4*i****************************** · 'ED 117 527 %.. `DOCUMENT RESUME-CE; 006 201,TITLE. Home Economids Supplement to,the Consumer;Edueation. 0 Curriculum Guide for

'ED 117 527

% . .`DOCUMENT RESUME-

CE; 006 201

,TITLE Home Economids Supplement to,the Consumer;Edueation0 Curriculum Guide for Ohio, Grades K-12.

INSTITUTION Ohio State Dept. of Education, Columbus. Viv. o/f.. Vocational Home Economics. ,

'UB DATE Jul 71.NOTE .

6017.4-1zoi-DeIated documents, uee CS 006 .208-21-9T-For-"the consumer Education Curriculum Guide for OhioE-12. see. ED 066 354

,

EDRS PRICE MF-$0.83 HC-$3.50 Plus Postage.

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DESCRIPTORS Career Planning; Community Resources; Concept,Teaching; *Consumer Ecimolics; *Consumer Education.;*Curriculim-Guideb; Fatally Life; *Home,EconomicsEducation; Learning ACtivities; Money Management;*Secondary .Education; Teacher Developed Materials

ABSTRACTWritten by 90 vocational home economics teachers

during the consumer education vonkshops held at three Ohioinstitutions: Ashland College, Bowling Green_University, and- MiamiUniversit'y, the material included in the supplement is tO be used incombination with the Consumer Education Guide for Ohio, ,Grades, K-12.The'learning experiences are pertinent to the area of high schoolhome economics. The guide is organized win six sections, each dealing:

with one of the following"basic concepts: (t) economic system, 2)income proCarement, (3) consumer behavior determinants; (4) consumer

alternatives, (5) roles, rights;.and responsibilities, and (6) .

community resourdes. Several objectives-are included for eachsection. For each objective within a section, a table is preserfted%which lists concepts, grade level, suggested learning and 'evaluationexperiences, and suggested resources. names of participants atconsumer education warkshOps (90 vocational home economics teacherp)who developed the guide are .also included. (Author/MS)

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U.S. DEPARTMENT OrNEALTN,EDUCATION IL WELFARE

NATIONAL INSTITUTE OF °EDUcATION:

THIS DOCUMENT' HAS ".BEEN REFRO- 'DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATIONATING IT. PPINTIOF VIEW OR OPINIONS "STATED. do NOT NECESSARILY RfilaRE-SENT-OFFiCIALIJATIONAL INSTITUTE OF .'EDUCATION POSITION.OR POLICY.

V--

'HONE E'CO2OMICS SUPPLIFIENT°TO

CON`SUNDAR EDUCATION CURRICULUM GUIDE..

.

F O R :OHIO, GRADES K- 12

o

The material included in .supiplement is to be

used in combination with the coiiibmex; EducationGuide for Ohio, Grades K-12. This is a, compositeof learnIng experiences pertinent to the area of

' home economics written by ninety Vocational HomeEconomics teachers during the Consumer. EducationWorkshops held at Ashland College, Bowling GreenUniversity and Miami, University Awing July 1970

These one-week workshops 'were hel4 at each' university'sponsored jointly by the. Council for Featly FinancilEducation and the Consumer and Homemaking EducationSection of Vocational Education of the State Depart;ment of Education in

4.

4

O

b, Special recognwho served as

Director:

ition is given to the follping personsconsultants durin these workshops:

.

Dr..RAprt H. Mypro, Associate DeanSchool o1 Business AdministrationMiami University, Oxford, Ohio

Coordinator: Dr. I. Goble,, DirectorStudent TE6c4ng ServiceMiami University, oxford, Ohio

LocalsDirectors: Miami Ur}ttersity, Oxford, OhioProf Ssor Eileen S. ,GriceDc rtMent of Home Economics

B n :Greeri Universitye ProfeSsor June V. Skinner

Department of Home EconomicsAshland College, Ashland, Ohio/Proressor Gwen Cooke

Department of Home Economics/Consultants: Dr. J. FrO Giertz

Instructor of Economics School of BusinessMiami Ur4versity,. Oxford, Ohio

Professor, pan E. Huss ,Assist ht Professor Business Analysis.School. of Business , 4

Miami, Orliversity, Oxford, (OhioDr. jail 14 4 4a.ggar6, Professor of

Market kianag,e)inent, School of BusinessMiami yr5iversitY, 0)Fforcl, Ohio

O.Dr. Bruo oti. of onAssoc 'O. Professor FinanceSchoolr BusinessMiami niversity, Oxford, Ohio

6 Miss Gerldinet Olson '

Clothing pecialist Home Economics'COoper4tive Extension SerVice ofOhio State University, Columhus, Ohio

Dr. Robert C. SherwinAssiStant Professor SocialdgySchool of Arts & Science

.laam I University, Oxford, 0

4

Dmaing Green. Workshop

i:Ruth Bur*, Garaway H.S.*Angie Christy,' Fairfield Union H.S.*Janis Daniel, Watkins Memorial H.S.Elizabeth Verney, River K.S.

*Elizabeth-- Fraker, Hilltop HrS::Judy Hancock, Stryker kite]; .S".*am Houchins Tuslaw .

*Barbara Hughes, Auglaiza-Brown H.S.Etheleen Hugli, Canfield H.S.Lois IT1y, Stanbery Jr. H.S.

;:Raton Krupp,* f>92st Clinton H.S.

Censure, Lanning, Wapakoneta. H.S.<ledge Lugibihl, Carey H.S.

Mary McCoy,. Jackson Memorial H.S.0140e McGee, Scott H.S.

*Margery Caklief, Thomas 'Ewing Jr. H.S.Betty Jean Peters, DeVilbiss H.S.,*Deanna Radelaf, Ponta County JVS*Florence Russell, 'Napoleon H.S.Mary Sharrock, 13ryarr H.S.iavonne Scott, Penta County JVS4:-LaDonne. Stewart, Hardin*Northern H.S.Margaret Van Horn, Patrick Henry H.S.Janice Virag, Firelands H.S.

*Helen Wieldy,'' Archbold H.S.

*Helen Wilson, Tri-County JVSJane Wise, New Philadelphia H.S.

. Rita Yoolcm, Bsremont Ross H.S.

*Roberta Zachman, Sylvania H.S.

-4 ,*Carol Andrews, Nor thWestern 'H.S.*Joyce Brelmi, 'Gettysburg H.S.Auth Brown, Me.nchester H.S.--:Vary Concannorb, Hubbard H.S.Rose Mary Cool, Western H.S.*Rita Cramton, . Lynchburg-C lay if .S .

Helen Creed, Walnut Township H.S..-,A-Sharley Dailey, Huntington 'U.S.

/\Joan Barnhart, Trotwood-Madisson Jr. H.S.igarie Della Penna, effeirson Union H.S.

Marian Barnhart,. 14o gen H.S.*Mary Fauth,.-Ripley- noon:-Lewis.- H.S..

*Eloise Foster, Manchester H.S.''.:Alice .Fra.ntom,- Franklin-Monroe U.S..

Mabel Garst, Eaton H.S.

Ashland Workshop

Eloise Bishop, Chippewa H.S.Mary Lou Carpentef, Shenandoah H.S.Sara Dinsmore, Crestiriew H.S.Lilian Duncan, itApatlibThie's H.S.

-Merry_ Greenwood, Highland F.R. .

4I-Annabelle Frank, Buckeye Central H.S.*Etna HamMel, Lake H.S.Marguerite Hullingerie*. Franklin Jr.*Peggy.Jobe,P-unswialteH.S.*Ruth, Kardos, 14Arlington

*Florefice Knierim, Lucas-*Edna Mae krichbaum, Ontario H.S.Linda Lance, Roosevelt Jr. H.S.

*Phyllis McClure, Loudonville H.S.*Sharon Maxwell, Clear Fork H.S.iminia Mitchell, Smithville H.S.Mary Patrick, Midview H.S.*Eileen Plocher, Shelby Jr. H.S.*Evelyn Polloc?c, Bucyrus. H.S.

'Kay Porteus, Northmor H.S.*Sharon Robertson, Utica H.S.*Ellen Scpiefer, Wynford H.S.-,l*Arlene Schnell, WaynedaleSharon. Snavely, Crestline H.S.

'*Marie Sterbenz, Olmsted Falls U.S.*Constance Updike, Wooster.H.S.*Betty Weaver, Colonel Crawford H.S.Jane Throcicmorton, Mt. Vernon H.S.

*Susan Wilson, Centerburg H.S.*Dorothy Wagner, Ashland H.S.

Miami University Workshop

4

*Dorothy Heidleba.ugh, Hendon -Union H.S.

*Eunice Hood, West Jr. H.S.*Marilyn Huntoon, Madison Township H.S.*Hilda Kuhlmanv. National Trail H.S.Shirley Kuch, Valley View H.S.Catherine lIcCollam, Wellsville H.S.

*Mary K. Miller, Twin Valley North U.Sernice Nuzum, Coshocton U.S.

*Carolyn 0113ryan, Anderson H.S.Q.mna,Hendrix, West Union H.S.-

*Mary Radford, Waverly H.S.Arlene Rapp, Piketon HvS.

iViriem Steen, Jefferson Union H.S.*Anita Todorov, Princeton H.S.*Joyce Wilhelm, alawanda H.S.*Julia Wilson, alley- View H.S.

OBJECTIVE:, Thb -student lists, and defines the identifiable charabteristicsandgoals-inberent-i-n-the-eConomic dystem.; '

.

Concepts -Suggested Learning and"

Grade Level Evaluatien,EXperienCes

List and discuss localservices that can beutilized,by this group.(Parke, pool,-library, etc.)

Video tape or taperAhe CityService Director or Council'President's speech on local°services gnd their benefits"to the comtunity.

46.

Video tape or tape (soEconomics and, other classescan ,utilize) he City pr,

County Treasurers report-'-'Where our tax money goes."

Characteristics and-. Home Ec. Igoals Family

Living

Home Ee. IV'Family .

Living

Private oftership

AFree competitiveenterprise

Home Ec. IVFamilyLiving

SuggestedResources

O

Teaching gensumerEducation andFinancial Planning

Council for EmilyFinanbialEducation

Home EQ. IV .Have students' survey the NewspapersFamily . community for dual employ- Magazines

' Living iient, i.e, farmers who TV:specialsalso work in town, smallbusinessmen who sellinsurance at night,...etc.A .

Market 'system Home Ee. IV Have farmer or countyFamily extegsiog agent come inLiving * and describe farming ctiariges

over the years and'the.relationship of thits-and tteprofit motive. /

Obtain and have students fillout actual tax'forms.for a .

bypotheticalincoma.

Have students investigate hawsmall business is operated andhow they deal with others ouch /,as ,a small, hoine based business fl

might be studied i.e, seamstress,interior decorator, or repair ,

shop.

Profit motive

Growth

Fullemployment

lo

.Home Ec. IVFamily "'

Living

. FamilyLiving

Home Ec.III and IV

.:4Leargirig .experiences do not neces aril.y match concept they are oppositelearning experience-can-incorporate many concepts

1'

but one

ECONOMIC dSTERo

OITECUVE student recognizes the circular nature of the econorrqf and can inter -,

model-which-represents-the-flow of goodacorVice4-tmd:MPneY,.._

Concepts Giade LevelSuggested Learning andEvaluation Experiences

SuggePted,Resources

Circular flow of Home Diagram a flow to explain how Bookle0goods, services,and money

ClothingConstruction

ttie flow of specific goods "Keeping Our

operates Money Healthy"

-1710170-176*.`-if 1, Purchasing textile yard geode. Federal Reserve

Food 2. Purchasing meat products! Bank of N.Y.Consumers

P ute1,2-1° - 3. Purchabing a-car.' .33 Liberty St.

