $1 for various rates and interest

periods. For interest compounded an- nually the interest found on the

table may be multiplied by the number

of dollars in the principal. If the

interest is compounded quarterly, use the figure on the table for four

times the number of annual periods

IFICZne-fourth the rate. If the interest is compounded semiannually,

you use the figure for twice the num- ber of annual periods and one half

the rate.

Shareholder - One who owns

shares of corporation stock; a stockholder.

Stock certificate - A paper issued to a shareholder which shows

on its face the number of shares

it represents.

Dividend - Earnings distributed

to shareholders of a corporation

or to holders of participating insurance policies.

Par value - The face value of a bond or stock.

Market price - The price at

which a stock is sold; the price

or value of an item in the open

market.

Broker - A dealer in stocks and

bonds or real estate.

Stockbroker - One who buys and

sells for others.

Common stock - The ordinary

stock of a corporation, paying no specified rate or amount of dividend.

492

493
Performance Indicators

4.5.5 (cont.)

Basic Skill(s) Taxonomy

4.5.6 Interpret a stock market report. Tables, fractions

and decimals

4.5.7 Determine the rate of income on

a stock investment.

4.5.8 Determine the proceeds from the

sale of a stock.

4.5.9 Determine the profit or loss

from the sale of stock.

4.5.10 Determine the net income fram

rental property.

Percent

Subtraction and

addition

Subtraction and

addition

Subtraction and

addition, percent

4.5.11 Determine the rate of income on Percent

an investment in Real Estate.

491

Preferred stock - Stock that

gets first choice in distributed

profits and a stated rate of dividend.

Prices are quoted in mixed numbers

and written as a whole number and a

fraction. The fraction is read as

part of $1. It helps to memorize the

aliquot parts in order to compute the

decimal equivalents of the fractions

used in stock reports.

Rate of Annual Dividends

Income Total Cost of Stock

Market Price - (Commission + Taxes +

Fees) = Net Proceeds

Net Proceeds - Total Cost = Profit

Total Cost - Net Proceeds = Loss

Consideration should be taken of num- ber of shares, the purchase price,

commission on the purchase, selling

price, and commission, taxes and fees

on the sale.

Annual Rental Income - Annual Expenses = Annual Net Income

Expenses would include taxes,

repairs, insurance, interest, depreciation (given in percent), and

other expenses.

Rate of Annual Net Income

Income = Cash Investment

495

251
Performance Indicators

4.5.12 Make out a deposit slip and

withdrawal slip.

5. COMPARISON SHOPPING FOR GOODS AND SERVICES

Basic Skill(s)

Blank forms

Taxonomy

Maintaining a balance.

Goal: Understanding the nature of the basic econanic problem of scarcity where people,

wants and needs, live in a world of limited resources.

with unlimited

Specific Objective: 5.1 The student will be able to differentiate between impulse buying and

comparison shopping.

Mathematics Contribution: If the consumer is to perform the activities necessary to comparative shop,

considerable skill is needed in several mathematical areas. Sane possibilities follow.

Performance Indicators

5.1.1 Determine the unit price when:

the unit prices are aliquot

parts of S1.

the unit price is gained from

a group price.

the quantity or unit price is

a mixed number.

the price of an item is for a fraction of the unit.

the quoted price is for a

quantity expressed as a mixed

number.

the unit price is a ratio of

the quoted price.

the measurements are expressed in metrics

5.1.2 Determine savings when:

buying in larger quantities

buying in different size

406

Basic Skill(s) Taxonomy

Multiplication Unit pricing is the price per unit of

measure. Laws requiring unit-pricing

are in effect in several states, alDivision including though the laws apply only to larger

fractions and decimals stores. In sane places unit pricing

Fractions is voluntary. The information is

often shown on unit price labels

Fractions which are affixed on the shelves

close to the products.

Fractions

Ratios

Metrics

Multiplication and

division

Percent and fractions

Unit price = price per item

measure or count

Sales do not always offer true savings. The consumer needs to be able

to determine true prices and savings.

252
Performance Indicators

5.1.2 (cont.)

containers

sale price must be determined

rcm

- a percent reduction

- a fractional reduction

_a nomograph is used to compare the cost of two canned goods

5.1.3 Estimate: Estimation

volume of a cereal box

weight of a fruit or vegetable

length of a table

price of an item with several

costs involved

area of a roan

height of a book case

5.1.4 Use cost of time as well as item

cost to canpare have produced

versus convenience item.

Basic Skill(s) Taxonomy

5.1.5 Compute sane basic household

costs by:

accurately reading an electric meter

checking an electric bill

figuring the cost of operating an electrical appliance

reading the gas meter

498

Multiplication and

division

Multiplication,

addition, percent

The ability to estimate is vital to

the consumer. "How many" will you

get for a pound? Will the bed "fit"

in the space allotted? How much "difference" is there between two containers? Such questions often need

to be answered in a matter of seconds.

The cost (or value) of the time used

as well as the cost of the item

should be considered when making a

selection between home produced and

convenience products. Samettnes a

convenience product will be cheaper.

Also, sane convenience products are

no more expensive than that made at

home-even without the time factor.

All bills should be checked for accuracy, bit with energy costs high,

checking bills means one can make

choices on the use of energy sources.

High electric bills can mean that a

change in food purchases may be needed, or different patterns of using

the energy should be considered.

499

253
Performance Indicators

5.1.5 (cont.)

checking a gas bill

reading the water meter

checking the water bill

checking z telephone bill

5.1.6 Determine percent of minimun daily Percent

requirements in servings by com- putations made using a nutrition

1 abel on a box or can .

Basic Skill (s) Taxon any

5.1.7 Study the advi si bi 1 ity of buying a car by determining:

annual depreciation

rate of depreciation

mil eage and gas cost using

the metric systen.

insurance

sal es tax

property tax

5.1.8 Use a table of parcel post rates

to determine the cost of shipping a package.

5.1.9 Determine the ratio of the di ameter of two gears by counting the

number of turns of each gear.

5.1.10 Using rectangular food contai n- ers determine:

vol ume

area of each side

total surface area of each

box

Multiplication,

division, metrics

Multiplication

Geometry

Geanetry

Vol untary nutri ti onal 1 abel i ng regulations established by the Food and

Drug Administration went into effect

in 1974. All foods to which a nutrient has been added, or roods for

which a di etetic cl aim is made, must

have a nutri tional 1 abel . Cars are affected by pl anned obsolescence (superficial changes to increase sales ) and built -in obsolescence (under- engineering so that

product wears out).

Annual operating costs might include

gasoline, taxes, loan payments, re- pair and maintenance and insurance.

If a purchase is to be shipped, then

weight and size should be considered

before the purchase is made.

Any item with working parts should be

studied carefully to determine efficiency and construction details.

Boxes of different shapes give varied

(and often false) il 1 usi ons of the

amount of their contents .

251+

500 501

low
Performance Indicators Basic Skills)

5.1.11 Using a selected quadrilateral Geometry

draw a floor tiling plan.

6. ADVERTISING AND OUR SOCIETY

255

Taxonomy

The selection of building materials

with definite lines will bring about

varied appearances in the completed

project.

Goal: The student will be able to recognize and discriminate between informational advertising,

selling aids, and motivators which meet the needs, wants and interests of the consumer.

Specific ,Objecti ve: 6.1

Mathematics Contribution:

Students will gain an understanding of the purposes and techniques of

advertising.

Considerable advertising is concerned with prices -- the mount to be saved

by a particular purchase. The statements are apt to be misleading if the

consumer is unable to complete the mathematics used to persuade the audience

of the value to be gained by purchasing the item.

Performance Indicators

6.1.1 Read and interpret a bar graph;

a citcle graph; a line graph;

a table.

6.1.2 Determine actual price from a

sales ad stated in percents.

Compare with another ad stated

in actual amount saved.

6.1.3 Compute savings when the item

advertised is measured in

metrics.

502

Basic Skills)

Graphs, tables and

percent

Percent

Metrics

Taxonomy

Many advertisements in graph or table

form can be found in newspapers,

magazines, on posters, billboards,

in the mail and on TV. Sane of them

can be misleading.

Many eye-catching ads imply large

savings. However the actual amount

saved may actually be insignificant.

Many items now show contents, size or

weight in metrics. This sane measurement is also shown in the advertisements for the item.

503
Performance Indicators

6.1.4 Estimate the savings to be

made on a sales iten in an advertisement.

7. RESPONSIBLE BUDGETING

Basic Skill(s) Taxoncmy

Estimati on It is often necessary to make a quick

judgerEmt concerning the value of a

sal es price. Excellent practi ce in

estimation can be achieved by practicing with advertisements.

Goal: Developing the ability and concept of personal budgeting

groups and individuals. to satisfy the wants and needs of

Specific Objective: 7.4 The student will understand the mechanics of setting up a record keeping systen.

