Consumer Citizenship Curriculum Guides for Social Studies, English, Science, Mathematics

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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 Researchand 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; ConsumerProtection: Credit (Finance): Curriculum Guides: *English Curriculum: Gifted; Insurance: LearningActivities; *Mathematics Curriculum: *Science Curriculum: Secondary Education: Slow Learners; *SocialStudies; Student Evaluation: Taxes ABSTRACT These four consumer citizenship curriculumguides for social studies, English, science, and mathematicsincorporate consumer education into these subject matterareas in grades 8-12. Each guide is organized around 10 maincomponent/goals. They are basic economics iii the marketplade,credit, consumer law/protection, banking skills, comparison shopping forgoods and services, advertising and our society, responsiblebudgeting, insurance, taxes, and conservation of energy andresources. Each specific objective under the goals lists performance indicatorsand suggested evaluation for each one. A taxonomy provides the teacherwith consumer knowledge related to the performance indicator. Suggestedlearning experiences provide activities directly or indirectly related_to the specific :objectives. Learning experiences for the giftedand slow learner follow the social studies, English, and science guides.A section for the gifted in mathematics follows the mathematicsguide. Appendixes include the Consumer Citizenship Curriculum GuideGrid, descriptions of the slow learner and gifted child, anda partially annotated list of selected resources. (in)

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CONSUMER CITIZENSHIP CURRICULUMGUIDES

FOR

SOCIAL STUDIES ENGLISH SCIENCE MATHEMATICS

PEJ Louise MacKenzie, Project Director Alice Smith

U.S DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF 0 EDUCATION POSITION OR POLICY 4, Contents

Pages

Preface iii

Acknowl edgements iv

Forward for Social Studies

Consumer Citizenship Curriculum Guidefor 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

Learning Experiences for the Gifted and SlowLearner in English "15

Forward for Science 20s

Consumer Citizenship Curriculum Guide for Science 209

Learning Experiences for the Gifted and Slow Learner in Science 241

Forward for Mathematics 245

Consumer Citizenship Curriculum Guide for Mathematics 246

Mathematics for the Gifted 266

Appendix 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

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, beexcluded fran participation in, be cknied the benefits of,or be subjected to discrimination under federal financial assistance." any progran or activity receiving Therefore, the Consumer Educationprogram, like all other programsor activities receiving financialassistance from the Department of ccmpliance with this law. Education, must be operated in

Developed and disseminatedpursuant 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 guideswere supported in whole by the Office ofConsumer's Education, U.S. Department of Education.However, the opinions expressed hereindo not necessarily reflect the position of the Department of Educationand no official endorsement shouldbe 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 preparationfor life.

The purpose of these four Consumer Citizenship Curriculum Guides forSocial 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 provideconsumer 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 followthe 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 worthwhilecontributions made by many individuals to this project. Their suggestions and comments influenced revisions within the curriculum guidesto make them relevant for use 'al the classroom.

We are especially grateful to the field specialists and the subjectmatter 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 specialistsare Barbara Duggan, Shirley Testa, Anthony Lombari, Judy Phillips, Julius Breit, Marie Cox,Andrew Polouski and Esther Bello. The subject matter area specialists includeDoctors 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 Universityof Rhode Island.

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

The project staff recognizes the valuable and continuous contributions from thefaculty and staff of the College of Hum Science and Services. We are extremely grateful to Doris May,Director of the Home Economics Resource Center, whoshared materials.

We are grateful to Judy Houghton forher creative art work.

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

8 i_1 10 SForward for Social Studies

The Consumer Citizenship CurriculumGuide for Science has been developed to help Social Studies teachers incorporate some parts of the Rhode Island Consumer Education CurriculumGuide 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 subjectmatter areas the objectives will be adequately covered. The R.I. Guide does not assign numbers toany of the components or specific objectives; however, in this Social Studies Guide we have doneso.

Social Studies Philosophy

The following rationale for socialstudies 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 studieseducation 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 rationalprocess 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 objectiveso 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 Partici- pation -- the application of the educational efforts inthe social area. Social Studies strives to provide consumer education inas many ways as possible. As a result Social Studies teachers help students understandthe consumer role in the content of our national economic, political and social systems and to appreciate the globalinterdependence of consumers. Social Studies provides students with conceptual toolsfor their future use rather than technical information which may become outdated.