Home tEe III N.Y., 10045

Money and',financialinstitutions

..).

Interdependericeof econoMicunits

GNP

FamilyLiving

Ec. HIV

Living


'Invite a banker to discuss bank-ing procedures: checkingaccounts, savings accounts,Christmas savings, credit cards,loans and installment credit.Difference between ::bank dnd asaliingd and loan, as well assuggestive learning experiencesfrom Guide.

$

SurVey number Of girls uhd'are'planning to work' after marriage -howmany ofqheir mothereyork now?

Discuss. or role play changes inthe family as% result of mother'working.

Assignment: students,discass withparents advantages and disadvan-tages of mother.v9pking. Havediscussion with stUante before° .

hand about using diplomacy inapproAhing the Abject with parents.

How does mother's working afect thelocal economy?' Diagrain: suggestions-might be babysitting, savingS, foodbudgets, loc4 businessmen, otherconsumers "keeping up with Joneses,"need for services, household andinvestments (might come back to thislater in unit as a means of summaryor evaluation testind).

4

Have a panel discussion consistingof working Mothers and non workingmothers or debate this issue.

ECONOMIC SYSTEM

OBJECTIVE: Student identifies the roles of government in the elognomy and isknowledgeable about his.rightt and responsibilitiep as a citizen to"promote appropriate legislation and services to the whole econow.

Concept6- Suggested Learning andEvaluation Experiences

SuggestedResources

Role of govprnment

' Legislator

Regulator Consumer.

Drip loyer

Consumer

Determiner offiscal andmonntary-policy

d.

Aame.Ec. IVFamily'

Living

Home Ec."GrowingToward 44

Maturity"

Conduct a study of governmenteducational bulletins relatedto home 3conomics.

Write letters to legislator orregulator of products and/or ,

bervices on-which legislation ispending,,,clon which laws Lavebeen,abused.

Have students And-newspaperarticles about the role ofgovernment plays related to thehome and family (almost an areaof homd economics would be coveredhere)" ,-

Have social security representa-tive visit ana discuss-applicationfor social security bards. andvarioue regulation°.

II Services and security at variouslevels of government are paid byvarious taxes - withholding,airect, social security - -list somecervices and securitiesravailable.

Aegulations and standards are setby go'vernment for the benefit andprotection of the coneuter such asfood and interest paid for borrowedmoney. Have study of label sealsof such items as electric clocks,fabriqs, and food.to.show'producthas met oriecific laws.

Look for current newspaper itemsconcerning findings of rm.

Discuss types of.government j0obopportunities not li:#ted to

' college graduates.

Ask students to l s as many commoditiesas they can think of that are paid forby-government - lunch program, -hospitalcare, surplus and military.

Home Ec.III, IVFamilyLiving

Ii115.118FJAWSIII. 1.00INESW_ _ _

Check withCivil Service

9.

OBJECTIVE: Stlident differentiates the effects. of labor organizationsandi Wei:lessee on thezegebon and identifies their functions ;so 4 .

that heIcan relate their operation to his future roles. °

Corieepts Grade Level Suggested4oan:An' g andEvaluation Experiences Resources _

Labor andbusiness

1

Roles

Effects

. .Home Ec.III, Iv.

3

Home Ec.III or IV

Family

Iig

..... . ' ....

' I

.Discuss or rale play th97effectof fashion change Air. cycle(mini -inidi) on the econow(Teacher may introduce, subject. .4,11

by students bringing in andmodeling mothoros old dre ?s).

Select a particular* product ::06nsumer c 0such as a-eiar or an .appliance- Buying Guideand note features that are Better .Busineso

debigned to provide safety, 't Bureau ofconvenience, utility or improved Central Òhio,,

appearance, Inc,.

Discus? how improvements aredeveloped.

FYI representative from alocal busitiess or industry tellabout research on' products.

Have taped interviews to findout from informed. dealers or,

businessmen the improvementsmade on products - Example:microwave ovens, pollutioliitandards for cars.

Use consumer reports to checkpoints evaluated in prod!.wts.

Check azineS; aid newspaPers(includlng cartoons) for articleson rieW and improved products.

Nike a bulletin board fegturingsafety features- in-new products..

. . ....... , .

a

0° . . .

- . CBJECTIVE: '11/0 .ptudent differen iates the affects of labor organi2ations and

business° on the fleonomy and.identifies their functions so that

he can Zee ate their°. operation Ito his future roles.* ...

,

U4 ado- LeVel

err e EcII, IV

Family ,Living

0

o

o

Tome 1o. -TVPamirLiving

°Jok Training,

Seated _Learning and--Evaluation Experiences

..,,Suggocited.

Resources

Ask each student to bang inan article from a riagazip9 'which:

describes a new product '/ :medeveloped,. 0..disposable paper..garments. '

.

Screen class for eaamples_of neviProducts on market and bring someinto class for evaluation.

Take field_ trips to electric teompany,.

appliande stores., department stores .

Flaw merchant resat fronds, effects,

costs, akistomer satisfaction frem, new

pr-Oducts.C'S-

Collect advertisemeht on new productsand .evaluate. the leffectiveness of theadiertisementS Use r bulletin boardor flannel board.

A

31ave an employer, pars nne'ldirector, or represent tLvefrom .01.2io thployment 0 licete ,14' to class on respoh ibi;-

lities of the employee.

Have- a)representative oma local'union explain t e .

role of a union and .respon-pibilities of union mornb rs.

.1

q.NOMIC SYSTE4.

:OBJECTIVE: The.student ió knvledgeable about the effects gf'the earning,openqing, caving, and borrowing -habits. of consumers on,:blae economy.

Concepts.- oide Level Suggested Learning and

Eporierloes

_SuggestedResources

nuetuations- :Rem Ed.--mv --Additiqn-ic.the-case studied Houtehold Financein-the econohy ° FaMily from the Guide: 0 Filmstrips

LivingProsperity .1. ..An executive with a high

, income. ..

0

Employment

.

p roductivity

Xnflatir

.Deilatien

Recession

2. _Unskilled person whodoesn't belong to astrong

3. A. skilled-person who belongsto a strong labor union that-gets raises above the cost ofliying.

Have etudents plan an interviewwith these people using the taperecorder. flay to the class fordiscussion.

Have stUdents select items of inter-est tb them and-odipare prices ofthe smile items7of five years ago.

'Have the qtudents compare pricesduring a recession with -pricesbefore the recession to: demonstratethe effects of redession on theeconomy. Ike, cdhmon items.

O

<V

2CONONIC SYSTEU

OBJECTIVEL:ite student identif es the factors' which contribute to the` price

of a product or service as a basis for understanding cost andwage detcrmination..

ConoRpte_f_., Torii -Suggeqtecil-Learning-and

1va1uaon

Markets: Price Home Ec. IV Take students on a field trip

and Wage.\__ Family to ''a local bakery, cannery, dry

Determination. Living cleaning or beauty/shop todetermine haw expenditures of the

Factor market operation,affect prices chargedand wages earned.

Product market. .

,

.

'JAN 29 1976

'INMA PROCUREMENT

OBJECTIVE: The student idehtifies and'utilisesavailable resources in reachinghis goals in terms of his potential capabities and as a way to achieVb

t, personal satisfactions. ,

,..

COn6pts

Human resources

Time

Energy

Talent andability

Skills

Knowledge

Health

Interests,

Attitudes

TUrade Level.

Home Ec.

IV or-

FamilyLiving,

Home. 49'..

and IV

Home Ec.

-,-- Suggested LearnitgandEvaluation Experiences

Divitle the classvinto groupsto study: human resources.at

. different age levels or stagesof maturitychart common anduniquO human resources withinyour'class,'-plan ways ofdeveloping and/or improving .

Your on human.resources1 readam autobiography and list theihdividual human resources.Discuss desirable personalqHole play disagreeable person-alities and discuss hew these.could limit an,individual'on ajob or as a community leader.

9

Suggeste4Resources"

a y v

Ask students to make a listof the skills they possess.List skills they hope todevelop before marriage.

Have students select a hobbythat they have and developideas of how they might usethese hobbies te4earnmoneynow or in thefuture.

Have students keep a recordof time spent in leisure forone day: .How could this be. 'improved to make theiraleisuretime more constructive?

Invite the schobl nurse to. givea short talk on the importanceof good health and describe. ,'community health services.

Have students list attitudesand then have them check thosethey now possess.

".Select an attitude they mightitproye (perhaps use as a 'home

experience).

12

r;

OBJECTIVE: The student' identifies arid utilizes available resources in readhing

his goals in terms1 of his .potential capacities and as a :gay' to achieve.

, personal satisfactions.

Concepts diade LeVel:Sugges.p,ed.learning and

'Evaluation Experiences

Home Ec. IV t. nterview an, adult (mother orFamily reiglibor) to find out what isLiving her most scarce resource. Why?

c7j.SuggestedResourCes

Ask the students to list types.of :lark they personally knowsome (relatiVe or neighbor_ pursues

for income..

Have a pupil list the occupa-tions on a chalk board.From the list, categorize into.Areas of.unskilled ser4-'el4lledi skilled, technicalor professional occupations.When feasible determine wageor salary range 'for each group.

Financial resources.

Wages

Rent

Interest

Profit

Other

Honie Ec IV Using a' hypothetical Case,Family typical to your 'comMunity,

Living study the difference-betweengross salar and' take-home

pay What, makes Up_ the differ-

,. ence between these two amounts?

How is this'monesed?- DiscusstyPical rent; food costs, insui-ance Charges, etc.

Home EC !Jaye the class Write adI, II essay on_the possible ways to'

get or earn .money. Think in termsof Frays that are suitable 'and-unsuitableo:: ,-What effect does it,have ;on 4;.person and his community

to get money wrongfully ?,

Discuss :how earning =they right-fully beOters confidence and self--re,/±p.ned,

.Report On, he- amount one can expectfrOm various .investments. Discussthe =mint of inaterial resourceaccumulation as'it relates to the:amount di- individual -human resource.

IMO= PROCUREMENT

OBJECTIVE: The student identifies and utilizes. available 'resources in readhinghis goals in termsfof his potential capacities and as a may to achievepersonal swpisfactionse

'Conceqs

Community resources Home E II List the services available inyobr community. Compare thb

Service a cost of these .services with thetime it mould take you toado

Educational- ,them ypurself. lExample - abakery, laundry, or drycleaning.

Philanthropic

Assistance

Ore.de Level Suggested Learning and - , Suggested.

Evaluation Experiences Resourbes

Home Ec.I, II

Home. Eel,

II, III

.Discuss the impOrtance ofresponsiblecitizens in acommunity. Plan a community%activity. at local-rest homes,.county. homes or hospital (FHAor home experiences idea:also)"Adopt a grandparent."-Make a budget'for a' party. 0.aha party for-one,Of these groups,earn nonesi3 make a plan for.'spending it and have the party.