Mathematics Contribution: Once the consumer understands the philosophy of budgeting, most of the remain- ing work in financial planning is actually mathematically based.

Performance I ndi cators

7.4.1 Interpret a table and/or chart

showing pattern of faaily spendi ng.

Basic Skill(s)

Charts and tabl es

7.4.2 Using an expenditure record sheet, Percent

determine the percent spent in

each of the following areas:

food

clothing

housing

transportation

personal

savings

Taxonany

The purposes of a financial plan are

to set direction, establish pace, and

set a limit or boundary. A great

deal can be gained by studying tables

Ind charts which have been developed

coy conputing averages. These should

be "guides", not "ccmpulsory all

A financial plan is meaningless unless it relates to a "picture" of

expenditures and incane of the individual. Each person differs in how

financial planning is viewed.

505

256

50/1
Performance Indicators Basic Skill(s) Taxonomy

7.4.3 Using a budget plan and an expen- Percent

diture record sheet, compare what

was spent with what had been

planned. Make comparisons in

percents.

7.4.4 Using a set of provided figures

determine the amount of gross

income and the amount of net

income as well as the percent

of the net income as compared

with the gross income.

8. INSURANCE

Addition, percent

A budget should be flexible enough to

allow for reasonable changes in

spending. It is necessary to decide

what is "reasonable" . Gross income is the total income

earned. Net income is the amount

remaining when taxes and other deductions may be required such as the

Federal Income Tax, or voluntary such

as insurance.

Goal: Understanding the role of insurance in maintaining personal and family security.

Specific Objective: 8.3

Mathematics Contribution:

Performance Indicators

The student will understand how to select the canpany, type of coverage, and

level of coverage.

All insurance involves mathematics. In fact it is only through mathematical

canputations that one can make intelligent decisions concerning kinds and

amounts of insurance to purchase.

8.3.1 Haneowners Insurance

Define:

Standard fire policy

Extended coverage

Liability insurance

Homeowner's insurance

50C

Basic Skill (s) Taxonany

Defini tions Defi ni ti ons:

Standard fire policy - insurance

against losses caused by fire and

lightening.

Extended coverage - insurance

against 1 osses from wi nd, smoke,

hail, riots, explosions, falling

planes, and cars and trucks as

well as fire and lightening.

507

257
Performance Indicators

8.3.1 (cont.)

8.3.2 Determine the annual premium

rate on a homeowner's policy.

8.3.3 Determine the settlement of a

fire loss when coinsurance is

used.

8.3.4 Car insurance

Define:

Bodily injury

Property damage

508

Basic Skill(s) Taxonomy

Division and

multiplication

Division,

multiplication, and

percent

Defi ni tions

Liability insurance - protection

against lawsuits for injuries suffered by another person on your

property.

Homeowner's insurance - usually

covers all the items in a fire

policy and extended coverage as

well as loss from theft, personal

liability and the cost of living

in a hotel while your house is

being repaired.

Property insurance premium rates are

usually based on $100 units of

insurance. The amount of coverage

you buy on your have determines the

amount of coverage. Property may be

covered for full value or for some

percentage.

Under a coinsurance clause, a company will pay the full amount of any

loss up to the face of the policy

only if the owner has insured the

property for a certain percent of its

value. The percent is usually 80%.

Amount Face of Policy Amount

paid by = 80% of vine X of loss

the of property

Canpany

Definitions:

Bodily injury - owner's liability for injury to other persons.

5/10

258
o

Performance Indicators

8.3.4 (cont.)

Canprehensive damage

Collision

Deductible collision

8.3.5 Using tables, determine the

total annual premium for bodily

injury and property damage coverage for three cars.

8.3.6 Life insurance

Define:

Beneficiary

Face Value

Cash Value

Term Insurance

Straight Life Insurance

Limited-Payment Insurance

Endownent Insurance

510

Basic Skill(s) Taxonany

Tables, percent

Definitions

Property damage - damage to

other person's property caused by

car. Comprehensive damage - damage to

one's own car fran fire, theft,

vandalism, falling objects, windstorms, hail, lightening, and

flood.

Collision - damage to one's own

car Iran collision or upset.

Deductible collision - you pay

the first part of loss and the

ccmpany pays the rest.

Car insurance preniuns vary with the

amount of risk. For instance, insurance in cities is apt to be higher

than insurance in rural areas. Premiums are also higher for cars used

for business than those used for

pleasure. Also, prenitins change

often. Tables may be obtained fran

insurance ccmpani es.

Defi ni tions:

Beneficiary - person naned to

receive payment from an insurance

policy.

Face Value - total amount of insurance stated in the policy.

Cash value - amount of money you

can get before its term is over or

259
Performance Indicators

8.3.6 (cont.)

260

Basic Skill (s) Taxonomy

8.3.7 Using a table of annual premiums Tables

for each S1,000 of insurance

the age of the policy holder end

the face of the policy, determine

the annual preniun for:

10-year Term Policy

Straight Life Policy

20-Payment Life

20 Year Endowment

8.3.8 Using a table determine the cash Tables

val ue of an insurance policy.

512

before it becomes payable by death.

Term Insurance - Protection

against loss of life for a certain

period of time, or term. No cash

val ue.

Straight Life Insurance - Protection for whole life and prod=

never goes up. A cash value is

built up. A form of permanent

1 if e insurance.

Endowment Insurance - After premiums are paid for a certain

time, you may receive the face

value of the policy. If you die

before expiration of the policy,

your beneficiary gets the face

value of the policy.

Policies usually have a table of cash

val ues.

Term insurance is cheap for

young, healthy individuals, but

its price will increase if it is

renewed when you are older.

513
Performance Indicators Basic Ski 11(s) Taxonomy

8.3.8 (cont.)

When you are young, the cost of

straight-life insurance is cheaper than term insurance, but the

premiums stay the sane as you grow

of der.

The premiums for limited-paynent

1 if e insurance are hi gher than

those for straight life insurance.

Premiums are higher for endowment insurance than for other

kinds of life insurance.

9. TAXES

Goal: Understanding the consumer's role and responsibilities in the local, state and federal tax

structure.

Specific Objective: 9.2 The student will have the knowledge to complete various tax forms and

schedul es.

Mathematics Contribution: The structure of all taxation systems is based on mathematics. This objective

is broadened to help the student understand tax rates and benefits.

Performance Indicators Basic Skill(s) Taxonomy

9.2.1 Change a decimal rate to a rate Multiplication Tax assessors put a value on eac:i

per $1, $100, or $1,000. piece of taxable property. This is

called the assessed valuation and is

expressed in a decimal form. To find

other bases, one can multiply the

decimal rate by $100, $1,000 100

cents or 1,000 mills.

9.2.2 Ccmpute the assessed value and the Percent, division,

tax for five pieces of property multiplication,

when the actual value, the assess- subtraction

5.1_4

Actual Value X Assessment Rate =

Assessed Val ue

51.5
Performance I ndi cators

9.2.2 (cont.)

ment rate, and the tax rate (per $100 as well as per $1 in mills) are given.

9.2.3 Income tax

Identify the information contained on a Wage and Tax Statement (Form W-2).

9.2.4 Using provided figures, complete

a 1040A Federal Income T Ix Form.

(Short form)

9.2.5 Using provided figures, complete

a 1040 Federal Income Tax Form.

(Long Form)

Basic Skill(s) Taxonomy

Practical problem

Practical problem

Practical probl em

262

Assessed

Value X Tax Rate per $100 = Property

100 Tax

When tax rate is given in mills, multiply tax rate per $1 in mills by

$.001.

A W-2 form may be obtained from the

office secretary or school account- ant.

This is best taught by providing the

students with a tax form which is

available from any IRS office.

Form 1040A may be used when the in- come is less than $20,000 (or $40,000

if married and filing a joint return), when the income is from wages, salaries, tips, and there is no more than

$400 in dividends or $400 in interest.

Deductions may not be itemized.

Tax forms are available from any IRS

office.

' Figure tax table income. Gross

income minus adjustments equals

adjusted gross income.

Figure taxable income. Total

deductions minus zero bracket

amount equals excess deductions.

Adjusted gross income minus excess

deductions equals taxable income.
Performance Indicators

9.2.5 (cont.)

10. CONSERVATION OF ENERGY AND RESOURCES

Basic SkillW Taxonomy

Use tax rate schedules X, Y or Z

to determine tax.

Goal: Increasing the student's core of information related to energy, ece.ogy, and economic issues

upon which students can base further inquiry, research and value 'Agnents.

Specific Objective: 10.3 The student will identify the interrelationship among energy, ecology, and

economic problems and solutions in terms ror the consumer. Mathematics Contribution: Energy and environmental problems are too often dealt with by people who have

an inadequate background in mathematics and science. Practical solutions are

dependent on people with a well rounded education.

Performance Indicators

10.3.1 Read an electric meter and

check an electric bill.