Hag to Use This Guide

1. Study the Guide format which givesthe main component, the goal, Social Studies contribution and specific objectives. 2. Each specific objective listsperformance indicators, the Social Studies objective used and the suggested evaluation for each performance indicator. 3. The taxonomy will help teachers understand theconsurner knowledge related to the performance indicator.

1 0 3_ 13 Forward for Social Studies (cont.) vi

4. Suggested learning experiences provide activitieswhich 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 suggestsome of the more unusual activities. Study the performance indicator and. then select, rearrange and add suitable activities to providethe learning experiences desired. 5. No attempt has been made to place the suggested learning experiencesin a specific order or sequence. 6. Sane learning experiences for the gifted and slow learnerappear after component 10.

14 15 1. BASIC ECONOMICS IN THE MARKETPLACE

Goal: Understanding the nature of the basic economic problemof scarcity where people, with unlimited wants and needs, live in a world of limitedresources.

Specific Objective Performance Indicators Level Suggested Evaluation 1.1 The student will be 1.11 Define pertinent terms. Knowledge Short answer quiz able to identify and explain the basic 1.12 Describe traditional, Abilities Summary Sheet of 3 elements of the con- command and market economics. Economic systems; temporary American diagrams of systems market place. 1.13 Give characteristics of Abilities Objective quiz; nar- the American Economic rative essay from system. Provide exanples "Cottage Industry to of major influences and Today." problems.

1.14 Respond to the question, Values Debate "Do we have a free market place?" Indicate your own values.

Taxonomy Suggested Learning Experiences

1.11 Terms and concepts pertinent to the marketplace: Debate: Economic freedom: Freedom of choice to buy or The effectiveness of traditional, to reject. command or market economies. Economic growth and stability: Total value of What role should the government play in all the goods and services produced ina the American economy? Should it be a year. (Gross national product). watchdog? Inflation: Rapid price increase that decreases What role should advertising play? consumer buying power. Should there be more or less control over Economic stability: Monetary and fiscal poli- advertising? cies which help regulate money and credit. What role should business play in the 16 17 Taxonomy Suggested Learning Experiences 1.11 (cont.) Economic security: Steady income, both present economy? What freedoms and and future. restrictions?How can business be Economic justice: Distribution of wealth ina made accountable? fair and equitable manner. Monopoly: Relatively complete control over Provide examples of ways theconsumer is price and quantity of product produced is helped in the Americaneconomy. Give examples held by one or more sellers. of injustice..Identify possiblesolutions. Oligopoly: a market situation in which a few producers affect but do not control the Watch newspapers for incidents market. that would indicate when greater controlsare needed Economic systems: People working together to to restrain monopolisticor oligopolistic use their scarce resources. business operations. Economic voting: People vote for a productor service by spending money for it andthus Select or originate case studies that show accepting it. the effedts of inflation anddeflation on: Monetary policy: Regulation of money and a retired person credit. the store keeper who buysa large quantity Fiscal policy: Government spending and taxa- of stock tion. the wage earner on weekly'pay the home owner 1.12 Primary economic systems: a high school student Traditional-- Economic life is determined by such things as habit, custom, andreligious Student projects: Study a locally produced traditions, product. Trace it from raw material to Command or Directed Economy -- Basic economic finished product noting factors which decisions are made bya central authority. contribute to the economy. Market Economy-- Consumers determine the nature and prices of goods and services pro- Classroom simulation of supply and demand duced. through an auction, using tokenmoney.

Bring in newspaper articles whichshow monetary and fiscal policy at work in the U.S. economy.

18 19 Taxonomy Suggested Learning Experiences

1.13 In the United States the economy should probably Compare and contrast any two presidents'eco- be labeled as "market-oriented". It has: nomic policies. They may be of the sameor Pri vate property -- Ameritans have incentives different parties. They must however besuc- and the right to buy and own personal and cessive or consecutive. Also, it would be business property, but the government serves easier to pick presidents whowereor are) as a "watchful eye". in the midst of some economic turmoil. State Free enterprise -- ,Americans can produce any- their dilemma, how they chose to resolve it thing governed only by restrictions in the and what its effect was on the general public interest. There is government control public. in that unsafe goods are not to be made (nor can people print theirown money!). Students bring in examples from newspaper and Profit motivation-- the desire for income magazine articles of government agencies and left after paying all expensescan be either regulations which act in the public interest. positive or negative.When positive it can lead to personal wealth and increased national Interview three people who work at three dif- development. When negative it can lead to ferent jobs (blue collar, professional, teen- exploitation of consumers, businesses andeven ager). Make a list of the machines that help governments. them do their work. Explain briefly how each Competition -- for survival, a business must machine works and how the job would get done be operated effectively and efficiently if it if the machine weren't available. Ask the is to survive. Helps to keep quality up and three people how much longer it would take to prices down, and reasonable quantities do their work if they did not use any produced. machines. Supply and demand-- necessary to answer how much is to be produced and at what priceto Using newpiper-- bring in examples illus- sell the products. There is continual trating how the market system may beover- bargaining between producers andconsumers. powered by government regulation or industry in the marketplace. Ultimately, barring power. In what industries (products, ser- extreme controls or market restrictions, vices) does the market system actuallyoper- the price that consumers are willing ate? Which industries are controlled bya to pay for goods will be close to that "guiding hand" from government or business? which the producers are willing toproduce and sell.