Have a contest to see who can-find"the most community resources in largecity telephone'book:

-..investigate. and report the resourcepotential of agencies in contestmentioned aboVe.Reliort on,howindiViduals can'tele.advantage of community resources,.Discuss return expectationOofagencies for:the use of theirresources.

14

'OBJECTIVE:

INCOME PROCUREMENT

The student explores, investigates, and selects an occupational areawhich he considers appropriate to his abilities and interests inorder to function in society.

Concepts Grade Level'Suggested Learning andEvaluation. Experiences

SuggestedResqurees

Requirements of a Home Ec. Ivocation or II

Ed cational training

Le gthA .lability',.

Fin clef costOpp rtunity costs

Personal

Skills and/or intel-lectual aptitudeHonesty,InitiativeLoyalty.

Industry'Degree o healthAcceptab e appear-.

anceAbility getalong with peopleAge

Time demands

On the jobOff the job

Financial

Plan debates to,simulatestudent's interest in the

'value of planning andpreParing for a Career. /

1. AaVaneedTeducation- andsuccess go hand-in--hand.

2. Quick success is betterthan'thorough training.The salary ie the most

- important thing in consid-ering a. job.

Marriage doei.not requirean education so girls donot need to go to school;

. 'Budgets are not practical..

. Time is more importantthan money.

WHave a-panel discussion con-cerning the characteristicsnecessary for'getting andkeeping a position.

. Home Ec. Ior II:

Home Ec.;

II

Educational costsMaterial costsSaIaryolages,benefits for employeesMiscellaneous

Benefits of a vocation

Have each student selecta career interest. Identifysome part-time jobs that wouldbe helpful in preparation forthis career.

S urvey the ctmmunity in whichyou live to-see if the carperyou have selected is neededin your area example

. beautician., If they are alreadyin surplus is thie a good,choice?

Predetermine interests of classmembers and arrange a visit toa local business where interestis shown by the studentfollowing manager for a day isan example.

1V

INCbME PHOWREONT

OBJECTIVE: The student explores, investigates, and seleCts'an ocbupational areawhich he considers appropriate to his abilities and interests inorder to function in-society.

Concepts grade Level Suggested' earning and c SuggestedEvaluation Experiedoes Resources

Monetary rewardsOccupational outlook

Perspnal satisfaction

Social standingWon-Material returnsEffect on hippiness Home hc.Contribution 'to societySecurirFringe benefits

Other cmsiderations,I.

MobilityFutureAdaptability tosimilar vocationsPhysical or mentalworkAgeSex .

Home Ec.

Necessity for retrainingWorking conditions.

Sources of informatipn

Local

SchoollibrarySpecialists.

Statejmoverament agenbiesFederal government agencies

ro

Hive a panel discussion made up IPof persOns knowledgeable in '

varying vocations .to discuss:their chosen career with the.students.

II Have slides prepared, if possible,of.studarip participating in an0.114.E. program and lefAirlslead discussion on the ski1ls',4aptitude,, and lOyilty that eachstudent-must:do to hOld their.particular job.

II Students conduct a-Mock interview..Girls play the role of personnelmanager and interviet.' pro ve

employee.

a

r

I

12C011:E PAOCPRZIENT

OBJECTIVE: student ideritiffert and examines. piri:vate.,and public agencies on the -

local, state and national levels which will.enable him to securecontinuous eftcation:and training in Order to achieve pereenalPotion and self fulfillment. ,

Concepts

a.

.Grade Level Suggested Learning and,. SuggestedEvaluation .Experiences. -.ReSource

Types of educationalagencies

0

"In- school

.Public

PrivateParochial

, .

Out-of-schoolYouth'organr.izationsAdult classes

/*

"'raining providedty 6 +

educational agencies Home Ed.,Preparation for ° IT, IIIfurther educationPreparation foremployment.Professional:Vocational-technicalApprenticeship .40,

Upgrading orrefresher coursesEnrichment ofleisure time

.

Home Ea. II Secure Anformation from .

technical :schools, beautyschools, business colleges,and other professions.. Explaintheir program study-and theproblems 'they have been forcedto solve to meet laws and d4aryiof person on the 406,

Home Ee. IV Invite an administrator to ex-plaih,adult classes in Your school*including, -cost, registration andcUrricultun.

Invite i counselor or.Principal''to.talk to.the class about avail-ible scholarships foOliSther.education.

As fen to study in small groups,nth t it costs' e taxpayers for eachat dent idscliool, what does :it costth 'student, haw much is, spent onbooks; supplies, building upkeep,

'salaries and insurance.,.

Ask each student to contact' andinterview several individuals asking 4'

them to relatellow'home economicstraining has affected the individual'ssuecess in job, procurement, social life,contribution to community and faMily

happiness.-Use.rebAlts of survey, far 'recognitionof values, flexibility, and pereonalsatisfactions.

'to

Sources of,InformationField tripsPrinted materialsGuidance counselorsCareer-daysResource people

Speakers from_the profession ona panel:. 'Mow to advance in a,profession."

04-

ncoNE PR OCURDIENT

1 . ?

JECI VE: The student identifies acid examines privaWand public agenCies7on'the.local, state and national IeVela IYhich will enable him to secure:continue= education and-training in order to achieve personalfaction and self fulfillment.

Concept Grade Level , Sugeo 9ted Learning and SuggestedEvaluation tRReriences Resources

Admission requirementsPubltc edication

AgeResidencyPre-requisites

Private or parochialeducation

ApplicationAcceptance .

Payment of fees

Youth organizationsOpeninglin the,groupAgeIlembership fees..

Adultclasses-TuitionRegistrationSufficient, number'with similar -

interestSponsorship by

. educational orcommunity agency

ca ti

-Nake. a study or the types ofUpgrading and refresher coursesavailable in yOut community andother counitiee4or out»of-`school personnel.'

.

1.

N :. i cri g.

Investigate so 1\ es of assistancewhich: are availa 'e to students'

.'from companies, al bs, lodges,gc rnment veteran benefits 'andoth re.

18

a.

0

-IZICOME PROCUREMENT

4. .

OBJECTIVE: The student recognizes, explains, and accepts-the total effect thathis inO6me'procurementwill have on the individual, the family, the

-dotimunitys'and the society.

I

Concepts

Effects and resultsof decisions

Individual

Accomplishmentf goals

katiefaction

portunitycost

FamilyTncome levelStandard oflivingAccomplishmentof goals.

Opportunitycosts

CommunityProductionLabor forceGra4th'Betterment,

SocietyType of goodsand services.

r,produced

Amount ofgoods and 09r.vices p#oducedBalance'in theeconomy

Oracle Level

Home Be.' IVgamilyLiving

-Home Ec. ITS

FamilyLiving

Home Bc. IVFamilyLiving

Evaluating the effectsand results of decisionsAcceptance 'ofdecisionsRecognizes thedifficultiea ofchanging decisions

TimeFinancial

Suggested Learning andEvaluation Experiences'

Havb students interview a.-social vorkef to find outhow ,ho attempts to teachfamilies to manage theirincome better.

Have class draft a blueprintof the ideal house in whichthey would like .toRelate the assignment tothe economic area in whibhthe school is Iodated, beinsure the size of home andits oost are realistic.

Role play girls aucusgingformal drese2 drib girl contom-plating purchasing hers vs.another girl constructing an originalcreation. Points for discussionmight include value62, economics goalsand satisfactions obtained, and -

cost' involved.

SUggested-Resources

Read the 'Wait Ad" sectionof the paper. Which houseswould you want to inquire abut?.Formulate a criteria to use'iridetermidng what house to buyor rent. -

s renting vs. buying ahome the various incomelevel 2 and the life cyclefactor of the couple.-

.4*

. I

JAN 2976

J

CONSUMER BEHAVIOR DETERMINANTS

°OBJECTIVE; The student alters his consumer behavior when, he recognizes the needfor change through an identification of the varying influences which

0 affect his philosophy of decision'making.

I

eoneepts Grade LevelStggestea Learning andEvaluation Experiences

Suggested-Resources

Decis ion- makingAilosophy

a

Home Ec. IIIi Discuss: the importance ofIV - inaking.decisions pertainingFamily Liiing to,a'doupIels money manage-

ment to achieve maximumsatisfaction on a minimumbudget before they aremarried ,and how they mightuse the decision makingprocess to do so.

Have a panel discussionwith Students writingquestions beforehand formembers of the panel On'.cerning.dres40 spending,,cost and appropriate enter-,

taittent,on a date. Invitestudents of other 'gradelevels to join panel sostudents can compare anrswore,

Dome Ec. II CoMpaie convenience foodswith those fully preparedat home. Report on flavor,preparation 'time, cost,quality. DeterMine whichwould be the best buy undervarious conditions.

Home Ec.II

Influencing Factors

Goals

values

Activities

Wants

Home Ec. I,II, III, IV'Family Living/

Have the student selectpictures of objects shedesires and would buy.

.Rare the items in order ofimportance at the beginningof the unit and again atthe end of the unit to showany evidence of change.

20

r.

Your Guide forTeaching MoneyManagement, House-hold Finance Corp.,2965, PtudentiqlPlaza, Ch;, cage,

Illinois, 60601

Milhelms, Heimerl,,Jelley, ConsumerEconomics

_AMME R BEHAVIOR,DETERMIKANTS

OBJECTIVE: The student alters his consume* behavior when he recognizes the need

£or change through an identification of the varying influences which

affect his philosophy of decision,making.

-Concepts

1 IreGrade Level Evaluation ExPeriences

0.

Suggested Learning and Suggested;Resources(.

.. . .-Influencing Factors Home Be. I, A Savings Same: divide the Teaching,Consumer

II, III, IV class into two teams, the Education,.---....,-.Nee Family Living game is conducted, in six Kiplinge , pg. 25

3-minute rounds; at the be- .

,ginning of three of therounds, the teacher showsobjects that.seem to beworthy of saving, such asa dollar bill, an old book,a healthy, potted plant,

Habits a wearable piece of clothing)an unused envelope; at thebeginning of each of theother three rounds., theteapher,shows objects that.de,tot seem worth saving;

. ., suchaba bottle cap, a tin

can, a canceled postage stamp..iknqm each round, Team A isto write ae many reasons as

,,...-, ,

it can for saving the article,and Team B is to write as manyreasons.as it can for discard-ing, 6r using the article.The,team with the largest num-b° of sound reasons in itsbe lf wins the rounds-. Whenthe acne lo over, have a dis-

' cussion of decision magSpg,relating this to values, goals; .

and any other influencing factors.

Home Ec. IV Select amclass membei to lead a ......sligaiNfunalkolill

Family Living discussion on tangible and in- Time, bytangible goals. List some long Margaret Rainesrange goals foe high schoolstudents, discuss these goals.

Home Ec. Have a class auction of articlesIII III which class members might pun-

chaser. After the auction) haveelass members explain and ana-

.

lyze the factors which determinedtheir purchases.

Experiences?

Problem

notions

coNspysit BEHAVIOR DETERMINANTSCI.

fr

OBJECT104, The student alters ilia cOnsumer behavior when he recognizes t1 6 needfor change through an, identification of the varying infludnceS which

. affect his philosophy of decision making. "'.