518

Basic Skill(s)

Practical problem

Taxoncmy

The electric meter measures electricity in kilowatt-hours (a kilowatt is

1000 watts). Watts measure the total

energy flowing in an electric circuit

at any manent. In reading an electric meter always record the smaller

number if the meter hand points between two numbers. The reading means

that number of kilowatt hours of

electricity have been used since the

meter was installed or since it

began measuring over again at 00000

kilowatt hours. To find the amount

of electricity used during the

previous month, subtract the

previous month's reading from the

current reading. The bill is then

computed by using a rate schedule.

519

263
Performance Indicators

10.3.2 Determine the cost of operating

10.3.5 Check a telephone bill for

10.3.3 Read a gas meter and check a gas

10.3.4 Read a water meter and check the

10.3.6 Use a checkerboard map to estimate mileage.

water bill.

bill.

three electrical appliances.

accuracy.

u

Practical problem

Basic Skill(s)

Practical probllm

Practical problem

Practical problem

Estimation

Taxonany

A 60-watt bulb means the bulb uses 60

watt-hours of electricity in one

hour. This is divided by 1000 to determine kilowatts. Appliances using

electric motors are rated in terms

of housepower (HP). One horsepower

is equal to 746 watts. To figure

cost set a price for each KWH ($.04

for instance).

Gas meter dials are read from left to

right and give a reading in cubic

feet. The reading is reported in

units of 100 cubic feet. The gas

used may be found by subtracting the

reading from the previous month from

the present reading. The bill is

made up from a rate table.

Water is measured by the gallon or

the cubic foot. The reading shows the

amount used since the last reading.

Charges are made using a rate table.

The bill should be checked for the

local service charge, charges for

long distance or toll calls (made by

direct dialing or with help and at

different times of the day and week),

additional calls and taxes. The local

telephone directory is a help in

looking at bills.

By placing a checkerboard with each

side of the squares representing a certain number of miles, under a

map, it is possible to estimate

distances.

5 21
Performance Indicators

10.3.7 Code large numbers which are used in relation to energy.

10.3.8 Interpret four linear graphs

containing energy and resource

Basic Skill(s)

Reading, interpreting

Reading, interpreting

graphs

10.3.9 Determine the potential savings Fractions

in two instances in fuel bills

by using house insulation.

Taxonany

Numbers are expressed first as a power of ten, then as a word, and

finally as a code. A chart of such

numbers may be found'in NSTA,

Energy, Environment Source Book.

Linear graphs, similar to those of

the stock market are used to give

visual representations. Examples to

be found include sources of pollutants; accidents from reactors,

energy uses in food, environmental

expenditures and an endless list.

Examples should include pie-graphs,

bar graphs, frequency histograms,

cumulative frequency curves, pictographs, profile curves, camponentparet bars.

Problems may be used which are drawn

from the following information:

the average uninsulated home uses

about 1600 gallons of fuel oil per

year.

a family may spend about 1/20th

of their income on energy.

a typical have with a roof area

of,114 square meters receive 837 x 10" joules of solar energy a year.

265
Mathematics for the Gifted

10. CONSERVATION OF ENERGY AND RESOURCES

Goal: Increasing the student's core of information related to energ

upon which students can base further inquiry, research and

Specific Objective: 10.3 The student will identify the interrelati

economic problems and solutions in terms

Basic Skill(s)

Constructing graphs

Performance Indicators

10.3.1 Design four linear graphs con- taining energy and resource informati on.

10.3.2 Interpret two senilogarithmic

graphs containing energy and

resource information.

10.3.3 Design two semilogarithmic

graphs containing energy and

resource information.

Reading, interpreting graphs

Constructing graphs

10.3.4 Interpret two semilogarithmic Reading, interpretgraphs in which displayed quanti- ing graphs

ties increase in value exponentially.

y, ecology, and economic issues

value judgments.

266

onship among energy, ecologyv, and

for the consumer.

Taxonomy

Word problems which may be derived

from sources such as NSTA, EnergyEnvironment Source Book may be used

for students to do their own graphs.

Even bettor are problems which use data from the local community. A

local energy office would be helpful

in supplying information.

These graphs are used when a quantity

changes during the period of concern by more than a factor of 10. To emphasize fluctuations when a quantity

spans a wide range equal distances

are used which are equivalent to

equal logarithms rather than equal

numbers.

The NSTA, Energy- Environment Source

Book is an excellent source of materillto graph. However, information

supplied by an energy office might

provide figures more "fun" to use.

When a quantity's net increase over a given period of time depends on its

size at the beginning of that period,

it grows exponentially with time.

525 524
267

Perfon0ance Indicators

10.3.4 (cont.)

10.3.5 Design two semilogarithmic

graphs containing energy and

resource infonmaticl.

10.3.6 Verify on a semilogarithmic

scale the time it takes for a quantity to double in size.

Basic Skill(s)

Constructing graphs

Reading, interpreting graphs

Using Mathematics to

project

Taxonomy

A N = rN

A t

when:

N = quantity growing with time

A N = the change in N

A t = the time period

r = the constant-percentage

increase during t t.

The exponential growth curve on a

semilog plot in a straight line is

preferred because it is easily projected or extended in either direction.

The energy office can supply excellent information to be used for these

graphs.

Doubling time is constant for exponential growth. Doubling time is an

important concept in studying energy

because many of the difficulties of

the energy crisis are due to the

doubling time of electric energy consumption which is 10 years--a short

time in which to build generating

facilities.

T double = 70 years

r percent per year

528 5 27
Performance Indicators Basic Skill(s)

10.3.7 Interpret two equations of pro- Proportion

porti onal ity.

10.3.8 Develop two formulas which

have a basis in proportionality.

Proporti on

Taxonomy

Proportionality tells us how one

quantity depends on another. For

exanpl e:

A m r2

when:

A = area of circle

r = radius

or E a "

when:

E = energy available

N = gasoline we have

To make an equation out of a proportionality a constant is needed.

Symbolizing the constant as k, the

area of a circle mAy be written as

Area (circle) = Kr'. Since K is

obviously Tr , we arrive at the formula:

A = r2.

In the proportion for gasoline and

energy the equation becomes:

Energy = K X N (gallons)

If energy is in Calories, then K=

33,000 Calories per gallon and the

equation becomes:

E (Calories) = 33,000 Calories X N

g gallons

Then, if N = 10:

E = 3.3 X 105 or .33M Calories

5°`i

268

528
Performance Indicators

10.3.9 Determine the amount of energy

saved in two instances by wise

us age.

10.3.10 Determine, the increase and decrease in two energy consumption

rates in personal and/or national situations.

530

Basic Skill (s)

Fractions, appl i cati o ns

Percents, applications

T:.xoncmy

Potential energy savings from low-cost

measures in 1977 (Fowler).

Q (1015 )

Method Calories

Thermostat Setback Heating

(68 day/60 night) .37

Water heating (120) .15

Air - conditioner .03

Reduce hot water use by 1/3 .12

Furnace tune-up .15

Air conditioning tune up .23

Sane information to help in development

of probl ems:

Emission control standards for cars

manufactured since 1970 require that

carbon dioxide in exhaust funes

should not exceed 4%.

A 1974 car might, in a semple.,of

150,000 cubic centimeters (cn.3)

of exhaust contain 7,000 an" of

CO.

A drop in speed fran 70 mph to

50 mph increases gasoline mileage

by 20%.

In 1976 there were 500 tones

heated by solar energy. President

Carter proposed 2.5 million homes

be heated by solar energy by 1985.

53 1

269
Appendix

Page

1. Instructions for Making Instant Slides 270

2. Consumer Citizenship Grid

271

3. Description of the Slow Learner 274

4. Description of the Gifted Child

275

5. Selected References 277

Resources - General Listing Including Social Studies 277 Resources - Consumer English

280

Resources - Consumer Science 281 Resources - Consumer Mathematics

283 Resources - Consumer Catalogues 285 Resources - Agencies and Organizations 285 Resources - Audio Visuals

287

Instructions for Making Instant Slides

1. Divide page of paper into 2" X 2" squares.

For #127 slide holder, make inner squares of one and seven-sixteenths inch x one and seven-sixteenths inch.

Draw material on inner squares.

Run the master sheets through a transparency making machine.

Cut each frame on the lines for the outer space.

Put each section in a 6127 slide holder.

Seal with a hot iron.

Color if desired (colored pens may be used or diazo).

533

270

zoo
271

COTISI11111 CITIZENSHIP MID carcerut t: Tin lc 11014111LS in th.PlietP14,,

OM: tinier standing the nature of the ball,. econtralc probl,m of sear/ fly where people, with tall halted wants and needs, 11r. In a geld ea Malted resources. Social Specific Ob ectIse Math English Studies Silence

1.1 The student wIll be ahle to Identify and emplain the basic elements ad the -- I I

contemporary err Iran market Systen. 1.2 The student wIll dendoe an arrreness the IntoractIcn between supply, and I I

the prIceofthandon. 1.3 The student wIll understand he. Clnt.e.Cr deelttOnS .thenfe the use of caw. I I

tonal resources to amlaite satisfartion. 1.4 the student will swrderstard that each reamed, decision wade Involves c Sw. LSI .. trole-off. 1.S the student .111 understand On 1.t...lepondnt nature of the owlet system. COMMENT 2: Credit COM: Unlerstandlei that reedit properly used it a tool to reach eonnslc gnats. 2.1 The Student .111 Identify the role cd credit In ref WM.' annoy IIIVIVITent.