20 21_ Taxonomy Suggested Learning Experiences

1.14The American econany tries as much as possible to Discuss profit motive, canpetition, govern- operate with open competition, but there are gov- ment intervention, property ownership and erment regulations. Through fiscal policies the other influences on the economy. 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?"

Specific Objective Performance Indicators Level Suggested Evaluation

1.21 The student will 1.21 Describe the circular flow Knowl edge Objective test develop an awareness of money in the economy. of the interaction between supply, 1.2?. Analyze influences on the Abilities Problem solving demand and the price economy which affect supply, mechanism. demand and prices.

1.23 Given the breakdown of the Abilities Essay question circular flow of money in a and %.1-1'res free enterprise system, predict problems that might occur.

Taxonomy Suggested Learning Experiences

1.21Circular Flow: Use a circular flow diagran to illustrate Business depends on people to do work. how the flow of economic activity works. People depend on business to employ then. (See diagran) Business depends on consumers to buy. 23 22 Money flow goes from consumers to business in Brainstorm all possible considerations by payment for the produced goods and which wages are determined for the following: from business to consumers in payment for factory worker secretary labor services. barber lawyer Government plays a roll as regulator. nurse waitress None of the parts can stand alone. OL the chalkboard provide a large exaaple of 1.22 Influences on the econcmy whichaffect supply, the circular flow. Students list an econanic demand and economy: difficulty and then diagram the domino Consumer demand Wages and salaries effect. Prices Consumer action Prcmotion of goods Competition Discuss examples of public and private Scarcity of resources Distribution monopolies and their effect on the free Regulation by government Services enterprise system. Monopolies Expected level of Distribution of incane living What is a level of living?What is each student's present level? How does it compare with parents? Grandparents?

24 25 6 Taxonany Suggested Learning Experiences

1.22 (cont.) Natural resources How do teenagers' spendino habits Cultural influences affect the economy?What do merchants do toencourage Human resources teenagers to spend their money? Gross national product per capita incase Do a values continuum. Students place 1.23 A breakdown in the circular flow ofmoney can themselves in a line ranging from "I prefer bring about inflation, depression, or other to live on the land, producing allof my own economic problems dependent in parton values goods" to "I want to live in a society where which also affect theeconomy (environmental, I pay for all of the goods and services I personal expectations, life style and political). use.'

Specifi c Objective Performance Indicators Level Suggested Evaluation 1.3 The student will 1.31 Identify the components that Knowledge Short answer quiz understand how make up a life -style. consumer decisions influence the use 1.32 Describe how decision-making Abilities Objective test of personal resources affects a life style. to maximize satisfaction. 1.33 Defend and criticize the Values Written paper "American Way of Life."

Taxon an y Suggested Learning Experiences

1.31 Some canponents of alife style can be List factors which determine differences in identified as: consumers. Energy usage Family size Environment Psychological health Recall when you were last a consumer and Education list Family background the factors which influencedyour consumer Cultural pursuits Age decision'. Health Vocation Trans port at i on Protection List ten goods and servicescommon today that Services Recreation were not available to consumers fifty years years ago. 27 26 Taxon any Suggested Learning Experiences