Conceptb-

Influencing Factors

Goals

Values

Activities

Wants

. Needs

Grade Level

Home Ec..I

Experiences 'Home Be. r As each otudent come intothe room, hand him en-

ProblemsProbleMs velope containing se eraldollars of play mane

Emotions-

Tell him that this i hispay (or allowance) f r this

Habits week and that he w 'receivethis much avery, week in.definitely, or unticreases or stops, oyou are not sure. ow Willhe spend it? Do this at thebeginning of unit and evaluatagain ate unit is coming to aclose.

Suggested Le ruing andEvaluation F.eriences

Use 6artoon3 to depiap thefrustrations felt by., per-son who finds himself ina "trouble" situationbe.cadse hp didn't plan = ead.These can be projecte' nthe opaque projector' orclass discussion.

SuggestedResources

Teaching Consumer.Education and -

Financial Plan.111400 CpUncillor

Edudatia, TwinToWers,,Bilver:Springbi Md.,page0.36'-.Curriculum Guide

Family Living,for,a Course n

Champaign Sr.igh School, .

Champaign, Ill.,Pagb 81

Home Ea. TI

Home Ec. I

it in.

e

Discuss how and why your values You are a don,'are different fromfrolf±your friend. 'sumer of cloth-

. Imp Garrett ec.Ileum, Ginn &Company

.lace money ofnominations on cmay choose actorof money. 11 t"

cover values: iyour friend, orof the money?

ferent de-irs. Girlsng to amountek to die-it to be nears it the value

6

CONSUMER BE.H;LVIOR DE4R14INANTS

z%2he student alters his consumer behavior when'he recognizs the needktreurryainat -,, ,

. for change through an identification of the varying influences which/. affect his philosophy of decision making.

Concepts Grade Level. .

Suggested Learning andEvaluation Experiences

kAuggestedResources

ti

,fixifluenting Factors'

Home Ec.

"31

Goals

Values

Activities

Wants

Needs

Experiences

Problems

Emotions

Habits

,

Home Et.

Home Ec.

Ice a cake simply, and a .shoe box attractively.Letibtudents choose whichthey would, buy. .Mhen allhave chesen, cut into each'and see who invested wisely.

Choose a picture of a garmentthat a student wants to addto her wardrobe and have herexplain why she chose it.Break down the statementilbecaube x like itointo thedeei ;it-making process.

Have the student.jusiity*the selection of.a garmentor an accessory that he orshe *a wearing.

When students buy fabrictor a clothing construction°project, have them write.'or explailithis decision-making process in teims of,what they chos

Home Re. z. Give each stud t or groupof students a problem situa-tion related to dating, familyproblems, and peer groupstyped on a card. Justify ,

*debision*made by group orstudent to class. Class re-acts to their choice as learn-

g experiences.

2.3

Teaching Consumer'Education and'Financial Plan-law _Council for

Family FinancialEducation, TurinTowers, SilVerSprings,,Hd.

CONSUMER itEHAVICS DETERKENUM

I

k APJEGITVE: The stildentggnizes,satiefations which oboe *Om hiSConsuMer,'behavior .and show] empathy or other People who -make dect4enodifferent fecmbis'owii as a 'result of his identifYing and `'under -standing of the varyng influences which affOitjad Personalvaluea

. and -I

Filiiititeipt4lairiagett'Mon'eyTo gain an Un.derstanding.èf

4 h0-111t003,0ignE.344).("3. ofarri.4fm:toions

n '.440007.ent4

. Life Style

Peer Group

Socio-economiclevel

CUthteMS

. Quality of life

PsychologicalfactorsSeouritySex appeal .

'Self-satisfaction% .

Status Homo

Home El.II, III,FamilyLiving ,

Home Ec.III; IVFamilyLiving

Home Ec.

FamilyLiving

Institute.ofLife Insurance

;told PIeSogt am gy argue!). 12.121.1a°mummer

ace :01140tylYia :yowl ,1 Education

"110A t1iba0,epti, about "practicalo., Kiplingcr.PimpractiCalo gifts, a page ,3110.

fattierraind.6on,-have different

viewel! ham, ttesponsibieft ttpnon is trill,lotti;a3)' natters.

( Pratiatize .theli"ollowing through .

roleplayine a-family setting,up goal for7spending, an engdgedcouple establishing goals formarried family-decidingwhich of several goals will havetop priority.

.

I, , Invite foreign exchange studentsIV to discuss values and goals of

indiviOuals and families of theircountry.

Ask class committees to investigate. Your Guide.and report on one of following: for Teaching

values and goals in America-- Money

, yesterday, today, tqmorrow..the Management

'values of each citizen are the Money.

backbone of the nation-- values in Management

-the United States compared with Institute

Values in Europe0:Russia, Japan, . of House-

India, Africa, South America, hold Finance

Canada or any other area of the world.Corporation

.1)034tet A family's level of livingis chiefly-determined by size ofincome vs. a faidilyts level of living-is chiefly determined by values andgoals, 2

. CONSUMER BERWICU DETERMINANTSto

OBJECTIVE: The student re6ogniGes satisfactions which come from his consumerbehavior, and shown empathy for other people who'make decisions-dillerent from his ,awn as a result of his identifying and under-.standing 4 the 'varying influences which affect his personal valuesand goals.

. Concepts..- 0

Grade Level ouggested:Learning andEvaluation Experiences

I

Bore E04IV".

FamilyLiving ,

Home Ec.III, IVFamily

° gving

Horrie

III, IVFamily,-

Living

,

Home:E0.III, IVFamilyJiving,

Home Ea.Family'Living

Give test on values todetermine if Studentsrecognize that people.

lave different values.and goals.

Debate: Win individuallsvalues might be reflected bythe home he lives in fl "tiemoney he spends,'! "his plansfor the futur,e," "the activi-ties he enjoys," "the clotheshe wears," or "the people helikes.

AG a group discuss howvalues may be expressed whiledriving a car,' taking care ofa child,* shopping in a crowdedstord,.waiting for a bus,wwking in a store.

Visit many different typesof housing, in the area and,discuss advantages and dip-

,advantageo of each, main-'tenance coats; use of creditfor building, purchase orrepair. ,Use resource.neople(bankers, insurance, buildersto answer questions. `

IV 'aJ1rTr .tQcase study of twodifferent famil#-spendingpattern6. Discuss eachplan as it relates to theirvalues and,goals.

'Place on a bulletin boardtagavine pictures'under cap-tions: of Needs and Wants.Build Vocabulary conceptsfrom Guide for necessary andluxury:Wants as understandingof "differences" deVelop intnediscussion.

suggestedResources

Curriculum duidefor a Course inFamily LivingChampaign 13enimrHigh schoolChampaign, Ill.page -M.

Your. Guide forTeaching MoneyMan_ meat

HouseholdFianace Corp.,3,965, Prudential'Plaza, Chicago,Illingis 60601

Film: TroubleIn ParadiseInstitute ofLife Insurance1960

qpictimER BEHAVICIL D

. OBJECTIVE: The (student, recognizes satisfaetibehavior and chows empathy for ofdifferent frOm hi s own .a® a resin,

standing of the'varying influenceand goals.

MINIUM

ns which come from his consumerer people who 'make decisionsof his identifying and under-which affedt his perqonal values

Concepts Grade Level -

Home Ec. I.HomeManagement


.

Ha'6 students request alint of Wishes fromilachof the:fdllowing:-.youngfamily member, self,Parent, grandparent.Place onboard and,pointout differences in:"valuen.0'Have students write what theywish to accomplish in.the nextten yearn.Determine 4922acfroMthis list.

. .

Pass out $10 Play money'toeach student with this questionon the back. . "How would youspend this rimer?" Dismissdiffe.rences in valuer/, attitudesand objeope#,

Ash parents whir they boughtcertain items such as colorTV,,-Camerd,', carpeting. /

Make a cheek. list under typesof influences. -'(Physical wellbeing, creativity, social status,attractiveness,Saving, habit, learning,

. Suggested-Resources *

Mores In ConsumerBehavior.Frederick WebsterAtlanta EconomicsReview, Dec. l967

rra

:CONSUMER BEHAVICit DETERMINANTS

OEIJECTIVE: The student demonstra,tes he .can 'use his current resources to meet hisneeds and wants.,in a responsible and legal manner as a resat of hisunderstanding of the human and material resources which influenceconsumer behavior.

Concepts

ResourceMaterial

Service

Suggested Learning and Suggested'Evaluition veriences Resources

ome Ec. I ." Construct a mobile includingobjects representing the variousresources, both symbolically,and woightwise, to show howthey :toed to be balanced toachieve maximum satisfaction.

Ec .IV Invite a public relationsperson from the. Hetter BusinessBureau or from a departmentstore to explain the services

. available. Discuss how these ser-vices affect the prices ofcommodities.

H Be. Shopping and errand rally;II IV. make out or use real city

F ly maps; have a list of -thingsL ving to be done or purchaSed;

have a choice of places to1) go, a mileage key; haveparticipants do everythingusing the least amount oftime, energy, and money,:(This is a take off fromsport-car rallies)

Goods.

Marketing media,.

Advertising

Perional selling

H ='Ec. is Invite a. resource personII, III, IV to demonstrate the ideasF ly behind persuasive sellingsLi ng attractive packaging, and'

messages on labtgs.Have the students worktogether 'on a list ofideas entitled, "GettingYour Money's Worth."

Teaching ConsumerEducation and Finan-cial Planning-Councilfor. Family FinancialEducation-Twin TowersSilver Springs, Md.page SI

27

:CONSUMER BEHAVIOR DETERMINANTS

OBJECTIVE: The student demonstrates he can use his purrent resources to meet hisneeds and wants in a responsible and legal manner as a result of hisunderstanding of the human and material resources which influenceconsumer behavior.

Concepts Grade LevelSuggested. Learning andEvaluation Experiences

Home Ec. I, Make a supermarket exhibit.II, III, IV Cereal, tuna fish, butter,Family margarine, cocoa and choco-Living late syrups are excellent

examples of items to display.because'of We numerous brandson the market, and the packagingand price diversity. Inspectthe packages for sales appealinstead of weight and quality.Compare prices. Check the labelsfor essential product information:.Discuss brand preference versuscost.

SuggestedResources

Teaching ConsumerEducation andFinancial Planningpage 50

Home Ec. I, Have each student se/ect from Teaching Consumer/I, IV a newspaper or magazine an Education Ar---

appealing advertisement of a Financial PlanningLiving prdduct other than a food

product. Ask each to analyzehis advertisement by answeringsuch questions as:10 Do you like it? What

kind of appeal does ithave for you?

. What does the proauctcontain, andhow is it

,f made?3. Is the .moduct beneficial?

In what, way?

4. Does the item carry anyseals identifying itsquap.ty? If so, whatare they? Are theauthorities reliableand substantial?

5. What explanation ordescription indicatesthe degree of use=fullness?

6. Do any statements appearto be,evasive or misleading?Is the. produCt harmful

,.or dangerous? In what way?How do manufacturers know

a. what appeals to various agelevels?

28

S.

CONSUMER BEHAVIOR DETERMINANTS

OBJECTIVE: The student demonstrates he can use his current resources to meet his'needs and wants in a responsible and legal manner as. a result of his

understanding of the human,snd material resources which influenceconsumer behavior.