7.? Me Student rcognire types, 'votes and costs of ',edit for different purposes. 2.3 fhe student alit understand the benefits of establishing a snood Ilt rating.

I I

2.4 the ;talent .111 wnderstand the us. of cretin In teems nit present and future 1 1 nerds, wants, n...1Sn and Income. 7.5 the student .111 understand the decisions thst tu.e Into plan Influen,Ing I I

borrowing, 7.4 lie student WI he war. of the rhanlea inherent In the cser us. of credit. I

MOWN! 1: Comm., I ../Trotectino MAI : Irareasing the students' understanding and trawled? of their toile as (Onstetf. especially IM legal rights aM responsibilittnt that insure the bargaining posor of all parties. 3.1 the student .111 he aide to rwirwst and the lassie Iretenls of a rnntrast:

nffer, acceptant, and rnnsIdratire and ontnal agrenment. 3.7 lie student .111 unArsitand tit. need fee social contrnls, e.g., warranties and

commer Imes, relalive to credit, deceptfre trade practices, truth.

tntending, and debt collection.

1,3 the student alit heenn sr...tainted with arrnries of radect Ion from fraudulent COMIPee telMarS. 3.4 the Student will herr., arguainted .I tit 'runtimee remedies for contratt and tort pit Mil non 3.5 The Student .111 be able to der In rtated terns Intl:piing the following: collateral, ennaltlenal, default, drlInIng balance, oroalssney note, dis- counted loan, Installment !style.; and rrnssessinn.

a

filIVINENI I: ending chills (Cheating and Sayings Arrnunts) COM: Understanding tit. role of bud in7 and lending Institut Inns as the Irldge Art...en %%%%%% and borirnrers,

thns. osylne and taring money, 4.1 The stHent will Identify the rliffra.cs hrhwon sayings and lending agencies

dad 11,w Varlret smolt,, Prnrided by exit.

'Jo.'.

°
(tele0d111 4 (cont.): linking Skills (Checking and Saviscs Accounts)

Specific objective Senial Math tallish Studies Science

4.2 the student will understand the cervices provided by a bent or Sestnis and

Icwllng lestItutiom. 4.3 the student will learn boo to select a bank or savings arid lending Institution. --

4.a the student will know the miteStinIct and espoollbillties of atalmialning e C X checking account.

4.5 Ile student 111 know how to develop a sound tartness plan. 2 7 2

See 4.1

S: CospirlsonShnpplerg for goods and Services

GOAL: Developing the skills. understandings and techniques of sound shnprong habits for goods and services.

5.1 The student will be able to differentiate between %pulse boring and caparison 7 X

shopping.

5.2 The Student will understand the basic provistons and responsibilities contained

to warranties ood guarantees. S.3 11e student util be able to Identify the different method% used by producers X X and retailers to alert than to camps/allot value. e.g.. unit :tactful.

labeling. advertising. store Mandl.. sales. etc.

S.4 the %tiniest will Identify the different types of retail outlets available for

esearemers. S.S the student will apply the techntowes of (capacitive shoving when selecting

lerstceS. e.g.. Insurance. health services. credit. recreation. etc. comruicc 6: AdvertIsine and Our Society

0101: Ile student .111 be Able to recut/rite and dIscriolnite between infommitanil advertising, telling

olds, and mottvitces which wet the needs, saints and Interests of the consumer.

6.1 Students will gala aa understanding of the purposes and technic/as of adver. thing.

Students will be able to Identify consumer needs. wants and tnierests based an i X valwes.

6:2 6.3 Students will be able to tempt:, and cetepirtte neatened appeals In adver. I thing.

6.4 Students will be able to identify sod classify oollvattcral tethnIspe In X X advertlitog. 6.5 StJents will be Allele Identify propogendi technigees used In advertising

In all types of media. 6.6 Students will be Alt to tdentify inIcuseslonal sources of ehrertIsing: es. X classified ads. Periodicals, educational rualrlats from business. Industry, and professional a/Imitations.

CCMIKINII? 7: Responsible !twirling OA: Developing the ability and concept of vettonil brig/tins to tattier the oasts and needs of groups end

Individuals.

7.1 The student will tn.:attend the value of tie budgeting process. X

7.2 the student will understand the intetrelationshIPs along the budgeting of X

tine, energy and sooner. 7.3 the student will ideally the slips Involved In constructing a personal budget.

2.4 the student will understand the a...hiiica of setting up a record beeps.* X

system.

rI

272
MIME I 273 melt", %JO, 6.'hrt1.1

Sotto! 11211111se H,th Inissh Studies Science

1.5 the student .111 be suet of the nerd for flealble 1...rtjetIni due to changes

In the 'tonne,. personal Ilfe style and family. 1.6 lie student iedersled the (gusto:cues of unstnrul todoet practices.

0.0traill 8: insurance WAL: Ufateritilkting the Intent Insurance In KTIoloihIng roosts:al end foxily set:city.

4.1 Mt student undefstunt the unde.lyIng principles. of Insureue.

1.2 De stu4s-ct wilt Identify tl.e winos typal. of Insurance and define the area.

4.) the stelent 111 undertlan.1 hat to lent the tuopany. type of coverage., and

level of to.trage. 4.4 the student will orntecUand Ile fel atIons1.1p hotreen thaolIng Mundt! states and need for Ins.toott cave. age. 6.S Ice Itudont .111 .leerlop an underttandino of the %%natatory and lanpsot of

Insurance a/cements. 6.6 the student will lanterslud ai.tt constitutes a legitleate ciao* ant the pro:e- dge for Ming.

lhe student .111 tnust mare d lwr. they ton stet a "seedy to ...satisfactory Clatpanyfwei..ior pratilteS.

I I

I

I

I

II

I

triefernin 1: tarn

MK: thsl,S11.01"1 the trocount .nl. and re-:»ntlhilltl" In lb. Into% ylid and IntnaI Ian %trait.* o. 11.1 lh lvd.nt will undoraleof IN ror;nny for and Iyooi of tow: within 04, /1 fewi of oroorroont. 4.7 low tItotnnl will hove Ue linnotedor In rnapI.I Tit Inn% tat loon and trIonh.let. I

11.1 the theSnt .111 hn a.m. of An tot dollar% a". none In veryorl tatt00% vow . OA the alq.k.t Ali fn. ant" of :..ree.11y royout (1 'thirty tan usIsl Mow In !nine the tot strut.. In their test alaiolee. CcierOKRI 10: Cronertotlm of (error as.1 Resomr.%

OW: Intro/ding Ito Yttodent trio of InfontatIon rtlattd to onntr. ornIft.yy Anil opeon.lr 1%1.-% :eon rldrh ttudrnts can ha:. forth" loonley. a AM nate. polo...of t .

111.1 De 11.4ent .111.4 relre en Torginnet of rholl.lny% fatly Ifo. VA. Said Ito 1

finIen:Tfot folnly Ind otonetTlia.

10.7 Ho. 'talent 011 9alo N. nodnrstuhllny how supply and &went alfert% ono...1y. I

Includle. It% %..." en, pattern% of war, and croull.td rtin, ruttnu.

10.1 !Iv Ili/4.M will Identity the InterrelatIonshle uTion onotqy. rioting. and 0 X X

'Claret ernhlou and solution% In tones fur the "wooer.

10.4 Ile ttudrot a% a tonSuerc will sate an ItelltIcloal plan of uttro In help In I / ng yrohinet floTKPOiTti by nervy thwtaint. Introit in the onalae.nt. val related "Interns.

10.5 the Stelent will betray. awe of alternate. %mete% of evenoy and thole us. I I for the future.

536
271+

THE SLOW LEARNER

This Guide contains sane learning experiences which

variation in the capabilities of these

might be used with the slow learner. Because of the wide students (learning disabled, emotionally disturbed, socially no attempt has been made to suggest which maladjusted)

of what each student is capable of doing.

performance indicators should be used. The teacher will be the judge The following description provides some understanding learner. of the slow

SOCIAL AWARENESS

Evelyn Deno (1978, p. 1) states, "Children classified as emotionally socially maladjusted in the classroom tend disturbed, learning disabled, or attributes or their actual capacities

to be defined more by so I expectations than by their personal

who exhibit the kinds of behavior that result

to function outside the school situation. We cannot assume that children in such classifications conditions or at will behave the sane way under all every developmental stage; nor can we assume that their by adults or children." A slow learner's social behaviors will be viewed in the sane way awareness may be of little significance. popularity can be a most pressing concern. On the other hand, A teacher of slow learners becomes absorbed in social well as intellectual education. education as The concept of mainstreaming allows the slow learner how successful children cope. the opportunity to notice It provides social awareness in an informal way.