1.32 Sane bases for decisions.. Contrast consumer decisions of American Values, goals, needs, wants and teenagers with those of 25 years ago and 25 resources form the bases. All are i nter- years fran now. rel ated= and interdependent. Values serve as guide from which Discuss, "Every choice is an economic vote." alternatives can be chosen. Goals are those things desired towards Use a transparency of Maslow's Hierarchy which energies are directed. of Needs to illustrate basic needs. All persons have similar basic needs, but when choices are made, different life stylesemerge. Develop lists of "needs", "conveniences", Individuals and families have different "luxuries". Is there agreement among resources available to then. students? Good management of resourcescan increase satisfaction. Debate: Is a family's standard of living chiefly determined by its income or values 1.33 The American Way of Life stands for abundance and goals? and quantity, but many people are excluded. To be questioned are: Discuss "earning a living" and. "living a Quality of air, water, food, services, life" and the implications for a life style. recreation, etc. Fairness of competition Identify the components of a life style Housing about which one makes decisions. Medical services Racism Cite examples of how the quality of life of Poverty individuals and families affects the Question of what we are building toward: national welfare. bigger and better junkyards or responsible choice making as well as production How is the American way of life changing due Welfare regulations to worldwide economic conditions? i.e., "interdependent world" philosophy.

Specific Objecti ve Performance Indicators Level Suggested Evaluation

1.5 The student will 1.51 List econanic concepts needed Knowledge Short answer quiz understand the inter- to understand the market dependent nature of system the market system 28 29 8 Specific Objective Performance Indicators Level Suggested Evaluation

1.52 Illustrate the inter- Abilities Short answer quiz relationship of the American economy and consumers' activities.

1.53 Using one major consumer Values Chart showing decision show the effects of decision repercussions of a major consumer decision, e.g. yoUr vote to increase taxes for improved police protection.

Taxonomy Suggested Learning Experiences

1.51 Some components of a life style can be Compare economic activity with the view f.rom identified as: the observation deck of the Empire State Freedom of choice-- limited by laws, regula- Building in New York City.Drivers make tions, business practices, customs andhabits. individual decisions but the traffic pattern Freedom exists for both producersand consumers. is recognizable.

Opportunity cost-- those things we must do Using the phrase, "It is good tosave part of without when we decide uponsome particular your income for a rainy day", discuss the allocation of productive resources. There effect on the individual. How would the is "freedom to choose", butone must judge economy react if everyone suddenly saved what choice "costs". their money and spent less?

Income -- the nation's output and income React to Senator Gaylor Nelson's comment is the Gross National Product (GNP). One that "There is a lack of balance -in the must consider the flow of goods and services. consumer's capacity to deal equally with Consumer income uses include savings, the guy who's got an item to sell". investments, credit, borrowing,assets, insurance. What is the difference betweenmoney income and real income? How do they each affect Private and public consumer interests-- the market? freedom of choice includes the right to

31 30 Taxonomy Suggested Learning Experiences

1 51 (cont.) satisfy wants through either privateor Discuss: public expenditures. Must weigh alternatives Spending for things today vs. saving for (if want added police protection,taxes will the future. go up). Balancing spending for food, clothing and shelter vs. spending forentertainment 1.52 The American economy is a market system. and recreation. It is also an economy producinga flow of Undertaking extra work vs. spending that goods and services and alsoa flow of time on leisure. income to buy these products. This flow is Comparing the potential benefits of rel ated to the individual's income. Individual higher, education with the cost and sacri- consumer behavior can affect the total flow fices it normally requires. of i ncome. Investigate pros and cons of each and give 1.53 Freedom of choice includes choices from possible outcomes: either private or public possibilities. Proposition 2 1/2 (Massachusetts) Choices will affect both the private and Proposition 13 (California) public sectors of theeconomy.

2. CREDIT

Goal: Understanding that credit properly used isa tool to reach economic goals.

Specific Objecti ve Performance Indicators Level Suggested Evaluation 2.1 The student will 2.11 Define credit. Identify who Knowl edge Objective test identify the role obtains credit and for what of credit in personal purposes. money management. 2.12 List and illustrate advantages Abilities Short answer ques- and disadvantages of using tions credit.