Concepts Grade Level Suggested Learning andEvaluation Experiences

. SuggestedResources

Home Be. Have small groups within 'the Hoskins, ConsumerII, III, IV, class prepare, and present Ed.: A Course of

Pcomercialsi for the group. Study

Judge the commercials as totheir effectiveness accordingto the Advertising Code of

.American Business

Human resources Home Ec. List goods and service's alAilableIII, IV to your family without spending

Skill Family money.Living

Knowledge Explain how ones human and materialresources influence one's choice

Talents of a career.

Time

Energy

29

CONSUMER ALTERNATIVES

OBJECTIVE: The student develops and recognizes the value of a flexible plan foi

his use of money when raking economic decisions among variousalternatives: - ICU

Concepts Grade LevelSuggested Learnihg and.Evaluation ExperienceS

MiggestedResources

Flexible uses of Home Ec. I,.money . II, III, Pr;

Planningconsiderations Home Ec. I,

II, III, IV.Resources

Values &Goals . Home Ec. IIII) III, IVFamilyLiving

'Wants & Needs

Factinfluencingpurchasng

c,?

Home Ec. I,II, III, IV

HeMetc.III, IVFamily Living

, .

Home Ec..II

Home Ec.III, IV

Give-examplep in which timeand'eneigy save money and viceversa.

Discuss resources that are-. available to individualsand families. Thcn'ellowstudents'to list r,:oouroes(on blackboard) ttb areUsed within a specificatiMe

. period such as lunch periodor a class period.

Rank the fol) owing items frommost important to. least importantclothing, gas andentertainment,(snacks, grooming.aids, hobbies, records, magazines,and books. Have clss: members'share thei ratings, to show

° individual differences in ValUeb.

Ask each student to read aboutlife of public figure he admires.Report on values and goals thatinfluenced his life.

'Use a case study to show conflibt()tone's goals and insufficientresources to reach goal by a giventime..

List examples of family needs thatwould be satisfied before indiyidualneeds and vice versa.

Have students check to see how manyareas or 'examples of 'advertising theyencounter in a day.

Use HFC film*"Your Shopping. Dollar."

- ,

II, / Take a survey to determine whyindiViduals buy a certain brand ofa selected product.

Use newspaper ads for coMparigOn shopping.

CONSUMER ALaERNATIVES

OBJECTIVE: The student develops and recognizes the value of a flexible plan for

his use of money when.making-econozad decisions among variousalternatives.

.

Grade Level Suggested Learning and Suggested

Evaluation Ekperiences

Home. Ec

III,, IVFamilYLiving

Factors, influencing Home Eo. TIpurchasing decisions. III or IV

Advertising

Economic Factors Home Ec. IVinvolved in pride Familydetermination. Living

Location andtype offacilities.

Home Ec.'III, IVFamilyLiving Q-

31

Rdleplay, "savings on:spepialWDetermine cost of using.cartotake. advantage of 'various welt-.

:end food specials. Uould-use any,ale itqaCpurchasedfor home) .

Brainstorm for the words phrasesand slogans used on TV to makepeople want to buy the productsadvertised.:.,List separately those

which:.1) Overstate the case2) misrepresent a product3).110e words.that sound good, Wt.:.

.are actually meaninglesssimply -used by famous person.

Do they question the information?Have each student prepare a "quickie"report defending or rejecting awell -known TV commercial..

o

Have students work together in"time to price similar iteMB,in a-store andone in-catalog.Then have each group trace the itemsfrom manufacture to consumer and-report the deagn, production, andmarketing of the two drawing con-clusions as to, why the differenceinkprice.

one

Set up a research committee tocompare prices charged by localstores and those charged by as-

(count stores. (Assign well -

advertised brands) Use the infor-mation for a panel discussion onthe advantages and disadvantagesof buying at discount stores.

Investigate and report on the -advantages and disadvantages 'ofbuying from mail order houses,discount stores, specialty shops,department stores,.chain stores,door-to-door salesmen.

O

e:

CONSUMER ALTERNATIVE

JECTIVEi The student develops and recognizes the. value of a flexible plan for. his use of money when making economic decisions among various

alternatiVes.

.COncepts

Method.of-Paying

Grade Level Suggested Learning and SuggestedEvaluatioWExperiencds Resources

Techniques foreffectivepurchasing,,

Home Ec.- III, IVFamilyLiving

Home Ec.FamilyLiving

Iv

tr

Home Ec. II,III; IV

Have students write a few detailedparagraphs about their point();view of buying on credit. They'could name things bought by theirfamily that otherwise could nothave been purchased. Invite opinionsabout the questions:

1) Should you always pay as you.do?

2) Is buying on credit real*a way of saving?

3) Is it always cheaper to paycash ?.

Compile a reader's guide on aspecific topic such asibuying aportable radio or a hair dryer.Tabulate recently published infor-maticin and buying guides.. Supple-ment with information'from companies,asoociaions, and ke it stores.Put togdeer all i ormation onewould need or could iise before makinga,purchaae. 6

Over a period of time have studentsbring in empty boxes,lcans and suchproducts purchased in the home tomake a supermarket exhibit. 'Arrange boxes to show haw "eappeal" can draW attention t roducts,to "empty calciries" are eye lung,convenience but expensive fo Ifoodsin Many forms and size ?,pack I.

Students could gain experienc nactual display techniques."

O

32

a

CONSUMEa ALTERNATIVES

OBJECTIVE: The student develoPS and recognizes the value of a flexible plan forhis use of money Alen making economic deciciOns among various ''

alternatives.

Concepts

Alternate Choices

Food

Factors affect,ing food :choices

Habit

Grade evel

Home Ec.T, II

Home Ec,

Nutritional and Home Ec.dietary values I, II

Consumerinformationand protection

Marketingtechniques

'Home Ec.III, IV.

Home Ec.I, II


SuggestedHesoUrceb

Examine diet of another cultureand discuss why certain foodîtems are more prevalent.

Discuss importance of familybackground, habits, compositionof family, and regionalinfluence on'food selection andpreparation.

"Your Food

Dollars"Money .

Management,ManagementInstitute

Compare peculiar eating habits often people. Investigate to deter-mine if this correlates with .asimilar practice in one or bothparents.

Survey the glaring omissions inthe diet of youth, especially teen-agesgirls. (Low in Iron, Calcium,Protein and Vitamin C)Se1P-analysis of a. dietary recordfor a week to determine if thestudent is low in one or More ofthese.Plan a weekly diet which would cor-rect any insufficient nutritionalfkd pattern.

Use an individual or-a panel ofpeople who have dietary problemsas a Rart of.the influence on foodselection dnd cost.

Assign claSs members each a.nutrient.In addition to reporting to the classthe funCtion of the nutrient, thestudent'Would also research and::identify expensive and less expensiVesources of it.

List or give skits on good and badshopping techniques,.

C."

CONSUMER ALTERNATIVFS

'OBJECTIVE:, The .student develops and recognizes the'value.of a flexible plan forhis use of money when making economic decisions among variousalternatives.

Concepts Grade Level Suggested Learning and Suggested.Evaluation EXperiences Resources

4

Home Ec. Survey five family's method ofIII, IV buying food supply. Develop at

least two different plans-for ownfamily. Determine the workabilityof each. (Time of week, how oftenper week, shopping list, plannedmenus, and such)..

Incomeland Plan, prepare and serve:Family Composition 1) a low-cost cooked breakfast

cereal.2) a ready-to-eat breakfast

cereal. .

Estimate the range of the total foodbudget which would necessitate orallow either of the two types.

Home Ec. I Compare the boot of different formsII, III, IV of the same .1'000 i.e., whole potatoes

french friesinstant mashed,

as well as dried, fresh frozen andcanned foods.

Home Ec,- IV

Home Ed .-

III; IV.

'Clothing HoMe,Ec.I, II

'Mardrobe Planning

Compare as to time, flavor, and costof preparing and serving fresh, canned,..frozen orange juice, etc.

Study protective regulations onlabeling, packaging, and handling offood. . Filmstrip

"The Haw.JUsing "How to Buy Food" packet from and 'Why ofNSDA, compare advertisements in .?:Packaging"'magazines, newspapers, or on TV. General

FoodsAssign students to take an inventoryof wardrobe. List those items stillusable and those no longer usable.Select items needed to complete ward-robe, secure estimates and mend thosein need of repair. Discuss in classguidelines for selecting new puqhases..

CONSUMER ALTFRISTIVES

OBJECTIVE: The ptudent develops and recogniseS the value of a flexible plan forhis use of money when making economic decisions among variousalternatives.

Concepts Grade LeVel Suggested Learning and SuggestedEvaluation Ekperiences Resources

Clothingselection andpurchasing

Home Ec. I Have'students divide into familygroups and give an example of ateenage gir116 spending. Includethe.amOunt of raoney.she. has to .

spend, her needs (clething),.herwants,. and a flexible plan formes4ing these.

Home Ec. II 'Samecas above except let each student.make a flexible spending plan for herwardrobe. She should consider herclothing, needs, money available, andhow she plans to use her.spending plan.

Home Et. II, Discuss ways to judge quality inIII, IV. clothing. Give examples of when

it would be wise tO buy top,medium or low quality' (garments onapproval helpful).

Care, maintenance Home Ea. IIand groomingaids

Consumerinformationand protections p

Home Eq..III, IV,.

FamilyLiving

Have different. groups collectwarranties, guarantees, seals,labels and tags from clothingpurchases and discuss them.

Your Guide forTeachingAloneyManagement

Take a field trip to a dry-cleaning establishment to learnabOutspot removing, cleaningprocebs, and pressing techniques.

'Hold a. panel discussion..6n theaid-and protection from thefollowing agencies:1) Better FabriC Testing Bureau2) American Institute on Laundry3YNational Consumer Retailer-Council.4)`ConsuMerResearob, Inc.5) Consumer's Union of.. the

Consider what can be "made" or "madeover" according to available resources.

. ,Compare time.- and -cost o.fmaking garmentsvs. time and price of buying.

Plan a schedule for-buying major items ofclothing such as vInter coats for a family,:

ri

COMM ALTERNATiVES

OBJECTIVE: 'The student develops and,recognizeo,the valte of a flexible plan., forhis use of money when-making economic-decisions among various c;4

alternatives.

Concepts.

Ho acing

Typos of*using.available

Grade Level/

Suggedted Learning and.Evaluation Experiences

Suggested'Resources

Factors influen-cing choice

Renting vs.wning

Financing, insur-ance, taxes

Maintenance

Moving

Home Ed.'III, IVFamilyLiving


Home Ec. IVFamilyplying

Q

Hooie Ec.

FamilyLiving

Take slide pictures of thehousing available in thecommunity including mobilehomes and present to class.Read the Iligaidt/UPt section ofthe Naper. Which houses- wouldyou !want to inquire about?. Why? =Wit} the students, formulate a. listoferXteria touoe in determining.what house to buy or rent.

°

Using abuzZ session, dincuse factors Yourinfluencing the choice of housing Guide Ste'throughout the family life cycle.. 'Teaching

. Money- ,

Invite a banker to class to ManagementdiscUss housing as, an inveatment.°

Invite a parent, countyertftnchip offiCiall nurserymanor custodian to discuss. problemsand costs of maintenance of a 'hempor Wilding.

get informatiowon coats of U -haulandmoving pompanieaT, 'AGMSadvantagesand disadvantages of each.

IV Develop a Set of ,guideltneato'fo4owwhen looking for a home to buy.

36

Have a panel or debate on rentingvs. home ouneiship..