UNREALISTIC EXPECTATIONS

A teacher must first recognize that the slow learner has these ways for The better will effectively individual ways of coping with problems. Changing add to the total education of the slow learner. simple and flexible since the slow learner Goals should be may exhibit attentional deficits, deficits and memory difficulties. imitation deficits, motivation All kinds of motivational techniques must be used for goals set by the teacher. realistic outcomes to Activities should be developed which provide for exercises are good since the slow learner a shorter attention span. Drill usually needs more practice techniques may be needed. in order to learn. More audio-visual

TEACHING CONSUMER EDUCATION

Many times consumer education cries, "let's reform."

lacks leadership skills. Terms which are exhilarating

This approach is not suitable for the slow learner who

to the average student (junk fearful reactions from food, loan shark) may induce the slow learner. A better approach in consumerism is to help the she can be a winner if a change in behavior student see how he or occurs. One positive example of consunerism for the slow learner is to learn where one can go for help or direction.

5 :3 7 5 1 J
THE SLOW LEARNER (cont.)

EXPERIENCE

275

The teacher will need to identify the consumer related experiences and consumer needs of the slow learner in

order to build on the student's background. For these students it is important to build on real life experiences

for today and avoid warnings about the future. Role playing can be quite effective, especially in instances

where field trips are not possible.

THE GIFTED CHILD

Some materials are contained in the Guide to help teachers who have gifted children in their classroom.

Because the degree of giftedness and even the area in which a child may be gifted varies considerably, no attempt

is made to determine exact activities for any single gifted student. Instead a variety of ideas is offered from

which selectioqc. can be made. It is assumed that the gifted child will receive adequate experiences to complete

the performance ndicators which the teacher selects. Some suggestions follow which may be helpful in

understanding the definition of giftedness used in this manual.

A DEFINITION

Traditionally, giftedness has meant a high IQ score. However, in recent years, this narrow definition has

been broadened to include high creativity and specific talents. It is the more broadened definition which is

used in-this manual. Also, rather than consider that a child is born with a "trait", and therefore a known

program can be devised for the child, the philosophy accepted here is that the child goes through sets of stages,

each stage succeeding the one before it. This is a developmental framework which leads to the selection of a

program directed toward particular kinds of excellence.

NONELITIST

It is suggested that there be an attitude that every child has some degree of giftedness. This broadened

definition inc' 'Is the intellectually gifted as well as students whose exceptional performance or potential is

in a single acau,Aic field, in creative or productive thinking, in visual or performing arts, in group leadership

skills or in areas of dance and athletics. Even with this broadened definition, some students will "outshine"

others, but every child deserves the opportunity to discover and express his own strengths. In addition the

recognition and support of giftedness needs to be done in a way to avoid hostility in those who are not as gifted.

539 540
THE GIFTED CHILD (cont.)

THE INTELLECTUALLY GIFTED

276

For this group of children knowledge is its own reward. The attention span is longer, the learning rate is faster and their potential for abstraction is greater. Their sensitivity is keener and their need for

exploration in depth is greater. Their drive for perfection may make them fearful of mistakes. For these people, new and challenging educational procedures are needed. It is a mistake, however, to think these students can go along on their own without educational guidance. The drop out rate for the gifted is three to five times greater than the rest of the population.

OTHER EORMS OF GIFTEDNESS

Other students may show higher ability in art. For these students it is often

a way that the student can convey the concept to another in an art form. The sane

higher ability in drama. Students with group leadership capabilities may use that

lessons, panel groups or debates for sane selected audience. Suggestions are made

may very well develop better ideas by watching what motivates each student.

541

possible to study concepts in

is true for a student with

talent in developing workshops,

in the Guide, but the teacher

5/10
RESOURCES -- GENERAL LISTING INCLUDING SOCIAL STUDIES

Acker ly, Sally and Riekes, Linda. Law In Action, 2nd. ed. St. Paul: West Publishing Canpany, 1981. A series of law related publications suitable for the study of consumer law iron grades 5-12.

Antell, Gerson and Walter Harris. Econonics for Everybody. 315 Hudson Street, New York, NY 10013: Amsco School Publications, Inc. 1900.

Force on Econalic Education providing Includes the basic topics called for by the National Task a foundation for the development of skills to both understand the social science of econanics and the everyday econanic world.

Arnold, John D.

1978.

Make Up Your Mind: The Seven Building Blocks to Better Decisions. New York: AMACOM,

Bittinger, Marvin. The Consumer Survival Book. Woodbury, NY: Barron's Educational Series, Inc. 1979. Written in a popular fashion with many book is concerned with buymanship and illustrations, problems and practical approaches this money management. High school and adult.

Bloom, Bertjenin S., Ed. Taxonomy of Educational Objectives. New York: David Md(ay Canpany, 1956.

Boyd, Fannie Lee and Stovall, Ruth. A Handbook of Consu... Education. Boston, MA: Inc., 1978.

Bywater, Sharon. Using a Checking Account and Insuring Yourself and Using Credit. Money Management. -Syracuse, New York: New Readers Press, 1980. Three of a series of money management books developed for the adult but equally learner.

Deno, Evelyn N. Educating Children With Emotional Learnin U.S. Office of Education, , ran No. o' and Behavior Problems.

Allyn and Bacon,

To the Point on

useful for the slow

Washi;'gton, D.C.,

Federal Reserve Bank oi' Philadelphia, Department of Consumer Affairs. Your Credit Ratin , How To Estab- lish and Use Credit and The Rule of '78 or What May Happen If You Pay Off t Loan armor. Splendid resources far the credit conscious consumer.

Fetterman, Elsie and Charles Klankin. Constmer Education in Practice. 605 Third Ave., New York, N.Y.: John Wiley & Sons, 1976.

Emphasis on consumer problems and fraud, govErrnent agencies, credit and housing. Suggested as a reference for grades 9-12.

Fetterman, Elsie and Newman, Chris.

East 12th St., NY. Consuner Credit. Consuner Education Casebook Series. Dept. CM, 7 Fairchild Books, 1980.

Cases are used to help the high school and adult student becone Involved in real consumer problems.

Finkelstein, Milton, Nltzburg, Arthur and Gelonnino, Gerald. Living in a Consumer's World. 50 West 23rd St., New York, N.Y. 10010: Globe Book Company, 1977. General consumer text. The basics of economics are taught through discussions of real life situations. A teaching guide accompanies the book. With a reading level of 5-6 the book is suggested for Junior and Senior high school.

Garman, E. Thomas and Eckert, Sidney. The Consumer's World. 50 West Kellogg Blvd., St. Paul, Minnesota 55165: West Publishing Co., 1978. "sections on dilemma's of the consumer and the functioning of the marketplace, effective buying of goods and services, end consumer planning for the future. Appendix includes places to seek

Would be appropriate for the gifted student.

redress. A paperback practicum-workbook accompanies the text. Suggested for grades 11-college.

543
Herbst, Judith, Muesser, Annie, Handel, Ruth. Real Life Consumer Economics. New York, NY., 1980. Scholastic Book Services,

Workbook type materials. Good for the slower learner, but also average student. suitable in many instances for the

Jel ley, Herbert M. and Herrmann,

1978.

Robert. 1221 Ave. of the Americas, New York: McGraw-Hill Book Co.,

High school consuners' education textbook. Suggested for grades 9-12.

Joint Council on Econanic Education. 1212 Avenue of the Americas, New York, NY. 10036. Teaching Per- sonal Economics In the Social Studies Curriculum, 1971.

Teaching a Course in Personal Economics, 1971.

Strategies for Teaching Economics: Basic Business and Consumer Education (Secondary), 1979.

Analyzing Tax Policy: A Rescurce Guide, 1979.

Analyzing Health Care Policy. A Resource Guide. 1977. The first of a series of resource guides tocusing on econcvnic-political analysis or contemporary public policies and Issues.

Kaskins, James. The Consumer Movement. 419 Park Avenue South, New York, NY 10016: Crown Publishers, 1975.

Emzhasizes what individuals can do to increase consumer awareness and effectively join the consumer movement. 'Suggested for grades 9-adult.

Kelly & Chamberlain. Survival: A Guide to Living on Your Own. 1221 Avenue of the Americas, New York, NY 10020: Webster Division, McGraw-Hill Book Company, 1378. A text to help students master skills necessary to deal with the everyday problems they will have to face as consuners, homemakers, and workers. Each chapter starts with a "Survival Quiz ". Teacher's Guide. Reading Level 7-8.

Levy, Leon; Feldman Robert and Seeserath Siumpson. The Consumer in the Marketplace. River Forest, Illinois: Plbnan Publishing Company, 1976.