2.13 When provided withcase stud- Valuing Problem solving ies, make personal deci si'ons concerned with the need for use of credit. 32 33 10 Taxonomy Suggested Learning Experiences

2.11 "Credit" -- to pay for theuse of someone else's Write different definitions for crediton the money. Businesses borrow to acquiremore capital. chalkboard.. Governments borrow to fund national needsand to cover deficits. Consumers borrow to buy major Discuss: Where do banks get the articles, take advantage of sales, money they consolidate lend to customers;'What is the future of debts, level out monthlypayments for necessary money? Is it becoming obsolete?Will we goods or _services oruse as a supplement to an have a cashless society? emergency fund. Can you avoid using credit? 2.12The borrowers Use case studies to determine the advisibili- ty of using credit. Advantages of credit shop without carrying much cash. Discuss the advantages, act in an emergency when cash disadvantages and may not be alternatives to using credit for different available. purposes such as education, clothing, house- use goods and benefit from services atsame hold needs, vacations, medical time that payments are made. bills, etc. consolidate costs of goods andservices and Debate: Credit shall be restricted toemer- therefore budget for them. gencies and absolute necessities. make purchases when the priceis right. The Egyptians hada form of credit more than Disadvantages of credit 10,000 years ago when they recordedtransac- tends to encourage overbuying. tions (in hieroglyphics) onpapyrus. Research tends to reduce short-term buyingpower, this in the library. since interest costs must be paidas well. decreases thrift and savings andmakes it Discuss bartering due r4 the settlingof the difficult for consumers to have cashfor colonies. emergency expenses. obligations can result in bankruptcy if Investigate the history of credit. When there is a sudden reduction of income. was it first instituted? On what terms?Who were often reduces goal setting by families saving the first creditors? What for the future. was (and is) the public's attitude toward credit? Who seeks cost of goods and services isincreased by credit most nowadays? Is therea trend toward finance charges, further reducingthe consumer's more or less credit-seeking than before? cash balance. creates a false sense of securitybecause of the possession of goods. (Garman & Eckert.1978. p. 195.

tijt- 34 Taxonomy Suggested Learning_ Experiences 2.12 (cont.) The Savers Given the pros andcons of credit extension, take a stand and debate theadvantages and Can make money available forborrowers and thus disadvantages of your personalchoice. You benefit from the intereston their loans. In short, if it were not for could start off by pitting"full-employment the borrowers, thesavers vs. economic instability. would have no place in whichto invest savings.

Society as a Whol e Compare interest rates on savingsto interest rates for consumer loans. What factors account for the differences? Credit extensioncan lead to increased demand and therefore increased productionof goods and ser- Use case studies to determinethe advisabili- vices, thus helping to maintainfull employment. ty of using credit. . On the other handconsumer credit may contribute to economic instability because it must takesane- Investigate major credit card companies thing away from investment spending or consumer and their interest rates. Check spending on nondurable with various consumer goods and thus con- stores and see if there is tributes to a lower rate of a "discount" of economic growth. The any sort for paying with cash rather overextension of credit than may also lead to inflation, credit. extravagance and general lackof prudence. An increased demand for goods andservices can pull up prices. Get various applications for creditfrom all types of different stores-- department stores, hardware stores, specialty shops, 2.13All of the followingare options which face etc. Com- pare applications--are they long,complicat- customers. Value judgementsare necessary for decisions. ed, extremely investigatory,etc. How many ask for incane, how long you'vehad your job, where you live and how long,etc. Also, in- Cash should also be recognizedas a vestigate what' happens tonon-payers of debt negotiable financial commodity.Credit costs in terms of the laws and attachmentof wages. are reflected in the cost of items.Should cash custaners pay for the service they. do not use? Simulation: Give each studenta $10,000 credit limit and auction Getting credit is often too off a limited nunber easy. Whose of items such as cars responsibility is it for the stereos, etc. Then in- restric+ion of crease the credit limit (or token money) credit opti ons? to $20,000 and continue auction.Determine how this affects savings and prices.

36 37 12 Tar.oncmy Suggested Learning Experiences 2.13 (cont.) Does the explosion of creditmean we are headed for a cashless society? Arethere enough safeguards?

When is it wise foran individual to use credit?

Specific Objective Performance Indicators Level Suggested Evaluation 2.2 The student will 2.21 Define ten terms related to Knowledge Objective test recognize types, credit. sources and costs of credit for dif- 2.22 Cite and define three types Abilities Prepared paper ferent purposes. of credit, and describe four sources of cash loans.

2.23 When provided with case stud- Vilues Individual or group ies, decide what type of cred- response to case it you would use for a partic- studi es ular purchase, and where you would go for a cash loan in each instance.