Visit a home where remodeling is to ,bedone,:iflposeible visit after.remodeline,finished; discuss problems,of remodelingwith owner and also'costs if feasible.

CalcUlate costs of ownership, of a homefor a year using taxes, up-keep, insurance.

Use role playing to dramatize buyinga major piecelof fUrniture.

A

CCHSUMER ALTERNATIVES

OBJECTIVE: The student develops and recognizes the value of a flexible plan forhis use of. money when making economic decisions' among varioUs.altern&tives.

Concepts

Householdfurnishings and.equipment

Acquisition

Grade Level, Suggested Learning andEvaluation Experiences.

Home Ec, IVFamilyLiving

FinancingHome Be.

Service and III, IVmaintenance -Familycosts and Livingwarranties,

Transportation Home Ec. IVFamily

Costs (long and Livingshort term)

Auto ownership(financing,insurance, depreciation,service repair)

Savings 81 Investments

Investing inCharity -

Banking

Home Ep. IVFdmily


Suggested' Resources'

Newlyweds' arse planning t9 furnishtheir first apartment which alreadyhas the major appliances. They have$70 to spend. bing a.catalog pickwhat you would buy and state yourreasons for your selections.

.

tlaillexperiencp.in repairing andrefinishing household items. :,

-

Bide= what 11bedo.items can:safelyhe purchased for a home.

Have students determinewhere they ,

. would have td go or' call to get '',

service on household equipment.

Compare the cost of repairing smallappliances vs. buying anew one

Send a committee of students-totape an interview with a used carsalesman. Have the studentsthe questions before the trip.

Have a panel of high school boyswho have purchased cars discuss:financibg, upkeep, service andinsurance.

Invite secretaries apd/pr chairmen-of various charities to discusspurposes., direct_benefits and

'budget of the various organizations.

Illustrate with*bulletin board thedifferent types -of charities..

. Discuss teenage investments.

e

Tape 4BookletYour Guidefor Teadh-ing MoneyManagement-.

Consumer.

EducationPackage

Ask a' speaker tram one of ''the,, o

charities to discuSs the ways inwhich the money they receive is used(CROP.has a reasonably good film). :

Have a bank representative discusspurposes and Services of banks.-Debate: "Soon there will be no need to.carry -ca6h..11.'

-37

*

co is ALTCRIZTIVES

OBJECTIVE: The student develops and recognizeb the value of a flexikeplan forhis use ofmoney when making economic decisions among variousslternatiyes:

0.

Concepts Grade Level Suggested Learning and SuggestedEvaluation Experiences Resources

Credit Home Ec. IV. Assign students to find Ws TransparenciesFamily sources of lean creditin . "Credit"

sources & kinds LiVing the community and. compare Film "Li' ges ,

sources for identical loans Giant" AssociatedUse and abuse in,terms of security re- Filiis

quired, rate, payments andcost lengthilE

.time..

contracts.

,patterns forthe future

Invite aaw'yer, judgel'orbanker to discuss the conse- Guidelines forquences of a failure to meet Consumer Educationfinancial obligations:

.

_-,

Discuss how credit capacityand uses for credit changes withthe family life, cycle. Discuss ""

same for instalment buying.. -

Study and discuss the question:"Irconsymer credit were nolonger available, how would itaffect family levels, of living,the economy, business and youpersonally ?"

Discuss 'What is the future ofmoney ?" and 'Will money event-ually be obsolete ?" Consider and'list those things that cannotbe purchased on credit;4

0Take a field trip to the localcredit bureau.

Discuss the meaning of "Truth inlending" bill and how it efl'ectsour credit.

Have students make contacts toHome Ec. IV determine Interest rates onFamily credit. And how credit can beLiving obtained. (Perhaps this-could

be done through committee workwith in-depth study 'Of creditat department stores)

38

CONSUMER ALTERN&TIVES

OBJECTIVE: The student develops and recognizes the value of a. flexible.plan forhis use 91. money when making economic dedisiono among variousalternatives.

Contepts Grade Level Suggested Learning and SUggesEvaluation Experiences , Resources

Service.

'Types available

Home'? Ec

III, IV

Home Ec. II,Procedures to. III, IVminimize servicingand repair: -ft,

!lope Ecf' IV

Health Care

care of aged

Ihsurance

Students prepare bulletin boardemphasizing "Consumer Protectionthrough Installation.and Main-tenance,.of Appliances."

List and discuss. appliancesthat do and do net need specialinstallation

Take'a:field trip to a local4431i9,pee store and.have theownar'or manager discuss main-tenance contracts and problemsof various appliances,:

Home Ea. 1,, Make a bulletin board ofcartoens .II, III, x -' that represent humorous problems

with installation, maintenanceor,service for appliances.

Compare advantages and disadvantagesof using services such as departmentstore credit, oil company credit,utility company personnil, countyextension personnel,. public healthnurse, state parks, libraries wherehidden costs- to the customersare involved.

Home Ea.III, IVFamilyLiving

Home Eo.II,

TII, ,ctr,

;Home Ed. Drrally

Take a ield trip to a rest homeor hospital to view facilities,discuss ste, application's andacceptance.

P

Determine services available inthe community such as public healthdepartment, free X-rays.

Discus's and stress the need to reviewfibib insurance periodicall.Tto be surenf sufficient coverage; importanceof age of children.

Collect inforMation of laws concerninginsurance regulation-for your state.

-'% 0.

, CONSUMER ALTERHATIM

4

OBJECTIVE: The student develops and recognizes the value of a flexible Plan forhis use of Money whemmaking Iconomio decisions- among,sVarieusalternatives.

-Concepts Oracle Level Suggested Learning andEvaluation Experiences

''Suggested

Resources

Retirement

Estates, Tails,Trusts .

Leisure Time

Home Ee.-

:214 IllFamilyLiving-

InyJitean insurance salesmandiscuss insurance types,

coot, needs at various timesdur g the family cycleStudents discuss and. decideinsurance needs for casestudy characters.

Discuss the importance ofconsidering the retirement

Plan in onnnec`tion withcareer selection.

Discuss when a financial plan*starts for a person or a family.

Home Ee. IV Invite a lawyer to discussFamily. Various laws, customs, estateLiving plannfhg, trust and wills.

Discuss other tines,when legaladvice might be needed.

Discuss various methods of travelIV considering all costs ouch as

motel, .tike involvemnt, food,gasoline, tickets, and tipping.

Home Ec.II, III,

Development of Familyand investing Livingin hobbies,talents, skills,and education

Booklet Wakingthe Most ofYour Money"Booklet "A Datewith your future"

Institute. ofLife Insurance

Investigate various types of luggageand kinds needed for various waysof.traveling.

Ask each Student to bring.ip_hobbyand discuss cost, interest and value-of .

Have aetudent Hobby Fair - havestudentsAemonistrate or illustratetheie0hobbies.

Discuss: the. need to develop hobbies

early in life.

40.

"ChangingTimes"


OBJECTIVE: The student develops and recognizes the value of a flexible plan for

his use of money when making economic decisions among variousalternatives.

Concepts Grade, LevelSuggested Learning and.Evaluation Experiences

SuggestpdResources

Ask each. student if he is planningto buy a goods or service forleisure time in the near future.

1) Could the activity be purchased?Nbsre?

2)What will be its apbroximatecost?

3) will he need additionalsupplies and/or service?

L1) Mbere can he obtain helpfulinfbrmation befbre he buysthis goods or service/

Write an essay on "RecreationMeans Re-create." Ibid

Write a short report on a'memorable day of leisure time.

"Evaluate, its importance.IP

Home 'E

li II

41


OBJECrIvb: The student, demonstrates that he can Upelthe decision-making'prodessin making economic decisions to meet hips= wants and needs.

Concepts Grade Level Suggested Learning and.k,raluation Experiences

Suggested.Resources

Decision-makingprocess

Define want orneed

Analyze alternativesin terms of goals

Home Ec.

Home Be.II

Select one or two.alternativet Home Be.

'I, II"

Guide and controldecisions

Adcept nsequerices andrespon4 ilities ofdecisiofi', .°

'EValuate decisionfor futurereferences

Dome Ec...1.0 II.

- Relate experiences in purchasingrecords, cosmetics, jewerly, andmagazine and apply the decision -making. Alicess.

Prepare a bulletin board containingpictures .of different objiicts.Students list in 2 columns those con-sider a want or a need. Discuss results.

Home Ec. IVFamily'

Living

Home Ec.Ix, III,

Students are chosenand peel potatoes.to see who can peelAfter the contest .adetermine how the outcome was affectedby variablesx such as choice of tool,skill of participants, size of potatoes,and other faetors.

Students bring from home an article ofclothing or some other item that theyconsider a poor purchase. Student may

either model or display item, and:tell'what influenced her to make the unwisedecision. Other students may offersuggestions to make the article useful tothe owner. i.e., shorten hemline in a.dress or dye a blouse a more-flattering

to "select toolsThe objective isthe potato first.discussion is held to

Observe persons that are considered,tobe good managerd. Analyze reasons'andindicate how resources are usedto meet demands.

Students-select decisions which theymake regularly, but which could bemanaged,more effectively and applydecision-making process to this problem.Evaluate and compare to previous decisions.Example - TV' watching -time and study time,or method of cleaning their rooms. '-

Make a checklist of all jobs parentshave to do in managing the home. How'do they determine when to clean certainrooms, what to repair, :what fOrnitureto purchase, What services to buyrather than perform themselves?

Z."

ir


OBJECTIVE: The student demonstrates that he can Use the deciSion-making process'in making economic decisions to meet his wants and needs.

Concepts Grade 'Level Suggested Learning and.Evaluation Experiences

SuggestedResources

Home Ec. I,II, III, .IV

FamilyLiving

Home Ec. IVFamily

Living

Home Ec.,II, III, IV

Home Ec. I,II, III, IV.FamilyLiving


Home Ec. IV° Family

Living

Home Ec. I,II, IVFamilyLiving

Give each student an imaginary$20 to spend using the decision-making process. EValuate alter--natives and reach the best decisions.

\

, Assuming the role of a single girlor bby, furnish first apartment froma catalog and use the decision-makingprocess, ,

Have a mock hopping trip." Hold uppictures of different foods and havestudents select a specific food and

\s

plan menus from food bought. Estimatethe cost of the food; thisthouldemphasize impulse buying and its effectson nutrition and total cost. Coulduse an actual pre-planned food

. hopping trip for comparison.

uth and consequences: A game inwhich students are presented a familyease study wit1 12 or more choices ofbuying items. ,The class votes on achoice, follow the decision-m#kingprocess through each choice to see theresults. Determine which final choiceWould have been best after going throughto process.

Debate: "Impulse Buying is PlannedSpending." -

Present a skit showing a. newly marriedcouple and the decision-making processof buying an item before and after theyhad an adult consumer education class.

Illustrate how the family as a unit canmake decisions on purchases for the home,car, and vacations.

As a review at end of the'unit list yourlast five purchases and-explain whatinfluenced your decision to bily. Couldyou:have Made-better choices?

4.3

ti

0

ROLES,- RIGHTS" AND RESPONSIBILITIES

OBJECTIVE; The student identifies.the roles of family members as consumers tothe extent that he realizes the consumer is the final determiner ofwhat is produced in the marketplace,

Concepts Grade LevelSuggested Learning andEvaluation Experiences

"...1.W-Suggested

Resources

ConsOmer

Buyer.