Written with a personalized approach, the text consists of short .nstructional units. Wnrkbook available. Grades 7-12.

Linder, Bertram and Selzer, (din. You and the C-nsumer. New York: W.H. Sadl ler, Inc., 1973. A multi-disciplinary approach, with concepts drawn Iron all the social sciences, the business world and the home economics disciplines. Questions are used In the page margins to guide the readers thinking.

Maslow, A.H. Motivation and Personality. New Ynrk: Harper and Bros., 1954.

Maslow, A.H. (ed.) New Knowledge in Hunan Values. New York, NY: Harper and Row, 1959.

Miller, Roger. Economic Issues for Consumers. 50 W. Kellogg Blvd., St. Paul, MN 55165. West Publish- ing Co., 1981

A consumer education text written to draw the attention of the reader through innovative

presentations and detailed information on consumer issues. For example a chapter on "The Consumer Gets a Voice" is followed by Consumer Issue A: How to Get Help for Consumer Problems and Consumer Issue B: How to Use a Small Claims Court. An instructor's manual and a study guide accompany the

book.: for upper grades and cnllege. Would he appropriate for the gifted student and extremely useful as a teacher reference.

Oppenheim, Irene. Consumer Skills. Feoria, IL 61614: Chas. A Bennett Co., 1977. General Consumer Text. ciiiiaent guide and a Teacher's Guide are available. High schnnl.
Purgraski, Carolyn, MoraleS, Mary Lou and Kirkpatrick, Elaine. Sorting Out Money Values. 3154 Conventry ()rive, Bay City, ML 48706: CEM Conpany, 1980. A handbook for teachers with performance objectives, course outlines, worksheets and specific lesson plans with listed resources. Grading system also provided. A student packet of materials is available.

Raines, Magaret. Consuners' Management. Peoria, IL 61614: Chas. A. Bennet Co. Considerable dialFIT given to hone management and planning of time. Another part of the book deals with planning, spending, credit, saving, food, clothing, housing. Teacher's guide.

Rokeach, Milton. The Nature of Hunan Values. New York: The Free Press, 1973.

Sanpson, Roy, Morteson, William, Marienhoff, Ira and Anderson, Howard. The American Economy: Analysis, Issues, Principles. New York: Houghton Mifflin, 1975.

Schiller, Margery Kabot. Personal and Fanily Finance. Principles and Applications. Boston: Allen and Bacon, Inc., 1981.

Theories of personal finance with ideas for field testing the Implementation of these theories. Major topics for experimental learning are woven throughout the text. Upper high school and adult.

Schoenfeld, David and Natalia, Arthur. The Consumer and His Dollars. 75 Main Street, Dobbs Ferry, NY 10522: Oceana Publications, 1975.

Simon, Sidney, Howe, Leland and Kirschenbaun, Howard. Values Clarification. New York: Hart Publishing Company, Inc., 1972.

Spillman, Nancy; ed. Consuners: A Personal Plannina Reader. 50 West Kellogg Boulevard, St. Paul, Minnesota 55165: West Publishing Co., 1916.

Stein, Wendy and Weeks, Doug. Making a Budz.t. To the Point on Money Management. Syracuse, NY: New Readers Press, 1980.

This well illustrated publication, suitable for the slow learner, provides information on making a budget, balancing the budget and setting up a bill paying plan. Teacher's Guide is included.

Swagler, Roger M. Consuners and the Market. Lexington, MA: D.C. Heath and Cunpany, 1979. Application of basic principles of econonic analysis to the actual problems consumers face in the marketplace.

Tersitano, Frank. Econonics for the 03's. Coluabus, OH: Xerox Education Publications, 1980.

Tim Story of Money. Hospital Trust Corporation, Providence, Rhode Island 02903, 1901.

3ITTIable to help junior high school students understand how money works, how business works and how

America's economic system-called free enterprise-works. Available from the Corporate Camnunications Department, One Hospital Trust Plaza, Providence, Rhode Island 02903, 278-8148.

frooboff, Benjamin and Boyd, Fannie Lee. Personal Finance for Consumers. Morristown, NJ (17960: General Learning Press, 1976.

Interrelationships of spending, planning, values, goals, and resources are stressed. Designed to

help the student make his/her own decisions about personal money management.

11.5. Department of Commerce, Do You Know Your Economic ABC's? (Includes simplified explanation of Gross National Product and how iro717.7-tirs our economy). write to Superintendent of Docirnents, U.S. Governwent Printing Office, Washington, D.C. 20402.

Unger, Maurice and Harold Wolf. Personal Finance. Boston: Allyn and Bacon, 1973.

545
v

Wannke, Wyllie and Sellers. Consumer Decision Mating. 5101 Madison Road, Cincinnati, Ohio: South Western Publishing Co., 1$77.

A Jr./Sr. high school text Including chapters on the market, economics, crealt, money management,

insurance, housing and buying guides. A student supplernnet Is available shich offers many excellent exercises and quizzes.

Wish, John R., Steely, Donald and Trl tten, Stephen. The Consuner. The Art of Buying Wlsel . Englewood Cliffs, 4.1 07632: Prentice-Hall, 1978. Explores the relationship between the consuners and sellers in the market place and offers rules which provide guidelines for making purchases.

RESOU10ES -- CONSUMER ENGLISH

Coupled with the teacher's expertise knowing where examples of consulter education exist in literature, most modern textbooks presently used in the junior and senior high schools will add to the study of cnnstrner education for English stuoents.

Acker, David A. and Day, George S. Censumerlset: Search for the Consumer Interest, 3rd Ed. New York: The Free Press, Macmillan Publishing Canpany, Inc., 1978.

Forty-three articles on all aspects of consunerism provide a valuable collection of readings for

the advanced high school student.

Bibby. John F., Schur, Leon 14. and Watson, George G., Jr. Analyzing Goverment Regulation: A Resource Guide. Joint Council on Economic Education, 1212 Avenue or the /EFT- cas, New York, HY 1t16167rin TR.,---e are ten reading activities suitable for the high school student Included in this resource guide.

Burtness, Paul S., PhD and Clark, Alfred T., M.S. Ed. Effective English for Business Communication. Cincinnati: South- Western Publishing Co., 1980.

The main goat of this text and student manual supplies the student with as much help as possible to

Increase his /her ability to use English effectively In business.

Fetterman, Elsie and Newnan, Chris. Retail Purchase and Mail Order: Terms of Sale. Nov York: Fairchild Publications, 1979.

Each of the 20 case studies starts with a consumer complaint letter followed with a case summary. Suitable for high schoni English reading courses.

Greenspan, Nancy B. and Johnston, Wlillan L., Ed.D. Consulter Education in the English Curriculun. Center for Consumer Education Services, Edison, New'Jersey

This curriculum guide provides English teachers with a course of action to incorporated consumer education In the high school ciassroan.

Hook, J.N. and All. ileEtsentatl ye Performance Objectives for High School English: A Guide for

Teaching, Evaluating Planning. New YorElhe Ronald Press, 19/1.

How To Read Your Hale Phone Bill. Available fran the New York Telephone Canpany, 1095 Avenue of the Americas, New York, NY TOCi16.

Deillied with simplicity this pamphlet Is suitable for the slow learner.

Packard, Vance. The Hidden Persuaders. New York: David Md:ay Co., 1957 and The Status Seekers. New York: Pocketbooks, 959. ...._

These two books are examples of consumerism found In literature. Many such novels and major works of literature use aspects of consumerism In the main thane. The teacher's knowledge Is a vital resource to bring consumerism in literature ' the attention of her/his students.

e

. 546

 .
Starkey, Carolyn and Norgina Penn. Yam, The Buyer. New York: Globe Book Company, 1980.

A workbook written by a reading specialist and an English instructor.

This book stresses vocabulary and other reading skills in working wan consumer problems. Suitable for Junior High School or lower level high school students.

Briefing. 28. Rhode Island Coastal Resources Management Council Newsletter. The CRMC sponsors an

annua essay contest for junior high school students as well as a speakers' bureau that is

available upon request to groups and classes. Contact the office at 60 Davis Street, Providence,

02908. RESMICES CONSUMER SCIENCE

An Educator's Guide to the Three E's: Energy/Ecology/Economics. Sears Educator Resource Series. Sears Tower, Chicago, IL, 1978.

Suitable for the high school student this guide will help reveal the basic facts and misunderstand.

ings concerning the three E's.

Award Winning Energy Education Activities For Elementary end High School Teachers and Electrical

Energy: Science Activities in Energy and Factsheet. August. 1979, U.S. Department of Energy,

Technical Information Centei77-1576T1Ion 62, Oak Ridge, TN 77630. These booklets fit easily into standard courses of study and help to further student understanding

of important energy issues.

Physics Fran Science t'eacher's Workshop. New York: Parker Publishir; Co., Inc., 1972.