Taxonany Suggested Learning Experiences

2.21Terms related to types of credit: Collect exanples' of consuner credit: Charge plate, pranisory note, installmentcontract, Credit cardan identifying card which allowsthe advertisements of consuner lending agencies, holder to charge goods and services. brochures on the "budget" plan ofa discount store, phone bill, and others. Finafice canpany--a canpany in the businessof making loans. Collect credit agreement forms suchas applications contracts and chattel mortages as 38 39 Taxonomy Suggested Learning Experiences 2.21 (cont.) Installment credit--"closed end"type of credit they apply to charge accounts, layaway, in- arrangenent in which- the buyeragrees to make pay- stallment credit and cash load's. ments of a specified amount tobe paid at a given time each month or week, for a given length of time. Investigate how a credit bureauor a credit check company finds out ifa person is a Liability--any obligationone must honor. "good" risk or "bad".

Maturity date- -the day the last payment in a credit Collect ads for credit and underline contract is due. actual i nformati on given.

Non-installment credit--credit involving single Examine differences between reputableand payment. transactions. disreputable creditors and drawup a list of things to look for when shopping forcredit. Open account--parent made in thirtyto ninety days. Go to any loaning institution Open-end credit (revolving credit)-- - -bank, credit custaner is union, Savings and Loan Association,mutual provided with a -`11ine of credit" up to a certain savings banks, personal -1 oan agencies , pawn- amount, usually with the privilege of repaying in brokers, loansharks, etc. Apply for full at the end of each billing a hypo - period and avoiding theti cal loan from any 3 of the above finance charges. and record the paynent schedule, interestrates, items such as what happens withnon-payment Optional charge account--a chargeaccount canbining of debt, and other pertinent information. features of regular and revolving chargeaccounts allowing the consumera choice of paying the full Canpare the advantages and disadvantagesof amount of the bill, or payinga portion of it and long and short-term credit. carrying the balanceover to the next month. Is there a way to live in society without Original balance--the amount of a debt before any ever using an type of credit. Write a story payments are made. in which you depict a credit-lessfamily. Start off with "boy meets girl ...fall in Outstanding -- obligation not yet paid. love...get married." Follow it through to purchases likea car, house, having kids, Overdue--not paid by date payment isdue. etc.

Overextendedodes more thancan pay.

40 41 Taxoncmy Suggested Learning Experiences 2.21 (cont.) ILIL4d--sanething of value given bya debtor to a creditor as security for payment of the debt.

Sales Finance Company--a businesswhich purchases the accounts receivable of otherbusinesses and then makes collection of theamounts due.

Savings and Loan Ass oci ation-- an institution set up to make loans, usually for the purchaseor improvement of real estate, and to offerincentive to members for saving.

Secured loan--a loan for whichthe consuner putsup sane form of security.

Short-term credit--credit repaid ina 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 paidon time. Sales credit. Fran retail stores --regular charge account. Paid for inspecified time and usuallyno charge. --revolving credit. Given maximum amount can spend based on credit record.Monthly payments made on portion of outstanding debt with interest on unpaid balance. --credit card account. Carbine features of 30-day charge account and revolvingaccount. No charge if paid within stated time.Must pay a portion of what is owed each month anda monthly service charge. 42 Taxonomy Suggested Learning Experiences 2.22 (cont.) --installment'account. Used for large purchases. A contract is signedon an agreement made for regularpayments over a period of time. Down payment usuallymade at time of purchase. Payments include portionof 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 interestin one payment.

Sourcesofcash loans

Banks and Savings andLoan Associations Finance Canpani es Credit Unions Life Insurance Companies Pawnshops Illegal lenders

These sources differin interest they charge, amounts of money they Select a typical family (perhapsyour own will loan, the amountof would feel most comfortable security they requireand the length of the sharing this information with you) andadd up from every repayment period, and whothey will loanmoney to. available sourceofcredit how much interest this family Because of variations within pays. Weigh how much enjoyment each lending agency, the family gets from the cost differences should items it gets on be dealt with at thetime credit. Is it worth it?Explain. a loan is considered. Constinicrsshould shop for credit to obtain thebest terms and conditions possible. Call a lending institutionand ask for the prevailing rate ona personal loan or a car 2.23Each situation where loan. Makea chart in class. credit is consideredshould be viewed separatelyto determine (a) whether Use case studies to determine credit is actually desirableand (b) what the what type of credit you would use and best source of creditmay be. the best available source of cash credit, in eachcase. 43 44 16 Taxonany Suggested Learning Experiences 2.23 (cont.) Borrowing is a typi cal and essential activity in the Americaneconany. It is important to know why, how and from whomconsumers borrow.