° Saver

Borrower

Investor

Home:Eo. IVFamily.Living

Home EcIII, IVFamilyLiving

Home Ec.III, IV

Home Ec.FamilyLiying

Have students of 1; or 12 gradetalk to buyers in various depart-ment stores to find out howconsumer choice affects theirselection df goods.

Discuss what influences ourbuying(appeal, advertising,peers)

Have a student ,tell of personalsatisfaction gained by postponingpurchases.

Investigate various ways of saving.Set up hypothetical cases anddiscuss advantages and disadvantagesof the different savings planS.

Have students find pictures in news-paper of clothing from a discount,department, or speciality shop,Discuss cost, style, fabric, and care.Onloan, if possible., comparedresses of like style and fabricfrom the,above stores in class.

Compare borrowing money from abankl-finance company, creditunion or personal loan. Paneldiscussion on advantages anddisadvantages of buying on credit._

IV Define and discuss principles of °Person fromborrowing. In housing, discuss savings andloans and interest vs. amount of loan or'bankdown payment and length of loan.Mobile home buying could also beused as an example.

Discuss: How can money be invested?. (stocks, bondbl insurance, loans)What influences a family's investmentof its resources?

44

ROLES, RIGHTS AND RESPONSIBILITIES

OBJECTIVE: The student shows his understanding'of the various contributionspossible for a producing member of the community.

Concepts-

:Grade Level Suggested Learning and Suggested

Evaluatibn Experiences Resources

Producer ,

Worker

Non-Monetary *,

ROBB Ec.or Special,Education

Home Ec.II, III, IV.FamilyLiving

Visit local dairy., Then churnbutter in class.Discuss how uservicesn,providedby a dairy are relatively inexrpensive for the busy homemaker.(this might be used with specialeducation or disadvantaged)

List different ways student,mother, or family member can bea producer of goods in home orperhaps a producer of servicesin home for other people. Discussthe producing of goods such as:sewing for self, other members offamilyp the cost and money saved.

Compare services rendered by familymembers from different families (orcultures) Ex. In one family a girlcan hem her skirt but in anotherfamily a girl must pay to'have this .

'done,

Services: Discuss the monetary valueof one being a cook, nurse, chauffeur,laundrY,aide, and child care assistant.What is the monetary value of thisservice at home as well as that doneoutside the home for others?

Discuss the advantages of canning,freezing or drying of garden producevs. the purchase of merchandise fromthe store.

Have students keen a record.of timespent on school work, householdduties, community activities andpersonal activities.EvalUate in the light of contriabutionto family and'commUnity.

Discuss possible roles of women andtheir place in society as multi-rolecontributors. DiSCUSS types of income.'.-

(real and psychiC!)

t)

ROLES, RIGHTS AND RESPONSIBILITIES

JECTIVE: The student shows his understanding of the various contributionspossibie,for a producing member of the community.

Concepts Grade Level Suggested Learning andEValuation Experiences

., SuggestedResources

Discuss: ilSatidfactions gainedcannot necessarily be Measuredin money." (a well-mowed lawn)

Investigate-the opportunitie0for non-earning contributionsin the community 61,school.(volunteers)

ConduCt a survey to determineservices families have-required',duripg past. year. What werethe costs? How did alamilymember help cut down this cost?

ROLES RIGHTS AND RESPONSri3ILITTES

OBJECTIVE: The student differentiates .among the roles that individuals assume04 citizens and recognizes how these individual roles influencehimbelf, his family, and society.

Concepts Grade Level

Citizen

Individual

Suggested Learning and SuggestedEvaluation Experiences' Resources


Hom9 Ec.IV

FamilyLiving

Voter:.

Capture students' interest withshoes: tennis shoes, work shoes,mod shoes,' sandals, spikes andothers. 'Class discuss roles ofindividuals who would wear eachtype of shoe: .-

Panel of prominent citizens:"Citizens should recognizehis, rights and responsibilities asconsumer-citizen."

Have a class project to bring Saturday Reviewabout change as concerned April, 1970citizens. Example: detergent Research Reportwater pollution.

Report on study of, fraudulehtpractices from facts obtainedin current Consurder EdticatiodPublications.

Have each'Student discuss howthey'can assume the responsi-bility of a,Teen-Age Citizen.

Use the pollution subject as a-group discdssion in relation toXa!mily health and home care.

Take pictures or slides-of classfembers in various roles; atvoting precinct, studying paycheck stub, filling out incometax form, at a fire sale,, readingads. Use these as a spring boardfor discussion and research.

Ask an electedrepre6entative.ts.explain his viewpoint on apertinent "current" issue.

47

ROM, RIOTS ACID RESPONSIBILITIES

OBJECTIVE: The student differentiates among the roles that. individuals assumeas citizens and recognizes how these individual roles influencehimself, his family, sand society.

Concepts Grade. Level ¢ Suggested Learning 'and SuggestedEvaluation ExperieRees Resources

Tax Payer Investigate how local taxesare used. Ta.ke''candid shots

to be need on bulletin boardor display case to show someof your findings.

When it is pertinent to situationhave students encourage votingparticipation.

.

48

I

is

ROLES, RIGHTS ANDRESPONSIBILITIES

OBJECTIVE: The student makes informed choice so he can compare goods and servicesand select the alternatives which meet his needs.

Concepts .Grade Level

Q.

Right to Choose

-Responsibility to:

Be selective.

Treat merehandiSewith reSpect.

Do comparativeshopping

Suggested-Learding and SuggestedEValuation Experiences Aesources-

Have students bring in an itemthat was a poor purchase 'and ex-plain why it was a bad buy,

Home Ec. II Discuss use of oplanned-overs11!choices in brands, cuts of meat,quality and cost in relation tothe food itself.

Home Ec. Co-operate with local furnitureIII, IV store.. In his store set upFamily display using quality furnishings.Living discussed in class. Compare price,

wood, fabric, workmanship, and style.

r

Home Ee.III, IV

Home Ec. I

Role play: How to Shop for aSpecific Iteja; Shopping Courtesy;Correct-Dress; Effect of Veil -Planned Shopping List.

Role play: The InconsiderateSluopper.

Have salesperson discuss howconsuMers influence cost ofgoolgicrbrtUdr-treatment of thegoods.

4.

-Discuss the consumer's rights andresponsibilities when he, haspurchased a product that is a"lemorWl

Develop a shopping list for exoceridsand use local advertisements.Give examples,to show how preplanningcan help you become a more discerningshopper.Conduct-a local survey to determinethe services of local stores, storehours, when stores .are least crowded,and sales and promotions scheduled bydifferent stores.

49

MarriedLife byRicker andBrisbane(Bennett)

ROLCS,RIGHTSHAPD RESPONSIBILITIES

OBJECTIVE: The student makes inforted Choice so he can compare goods and servicesand select the alternatives which meet his needs.


/ Home Ec.1.11, IV

Suggested Learning and Suggested, Evaluation Experiences Resources

Compare prices of food atdifferent markets, smallgroceries, chain market, andspeciality markets. Considerservices offered by each.

Compare price and quality ofdifferent brands of foods:

Prepare a food item from"scratch" and a mix ,thencompare with a purchase&item as to cost, convenienceand flavor.

Compare.fabric prices ofdifferent widths to make agarment or home furnishingitem.

Debate: "I always buy thearticles that cost the most,then I know I am gettingthe best."

Homest with Discuss factors to consider whendealings offering your services as a

' babysitter.

ROLES, RIGHTS .AND HEStIZSIB.ILITXES

-OBJECTIVE: The student communicates to proper sources- documented complaintsand suggestions of consumer interest;


Right to beHeard

Responsibility to:

ComplaintsComplaintsand Suggesticne.

Knorr. Where to

gdjor Help.:

Home Ec. I

-Home Ec. II

Home Ec.-IVFamilyLiving

14:114e Ec.

tar; ,nr

..011MINNampr

'Suggested Learning and SUggeotodEvaluation Experiences Resources

Complaint Game: Correct wayto complain about the mal-practices used in selling fabricyardage.

Use role play to dramatizereturning an item. Dismiss.dress,-mahnerismb and voice.

Discusa.complaints with storeManager and use for classdiscussion.

Write to a manufacturer to. question labelling of aproduct. This could be acomplaint letter or a lettertelling why the product wasliked. -Discuss the outlineof :a letter.

Compile sources fbr registeringcomplaints:: Store manager,,salesperson Better BusinessBureau, Chamber of Commerce.

ilryby community-dgenoies to,

termine which agencies help,

. 0

protect-eonsumers.

ve`sttident.t.report on personal---experiences O'role play an experience

and-tell where) they csecured helpfrom an agency'ih\the community.

S.titsly labels and sales advertising;

write letters suggesting howsoli ) might be improved and be

widin the, rules of FDA.

4 '

O.

ROLES RIGHTS AHD RESFOMIBILITIFZ'

o 4

OBJECITVE: The.student identifies qualities of goods and servicesthat,endangerlife or safety and demonstrates his ability to select and use productsthat are based on safety features.

Concepts

Right to Safety'

. Responsibility to:

Examine merchandise "Hom6sa''elsof

featur s.

t.

'CY

GtadelJaVelSuggested Leaining and o Sliggested

Ev4luation Experiences Resources

Home Ec.III, IV

Study of safetyrati gs.

aHome Ec. II

HOlp Ec. I,.II, III, IVFamilyLiving

Home. Ec.

I, II

Heim Ec.IV.

I',

Visit awindustry:to determinehow the product is designed andtested for,safety.

Debate safety features in epriiduct (seat belts, cyclaiRatesY:Displey'safety features in Showcase of familiar toys. DiScubs.".

and list the major accidents inthe home.

Visit ,shop area.in.sChool too.);Iserveltafety practices followed

int shop and to become moreknot, dgeable about electricalwiring in'home.appliances.

Evaluate electrical cords andsafety featur'ss around the home.Repair cords, and replace broken,plugs.

Ask a Home Economist from UtilityCo. to explain the use of theirpanels, the safety features ofthe major appliances.

Dramatiie errors of, judgmentobsel4ed in using home economicsdepartment equipment.

0

J2

noms RIGHTS AUD RESPONSIDtLITIES.

OBJECTIVE: The student identifies and uses information published by agencies andbusinesses when Making consumer decisions. . .

Concepts Grade Level Suggested Learning andEvaluation Eatperienceb .

Suggested..Resourdeb

Right-to be.informed

Responsibilityatot

Analym ad--vertisemonts.

Keep informedabout ,new:

products

Home Ec. IowIII, IV

eamilyLiving


HomeEc.III, IVFamilyLiving


Have each otugbrit select aspecial piece of equipment,..sthat family may consider Erbuying and investigate theconsumer informationvailablein library.

Write to congressman to obtainpamphlets on a special subjector product; xisit extenslIon officeto achieve more information.

Assign groups to re ort on FDA,FTC to determi n4 how each benefitsthe student.

.41Ake a net of dvertising slogansand have studen s.identify each .".

'

with product. valuate claims-madefor these produ ts; how informativeis the -slogan; hwappealIng is theslogan.

Divide class intdltwo study groOpstojnvestigate and report-on thefollowing; (4,)- visit a. local news--q

paperleagUt dept for advertisements,cost forK4101 and cost for buying anad. (2) visit a dept. store chain and

go through the layoutdePt. and discuss.ad budget with ,staff personnel.