Included in this book are scores of creative, ready-to-use demonstrations for teaching high school physics and consumer science.

Chanlett, Emil T. Environmental Protection. New York: McGraw-Hill Book Company, 1979. This book is ha-PIM-to students seeking answers to environmental problems.

Copolos, Milton R., Ed. Energy PersRectives. Washington, D.C.: The Heritage ftmndatinn, 19711. This book addresses many of the current ptoblen. lacing energy usage.

Dwyer, Kathleen, Ed. Censurer Chemistry. Seattle: United Graphics Incorporated, 1977. This learning actIVR,57Ft7iFilTna to bring greater understanding to the chemistry :Went is filled with everyday consumer related experiences. Order from United Graphics, 1420 Howard St., Seattle, Washington 98122. Energy Conservation Resources For Education. Department of Industrial Education, Texas A. & M. University, College StatliiT717xE:7772.

The 13 chapters deal with one aspect of energy which includes technical ar.d scientific information plus activities for the lab or classroom In the middle and junior high school.

111,_Environmental Quality Index. An annual publication of the National Wildlife Magazine. lrtdeals with energy T4TeTation to tle environment and etiology. Available from the National Wildlife Federation, bkfcational Servicing, 1412 16th Street, N.W., Washington, D.C. 20036. Evans, Allan R. Enerff_tind Environment SAident Manual. New lianpshire: Cunpress. Inc., 1980. Filled with ui15i-dite information iniTT51.1--.strcl this book will serve as an excellent reference. Available from Cnmpress, Inc., P.O. Box 102, Wentworth, Nil 03282. Foster, Robert J. Geol y. Colunhus, Ohio: Charles E. Merrill Publishing Co., 1976.

Since geology is re ated to energy and raw materials, this book may be a helpful reference.

547
Fowler, John, Director. Energy-Environment Source Book. National Science Teachers Association, 1975.

This canprehensive guide is divided into two voiunes: Yolune 1: Energy, Society and the

Environment and Volune II: energy, Its Extraction Conversion and Use. Any science teacher who

wishes to incorporate the complex topic of energy into the classroom will find it extremely helpful.

Goode, Stephen. The Nuclear Energy Controversy. New York: Franklin Watts, Inc., 1980.

Holten, G., Rutherford, F.J., Watson, F.G. Project Physics. New York: Holt, Rinehart and Winston

Publishers, 1981.

A textbook and handbook which resulted from eight years as a curriculun development project. It makes physics easily understood and relevant.

Knight, Paul A. The Illustrated Guide to Hone Weatherization for Energy Savings. New York: Hemisphere

Publishing Corporation, 1980.

Kowalski, Stephen W., PhD. Consumer Education in the Science Curriculun. Center for Censurer Education

Services, 1972.

This curriculun clearly suggests ways in which a science teacher can relate consumers' knowledge to

a science progran. Available fron the Center for Consuner Zducatfon Services, New Jersey

Department of Education.

Kowalski, Stephen W., PhD. Consumer Science. Kendall Hunt Publishing Co., 2460 Kerper Boulevard,

Dubuque, Iowa 52001, 1974.

This text and laboratory manual uses everyday consumer products for science experiments from which

the students better understand the application of science to everyday lifi.

Krenz, Jerrold H. Energy: From Opulence to Sufficiency. New York: Praeger Publishers, 1980.

This book drama iron several topics to develop a large picture of energy-related problems.

Lapedes, David N., Ed. Encyclopedia of Energy. New York: McGraw-Hill Book Co., 1976.

This reference book is designed to help tne student, librarian, scientist, engineer, teacher and

lay reader with information on all aspects of energy.

Meyer, N.A. Handbook of Modern Experiments for High School Chemistry. New York: Parker Publishing

Co. Inc., 1972. There are 30 detailed experiments in this book which relate chemistry to daily life.

Mini Lessons From FDA. 1981. Seven topics are covered in these mini-lessons. Three pertain to science: nutrition, fond safety,

drug safety. Order tram Food and Drug Administration, 585 Commercial Street, Boston, MA 02109. Murphy, Janes T. and Smoot, Robert C. Physics: Principles and Problems. Colunbus, Ohio: Charles E. Merrill Publishing Co., 1977.

This textbook and tabeatory manual introduces basic physics concepts to students with a wide range

of interests. Office of Err-3y Cducatioa, University of Rhode Island, Kingston, RI 02881. Tel. (401) 792-2478 or

2644. Oonald F. Kirwan, Director.

Numerotr: resoucos and curriculum guides are available for science teachers'who wish to persue

energy ee Arrangnnents can be made to borrow special equionent for lab experiences dealing

with energy. Each year the office sponsors an energy conservation contest.

Purcell, Art, Ed. Waste Watchers Guide: A Citizens Handbook for Concerning Energy and Resources. New

York: Doubleday Canpany, Inc., 1980.

This consumers guide reveals the national problems of waste disposal.

5s8

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Science Teacher's Workshop. Best of General Science From Science Teacher's Workshop. New York:

Parker Publishing Co., Inc., 1972. This book presents a broad selection of innovative yet highly pract!,al activities and

demonstrations for teaching general science of which many can be related to consigner science.

Swat, Robert C. and Price, Jack. Chemistry: A Modern Course. Columbus, Ohio: Charles E. Merrill

Publishing Co., 1979.

This textbook and laboratory manual offers concepts and principles of chemistry in a logical order

to aid the student in his study of chemistry.

Solar Energy Project. U.S. Department of Energy, January, 1979.

The Solar Energy curriculum is available in seven packets fran the U.S. Department of Energy,

Technical Information Center, P.O. Box 62, Oak Ridge, TN 37830.

These materials include a Teacher's Guide and Support Material, a Solar Energy Text and classroom

activities divided into five areas: Junior High Science, Earth science, Biology, Chemistry and Physics and General Solar Topics.

Special Report in the Public Intigest. "Energy: Facing Up to the Problcm/Getting Town to Solutions," National Geographic, Februarf 1981.

U.S. Department of Energy. The office of Energy Information answers energy questions over the phone and also furnishes publications full of energy data. Write for information on the products and

services which the office provides. U.S. Department of Energy, Office of taergy Information Services EI-62, Forrestal Building, MS 2F-063, 1000 Independence Ave., S.W., Washington, D.C.

20585. RESOURCES CONSUMER MATHEMATICS Belstock, Alan and Smith, Gerald R. Consigner Mathematics. New York: McGraw Hill Bonk Ccrnpany, 1980. Many aspects of consumerism. All mathenatics required to deal with personal finance is included

and well defined. Suitable for an advanced junior high school group or high school.

8iiienger, Rudolph and Claassen. Mathematics for Consumer Survival. Mathematics Series 19111.

Prindle, Weber and Schmidt. GiFITACTIFFiow ability stiTERts.

fairbank, Roswell E. and Schultheis, Robert. Allied Business Mathematics. Cincinnati: South-Western

Publishing Co., 1900. !lough written for the business student, this book contains a great deal of material of interest to

the teacher of consumerism. Sections contain: Money Records, Metric Syston, Buying Problem, Borrowing Money, Saving and Investing, Hone Expenses, Transportation and Taxes. A teacher's

edition of problens is availahle.

Fairbank, Roswell E., Schulhels, Robert and Piper, Edward. Mathematics for the Consulter. 5101 Madison

Road, Cincinnati, Ohio; South Western Publishing Co., 197K

Covers all areas of consuncr education with required math commutation skills including the metric

cyst en.

Department of Consigner Affairs. Federal Reserve Bank of Philadelphia. fl.e Rule of 78's or What May

Happen When You Pay Off a Loan Carly.

Splendid resource To7INETn717Tyna as of paying a loan early.

Gne, William E. Consumer Mathematics. Net York, NY. Ilarcnurt, Prace and Javanich, 1979.

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Investors Information Kit. New York Exchange, Departure.- No. 1E, 11 Wall Street, New York, NY 10005.

Contains five booklets which cover the language of investing, the Big Board, understanding finance

statements, and bonds and preferred stocks.

Kravitz, Wallace and Brant, Vincent. Consulter Related Mathematics. New York: Won, Rinehard and Winston, 1976.

Basic mathematics skills in numbers, decimals, measurement, fractions and percents. Application

chapters follow including banking services, investments, buying and selling goods and services,

income and taxes, owning a car and ewning a home. Simple reading level. Book of Duplicating masters available.

Lazes, Roberta and Lang, Gertrude. Making Math Count. 5D West 23rd St., New York, NY: Globe Book

Company, Inc.

A review in computation skills presented in a 'life skills" setting. Part Dne asks students to

solve everyday problems. Part Two stresses on-the-job problems. Reading level is 4. The honk is

suggested for Junior and Senior Hilt School.

Locke, Flora N. Consumer Math: A Guide to Stretching Your Dollar. (Self Teaching Guides Series) 605

Third Avenue, New York, NY 10016, 197g.