Specific Objective Performance I ndi cat ors Level . Suggested Evaluation 2.3 The student will 2.31 Define credit rating understand the bene- Knowledge Short answer quiz fits of establishing 2.32 Describe andinterpret the a sound credit Abilities Essay test Fair Credit Reporting Act rating. 2.33 Explain thecriteria used Abilities Probl en solving test for granting credit including the point system and make conclusions concerning the maintainance ofa good credit rating.

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

Taxoncmy, Suggested LearningExperiences 2.31 A credit rating showshow one uses credit. It Use case studies of people shows a "credittrust". Ratings for individu- refused credit. als are accumulated Students make use of FairCredit Reporting and provided by creditre- porting agencies. Act to discuss cases. Paying cash will nothelp establish or builda rating. Using the following pointsystem, students establish descriptors 2.32 Fair Credit ReportingAct: for each category and gi ve themselvesa credit rating. The name and addressof an agency submitting a Occupation negative credit ratingreport must be given by 0-7 poi nts anyone denying credit. Job tenure 1-5 points The discreditedperson Residence 0-5 poi nts

45 46 Taxoncm_y Suggested Learning Experiences 2.32 (cont.) may then ask for the information the credit Time at present address reporting agency has 1-3 points on file. If there is false Bank accounts information, the discredited 2-6 points person has the right Income to know who verified itand what was said. 0-5 points The Credit references -2 to +2 points original sourcecan then be checked. Investi gate the following: 2.33 Criteria for granting credit: who obtains credit 1. General behavior, more than any other group (age-wise),what, attitude and personality in descending order, of person (character) are the items most frequently purchased by credit.What does a 2. Person' s earningpower and abi 1 i ty (capacity) credit rating mean? How longis "bad-credit" 3. Net worth of theindividual (capital) 4. Items of value kept on record? How doesone obtain credit at the person canuse as security 18 years of (coll ateral ) ago and at 65? Is thereany sex discrimination as faras credit is concerned? The point system allotspoints for various cri- Have you borrowedor bought on credit before? teria that tend to makefor good credit-risk. If so, from wham, and when? What was your (e.g., occupation, jobtenure, income, etc.) payment schedule like? How does earning power canpare with bills needing monthly A Credit Bureau collectsand keeps files or infor- pay- ments? What provisions forrepayment do you mation on credit practicesof individual consuners. have in case of illnessor injury? This information ismade available to subscribing credit grantors and other businesses. (Also, by lag, Examine a realbank loan application. What must be made available tothe consuner concerned.) is the purpose ofeach question? Whatare they 2.34 trying to findout about you? One must understand whatcredit is, what itcan do and can't do, what its obiigations are and what the Fill out a bank responsibilities are. Only then loan application, imagining can decisions be yourself at age22 taking a car loan. made concerning theuse of credit and the desira- bility of establishinga good rating.

Specific Objective Performance Indicators Level Suggested Evaluation 2.4 The student will 2.41 Define debt limit Knowledge understand the use Objecti ve quiz of credit in terms 2.42 Interpret debt limit for Abilities Problem solving of present and specific situations.

47 48 18 Specific Objective Performance Indicators Level Suggested Evaluation 2.4 (cont.) future needs, wants, 2.43 Specify debt limit you would Values Probl en solving expenses and inccme. assure personally given an income of $10,000 (or some specific amount)

Taxonomy Suggested Learning Experiences 2.41Debt limit--the amount of debt onecan assume when Prepare a display illustrating the changing present income and responsibilities are considered needs and uses of credit by a family at as well as future outlook.For instance a person different stages of the life cycle. with rising income mightassure more debt than one who is planning to retire soon.One must consider Discuss:What effects does credit have on the ability to handlean added expense in view of your 1 ife? the present budget. Question: In our society can an individual 2.42Sane financial experts suggest a debt limit of 10- or family completely avoid using credit? 15 percent of your income aftertaxes.l'iwever, this is inaccurate in that many extraneous factors Discuss:How does past debt affect distribu- must be consideredage, future anticipated income, tion of future income? size family, financilt1 obligations beyond those normal, etc. Interview parents and grandparents to determine their attitudes toward the use of cred- 2,.43 Some fifty years ago, few peoplewere willing to it. Compare your findings with other class assume credit burdens.Credit, however, has be- members. Is there a relationship between age come a way of life to varying degrees for differ- (or generation) and attitudes toward theuse ent indi vi duals.Each person should vi ew his /her of credit? own situation and analyze his/her personal feelings about assuming debt.Only then can intelli- Do a case study of a person who seemed to be gent decisions be made concerning the amount of too immature to hand7e credit. They overex- debt each individual can assume. tended their debt limit for certainreasons. How and why does it happen? How can it bea- voided? What should be done in schools to a- void it?