Assign students to investigate at the,local library available materialspublished by agencies to help themmake better consumer decisions.

Select types of consumer goods to be'sttliedand have students collect ads,and use role play for TV commercials.Identify the" good and bad features ofthese ads and.phy they lead you to purchasethe product.

Use bulletin boardwor mobiles ,toillustrate good, bad, or indifferentads found in newspapers and magazines.

.

ROLES, RIGHTS Ap RESPONSIBILITIES

OBJECTIVE: .The student identifies and usecthe'aid and protection afforded theconsuter.by business, government and independent organizations.

Concepts

ry

suggested L4arning andGrade Level

Evaluation EXperienees

ZuggestedResources

Right /to, be

protectedHome EcIII, IV'FamilyLiving

Responsibility to: Home B3.IV

raniTSe 11.0ormed'ancl Livingrespect, existinglaws andstndards,

a

IoM Be.III, IVFamily .

Living

Home Be.III, IVFamilyLiving

Home Ec.Irla IVFamily*LivingHome Be,III, IVFamilyLiving

Home Ec.I, II

Home Ec.III, IV

Have postal official explainlaws passed to protect consumersfrom mail frauds and unsoliditedmail. .

DemOnsttate'llammabiliyoffabrics.

Investigate labelling require.-monte on cleaning fluids whichare flammable or poisonous.

Ask Better Business Bureauor ChaMber of Commerce'srepresentative to explain howto determine door-to-doorsicildesmen qualifications and hOw

to rePert suspbcted frauds,misrepresentations, or falsadveri4sing.

Inves 4igate possible local legalagencied (small claims court)"that have.been established to.protecti3Or -help the consumer.

Have students bring in informatiAon record and book clubs to whichthey may have or may like to join.

'Study productlabels and guaranteesin relation to cost of differentquality items and in keeping withlaws'and regUlations of items.

Identify ways the average homemakercan eliiinate pollution (typedetorgents4 range dispoqalluethods)

.

Hdve studenisocheek,labels forweights of various size packages ofa specific product to determine beetbUy for the money and a:family,'

et')

.COMMUNITY RESOURCES

OBJECiph: The student is knowledgeable about community resources and identifiethose which can supplement an individual's income, or_satisfactions

,Concepts

when necessary or desirable.

L9c61

tusiness men'sorganizations

W men's clubs

Religiqusorganizations

Individuals

Day care centers

Recreationfacilities(parks; museums,libraries)

'Grade Level Suggested iearning andEvaluation Experiences

Home Ec-.

I, IIStudy in depth's local servicetorgAnization. Discuss studentinvolvement in local organizationsis a service to the community.

Hothe Ec: IV Team with Social studies studentsto take a community survey witha-definite goal to reach,Involve class directly withcommunity issue after thoroughinvestigation to help bringabout a desirable outcome forschool and community.

SuggestedResources

Collect newspaper clippingson local issues that have stateor national implications.

Home Ec. II Have the Student Counselor orothers to inform the studentsof scholarships available fromnumerous sources, value of strivingfor grades and leadership opportunity.

Home Ec.III, IVFamilyLiving.

Have students present enjoyablepersonalexperiences or activitiesreceived free of cost. What wouldthe experience be worth in moneyto the individual?

Ask, rePresentative from Departmentof Natural Resources, city parksdepartment and/or privately ownedcampsites tb -explain how localrecreation facilities affect economy ofcommunity.

COMMUNITY RESOURCES

OBJECTIVE: The student is knowledgeable about community resources and identifiesthose which Can supplement an individual's income or satisfactionswhen necessary or desirable. .

Concepts Grade LeVel Suggested Learning and SuggestedResources-.Evaluation Experience6

_440

HOMO Ec.I, II

Home Ec. I

Home Ec..4112

t.

Home Ec. IV. FamilyLiving


Have students survey localrecreation areas and make aseries of school displays onthe; theme "Know Your CountyRecreation". Refer to WonderfulWorld'of Ohio Magazine - StateParks Community, etc.

Visit a Day Care Center. Arrangea conference with the Director.Follow with a study of requirementsfor day care workers.Make toys, coverlets,' mats, stools,chests, and'other small furnishingsfor Day Care Nursery or Church. Nursery.,

Visit a Good Will workshop.Observe the renovation of articles.(FHA project collect such articlesand offer to the organization)Locate"the veteran's hospital nearestto you and send gifts at differenttimes of the year.

FBA project: Locate rose" bushesthat are not producing or are dyingat school or at a public agency: Geta government bulletin on roses andtry .to find the remedy; consult localgarden club or.nurseryman for assistance.

Ask various representatives of communityorganizations to explain services available tolocal community.

Involve class in "Know Your CountyStudy," divide class into groups toinvestigate public and private resources.Same project could be used on city- ,

township level.

Take cli to courthouse, welfaredepartment, or health department toget a better understanding of its totaloperation.

G

tOMMIRTITTRESOURCES

?

OBJECTIVE: The student is knowledgeable about community resources and ident fiesthose which can supplement an individualls income or satisfactionswhen necessary or desirable.

Concepts Grade Level Suggested Learning andEvaluation Experiences'

SuggestedResource's

State

. -

Unemploymentcompensation,

Workmen'scompensation

Public welfare

Business andprofessionalorganizations

Home Ec. IVnoli17Living

Home Ec.I, II

lloMe.Ec. I,'

II, III, IV


Home Ec.III, IV

Home Ec. IVFamilyLiving k

Home Ec. II

Home Ec. II

Collect ouHave etudegoing to mHave stude

of-town newspapers.s pretend they areeto a new locality.is formulate an

opinion of the community afterstudying the newspapers todetermine available, public orprivate, facilities and services.

Invite PublicHealth Nurse to speakto class on all services availablefrom the Health Department.

Assist elderly with storm windqws,window washing, snow` shoveling, marketingas an FHA, Project.

Do research studies to determinewhat medical assistance isprovided in the county. Examples:pre-school shots for elementary.--'TB testing.

Give students pretest on governmentaland private services provided by'agencies. Results should suggest,areas of investigation in greaterdepth.

HaVe a panel discUssion.following aresearch study or available services fromMedicare, Welfare, or Social. Security.

piscuss the type òf help a child, canreccive after the loss of an arm and'a leg in a car accident.

Have the students secure informationfrom the agencies which regulateworking conditions and benefits forindividuals

Have the students determine theprocedures foi securing a workingpermit. Regearch the reason forexistence of such permits.

COMMUNITY RESOURCES

`CBJECTIVE: The student is knowledgeable about co , ty resources and identifiesthose which can supiplement.an indivi ualls incoiNe or satisfactionswhen necessary or desirable.

-Concepts. Grade LevelSuggested Learning andEvaluation Experiendes

r,

a

Home Ea.I II

Nome Ec./IVFamily 1Living

Home Ea..

I, II

Home Ec. IV

Home Ec. IV


SuggestedResources.

Obtain information on servicesrendered by schools and organizationsfor the blind and handicapped;equipment of cars and provision oflicense for parapalegics.

Ask guidance counselor or publichealth nurse for informationavailable for unwed mothers- to -be.Research other sources of valuableinformation for unwed mothers.

Investigate Aid to Dependent Children:Speaker, field trip, and/or research.

Invite a Mother's Aide from PublicWelfare to explain her duties,requirements necessary to attainsuch a position, and eligibilityrequirements of applicants forWelfare. (Check students of class,first)

Invite a nutrition-aide to explainhaw-the use.of government surplusfood and food stamps can helpfamilies to live on a limited incomeregularly or during temporary tdneof Unemploment or hardship.

Acquaint sttidents with the purposes andservices of Unemployment Compensationand Workmen's Compensation by havingspeakers from the local offices explainWho is eligible for coverage and theassistance offered.

6.

cpaanuT7 RESOURCES

OBJECTIVE: The student ientifies-the protective agenCies Whid6 can contribute tohis protectiOil, his rights and his environment, enabling him to be

,-knegledgeable about the services to the extent that hey can make useof or assist in the activities. involved in these services%

Concepts Grtde Level

/,1fmrs.==.Suggested Learning and Suggested.Evaluation Experiences -Resources

Local Home Ec. I Use the. cafeteria as a source ofcompiling information on sanitation

'Fire Depot laws. (TB testing; cleanliness)

Police Depot, Home Ec. I Role play: A baby-sitter calling ..

the fire dept., police, sheriff,County Health Dept t and doctor for emergency -service.

Bettgr Business Home Ec. I Divide class into two groups. OneBureau. group interviews people knowledgeable

in the coste.of providing firelyolice,Consumer heal*, and recreational facilities.organizations Ask them to estimate what these same

services would cost an individual.Local businesses The second group interviewsadults in(Insurance co.) , the community and to ask what they feel

the services would be worth in a monetaryvalue. Compare these statistics and decidehow touch ,is indirectly being added totheir incomes.

Home Ec.III, IV

C, Home Ec:

I, II

Interview police department, 'sheriff,or fire department to determine the'scope of their 'responsibilities andthe services they render.

Investigate how meat inspectionlegislation affects local meatsupplies and how laws are enforced.

--Home Ec. . Show films on driying safely, use ofIII, IV drugs, self-pi-otection techniques orFamily devices individuals can use.Living

Report student findings on localsanitation laws, fraudulent practices,price fixing, zoning codes, and otherlaws effecting citizens.

coiewra RESOURCES

OBJECTIVE: The studerb identifies the protective agencies which can contribute to

his pi.ctecUonx h.14 rights and his environment, enabling him to be

knowiedgealle about the serVices to the extent that he can make use

of .or assist in the activities involved in these, services.

Condepts Grade Level Suggested Learning and4

SuggestedEvaluation Experiences Resources

State Horde Ec. IVFamily

Mental Health Living'

Dept t of Ceumer;e <

Public Utilitie; Conn.Dept of Agriculture,Delp t t of Highcys.,

Dept t of Hightay SafetyNatural Rescuices D pttIndustrial Re4tionsVoluntary commnerorganigations

Chamber. of CommerceFinancial, InttitutionsLegal AidProfessiamalOrganiza7tions

HoMe Ec.gailonal I, II

Consumer agenciesDept of AgricultureDept of CommerceHealth, Education andNeltiere

Red CrossDept of Transportation

veatigate agencies subh asState Dept., of AgricultUrelNational. Safety Council, Under-Writers Laboratory, etc. todetermine services offered andhOw\they are financed.

Have lesson on ways state channelsMoney or aid for our benefit andprotection through taxes that benefit

community, school, and individuals:Example license plates; realestate, and gas sales pay for patroled'highways, driver training; better schools,improved schools, better readsoparks,forest rangers,. and safer wOerways.-:

Make a collection and displaypublications. available fromgovernment agencies. Display,atopen hoUse or use display case atschool. Have students "write CongresstIlan

and ask his assistance iii getting -.

this informatiowto teach studentshow to get information as well asbecome better informed.

o

C4.

t

Documents

4*********i************************************** · 'ED 117 527 %.. `DOCUMENT RESUME-CE; 006 201,TITLE. Home Economids Supplement to,the Consumer;Edueation. 0 Curriculum Guide for

4*i****************************** · 'ED 117 527 %.. `DOCUMENT RESUME-CE; 006 201,TITLE. Home Economids Supplement to,the Consumer;Edueation. 0 Curriculum Guide for