Consumer information is combined with a variety of topics and appropriate math computations.

Mo Ore, J.B. It's In Your Interest: The Consumer Guide to Savings Accounts, 1976. San Francisco Consumer Action, 26 7th Street, San Francisco, California 41103.

Presents evidence that all financial institutions are about the sane" is not a true statement.

Builds a strong case for a truth-in-saving lam.

National Science Teachers Association. Mathematics in Energy. U.S. Department of Energy, Technical Information Center, P.D. Box 62, Cit.% Ridge, IN 37830.

Newton, David E. Math in everyday Life. A Workbook. Portland, Maine: J. Weston Watch.

Realistic exercises dealing with typical math-related forms and problems that people run into every

week. Teacher etiiiion available.

Price, Jack, Brown, Dlene, Charles, Michael and Clifford, Miriam Lien. Mathematics for Today's Consumer with Career Applications. Colunbus, Dhio: Charles E. Merrill Publishing Company, 1979. the book is made up of five units: Money Mmagement, Consumer Decisions, Useful Measures and Data,

Measurement and Estimation and Career Corner. There is also a Diagnostic Skills Review. The

reading level and mathematical skills required are low enough to be suitable for the lower student. Duplicating masters available.

Rosenberg, R. Robert and Risser, Joy. Consumer Math and You. New York: Gregg Division/McGraw-11111

Book Company, 1979.

Materials are at a fairly low reading level and problems are simple but extremely practical. Contents include, Earning and Budgeting, Banking and Credit, Living Expenses, Transportation and

Managing Money. An Activity Guide Is available.

Sobel, Max A. and Maletsky, Evan M. Essentials of Mathematics With Consumer Apj,lications. Lexington,

Mass. Ginn and Company, 1977.

the emphasis is mathematics, but at regular intervals consumer problems are introduced. The

authors state that the book is intended for those students at the secondary level who are not enrolled in a formal algebra-geometry sequence. The teachers edition contains excellent teaching

suggestions.

5 !:7, tr LI
RESOURCES -- CONSUMER CATALOOJES

Catalogue of Publications 1980. Available Cunsuner Product Safety Cannission, Roston Regional Office, 100 5.amieFI-Ereet71loom 1607, Best ), MA 02110. Tel. 617-223-5576. This catalogue lists the publications w: ich describe cartmon hazards associated with the use of consulter products. The srlence student will find this information helpful in conducting -.aboratory experiments or demonstrations.

Checklist.

MT the materials available in personal Joint Council on Economic Education, 1212 Avenue of the Americas, New York, NY 10036. and general econonics geared for the elementary, Junior and senior high and college levels.

Consumer Bibliography, May 1980. Available fran the Federal Trade Cannission, 150 Causeway Street, Boston, MA 02114.

This publication provides names of directories, manuals, lam and legislative sources, bibliographies and periodicals as well as FTC brochures.

Consumer Education Catalo'ue, March 1980. Available Iran the Federal Reserve Bank of Boston, Bank and Public Information Center, 600 Atlantic Avenue, Boston, MA 02106.

A description of publications, programs, and films suitable for the high school student.

Consumer's Resource Handbook, Decanber, 1979. Assistance in n-loWig the right source of help fran both governmental and nongovernmental sources

for satisfying problcms with products and services. It also includes a directory of Federal agencies giving brief descriptions of the services they offer. Included also is a list of state and local government offices. Write Consumer's Resource Handbook, Consumer Information Center, Dept. 532 G, Pueblo, Colorado 81009.

Constsmidor, Sabias Que7 Consumer, ()Id You Know? U.S. Department of Education, October, 1980. A bilingual guide for the Hispanic consuner, it emphasizes the, responsibility of each consuner to became informed of existing resources and to understand consuner laws, rights and methods of recourse. It provides information nn daily needs such as food, housing, health and transportation. Available fran the Executive Director, Consumer Affairs Council, 409 Old Executive Office Building, Washington, D.C. 20500.

Guide To Instructional Resources for Consuners' Education, 1977. Helpful references nriTTTIFETTFUPFlassronM, miter. Order fran Materials Request Desk, Roan 5624, R08-3, U.S. Office of Education, Washington, D.C. 20702.

Rhode Maps: Mapping Alternatives for Prcmising_Students Resource Guide, October, 1980. This guide prewVdes innaFTun Tr7- r.iZEers who design prograns and services for the gifted and talented student. Available from R.I. Department of Education, Information Services, 235 Promenade Street, Providence, RI 02908.

Social Studies School Service Cataiogue, 1901. Culver ilv-F.7-D) 711:7576.713-117t Available fran Social Studies School Service, 10,000 002, Culver City, CA 90230. This catalogue it filled with all the resources a social studies teacher could hope to find. suggested you request nne. It is

PISIMICES AGtNCIES AND ORGANIZATIONS

Journals, newsletters, monngraphs and catalogs are available from the organizations and agencies listed below. For all federal, state and Incal agencies refer to the Consumer's Resource Handbook listed under Resources -- Consumer Catalogues.

551
1

AFL-C10

Education Dept.

815-16th St.

Washington, D.C. 20006

American Council on Consumer Interests 162 Stanley Hall University of Missouri

Coluabia, MD 65211

American Dental Association

211 E. Ch leap Ave.

Chicago, 11 60611

American Hone Economics Association

.. 2010 Massachusetts Ave., NW Washirigton, D.C. 20036 .-

American Stock Exchange" 86 Trinity Place

New York. NY 10006

Association of Hone Appliance Manufacturers' 20 N. Wacker Dr.

Chicago, it. 60606

Better Business Bureaus, Inc.

1150 Seventeenth St.

Washington, D.C. 20036

Better Business Bureau of Rhode Island, Inc.

248 Weybosset Street

Providence, RI 02903

Cereal Institute, Inc. 135 Lasalle St.

Chicago, IL 60603

Dow Chemical Co.

P.O. Box 68511

Indianapolis, Indiana 46268

Federal Deposit Insurance Corporation

Office of Bank Customer Affairs

550 17th St., NW

Washington, D.C. 20429

Fund for Education in Economics

(Am. Bankers Assoc.)

1120 Connecticut Ave., NW

Washington, D.C. 20036

Future Cosiness Leaders of America

Phi Beta Lambda, Inc.

I908 Association Dr.

Reston, Virginia 22091

CERN - Consumer Education Resource Network 1555 Wilson Blvd., Suite 600 Rosslyn, Virginia 22209

Clamber of Cunmerce of the United States 1615 H St., NW

Washington, O.C. 20006

Changing Times Education Service 1729 H St.. NW

Washington, D.C. 20006

Citibank

Consumer Views

399 Park Ave.

New York, NY 10022

Consuner Credit Education Foundation National Consulter Finance Association 1000 Sixteenth St., SW

Washington, D.C. 20036

Cooperative information Center State Office, Kingston, RI 02881

Consulter Information Center

Pueblo, Colorado 81009

Consumer Union

256 Washington St. Mt. Vernon, NY 1D550

Credit News Bureau

P.O. Box 6596

Houston, TX 77005 Memphis St. University

Tennessee Consuner

Dept. of Office Adnin. timphis, IN 38152

Mobile Hone Manufacturers Association

P.D. E' t 201

Chantilly, Virginia

Sears, Roebuck and Co.

Consuner lnfonnation Services

Dept. 703-Public Relations Chicago, IL 60611

The Conference Board. inc.

85 Third Ave.

New York, NY 10022

U.S. Goverment Printing Office Superintendent of Doctments

Washington, D.C. 20402

552,

General Electricyllotpoint

Consuner Institute News

General Electric Company

Appliance Park

Louisville, Kentucky 40225

General Mills Consulter Center

P.O. Box 1113

Minneapolis, Minnesota 55440

Household Finance

Money Management Institute Mono Prudential P laza

Chicago, 11 60601

Institute of Life Insurance

277 Park Ave.

New York, NY 10017

J.C. Penney Company

Consumer Affairs Oept.

1302 Ave. of the Americas

New York, NY 10019

Kellogg Company

Dept. of Consuner Services 235 Porter Street

Battle Creek, MI 49016

Vitamin Information Bureau

383 Madison Ave.

New York. NY 10017
SPECIAL RESOURCES FOR ALGIO VISUALS Because of the magnitude of learning kits and audio vidual aids, it is suggested that you write to

major publishers for detailed information. A few addresses are Included here.

Changing Times

The Kiplinger Washington Editors, Inc.

1729 H. Street, NW

Washington, D.C. 20006 Educational Audio Visual, Inc.

Pleasantville, NY 10570 National Magazine Filmstrips

333 SW Park Ave. Portland, Oregon 97205

Parents Magazine Filmstrips Box 1000

Elmsford, NY 10523 The Center for the Humanities Communications Park Box 1000

Mount Kisco, NY 10549 Traveler's Life Insurance

40 Westminister

Providence, RI

5.'4