49 50 Specific Objective Performance Indicators Level Suggested Evaluation 2.5 The student will 2.51 Define borrowing,using understand the de- Knowl edge Objective questi ons exanples of at leastsix cisions that come possible 1 oans into plan influencing . borrowing. 2.52 List sixconsumer "do's" and Abilities Problem solving six consumer "don'ts"concerned with credit.

2.53 Illustratea buyer decision Abilities Outline of matrix matrix.

2.54 Develr"a matrix for one con- Values Outline of matrix ---sumer-decision and determine with personal own responses. Answer: Should responses. I go into debt to solvethis problem?

Taxonany Suggested Learning Experiences 2.51 Borrowing (or credit) is obtaining the means by Discuss the dollar cost of which goods and servicescan be made available. credit using interest tables. Explain APR (true With the move towarda cashless/checkless society annual per- the consumer centage rate). can more and more simply "sign"when a purchase is made. This charge sales typeof Run a contest borrowing may now be on which group of students added to the many otherforms of borrowing which have can discover the most do's and don'ts in previously existed. Among regard to obtaining credit. installment loansare those for automobiles, other durable consumer goods,repair and modernization Practice developing matrices and personal. Among the non-installment using consumer loans are decisions the students choose. single payment, chargeaccounts, revolving credit plans and service credit. Debate decisions made frommatrices. 2.52 Sane do's: Refer to 2.4 and debate decisionto go or know how payments willbe met before signing a credit application. not to go into debt.

51 52 20 Taxonany Suggested Learning Experiences

2.52 (cont.) know how much you will have left after all of Carrying charges and interestare sometimes necessary expenses and parents are taken out. "hidden" charges. They are often different know what the cost of the credit will be. depending on store, type of goods sold,or determine how muchmore the item will cost other special items. Get copies ofmany dif- because of the credit. ferent contracts and discover "loopholes". shop for the best credit arrangement, by com- Then discuss types of people whocould easily paring the APR. be fooled by these contracts. analyze the deal beforeyou sign for it. get a copy of any credit agreement you sign. Find out how much extrayou pay for goods because stores have to make some money to Sane don'ts: pay the overhead of billing, keeping records,go- be pressured bya smooth talking salesman. ing to court for nonpayment of bills,etc. be pressured by the emotionalpleas of a sal en an. What is a promissory note? Discounting?In- be stampeded into signingimmediately to take vesti gate these terms and give examplesof advantage of a "hot deal". how they work. buy anything that,you don't want just because it is cheap. Debate a decision to go or not togo into take unnecessary changes. Buy from dealers debt. with whoa you have confidence. expect to erase debt by returningmerchandise. buy something you don't need. sign sanething you have not readcompletely. sign sanething different franwhat 'salesman told you about. allow contracts to be "switched". sign a contract if it containsblank spaces.

2.53The evaluation of goods and servicescan 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 54 Taxoncrny Suggested Learning Experiences 2.53 (cont.) Attri but e 5 4 3 2 1

Achi evenent of primary goal . (without effort) Multiple purpose uses (none) (several) (only one) warranty (full coverage) (none) Required up-keep (seldom) S of ety (frequently) (injury easy) Price (injury impossible) (free) (hi ghest price) Unique upkeep Availability (within minutes) (never)

Scores can then begiven for each attribute anda decision made. 2.54Having observed thedo's and don'ts and having made a decision making matrix, then the question of whether to go intodebt should be answered with the material in 2.4 inmind.

Specific Objective Performance Indicators Level Suggested Evaluation 2.6The student will be 2.61 Define repossess, bankruptcy, Knowledge Objective quiz aware of the changes garnishment, default, collat- inherent in the over eral, debt adjuster, delin- use of credit. quent, lien

56 22 Specific Object' ve Performance Indicators Level Suggested Evaluation

2.62 List and describe threewarn- Abilities Essay question ing signs that too much credit is being used.

2.63 List and describe four ways Abilities Essay question financial difficultiescan be handled.

2.64 When provided with a case study Val ues Problem solving 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.

Taxonomy Suggested Learning Experiences 2.61 Repossess--to take back or recover goods fran a Visit a local court that handles bankruptcy purchaser who fails topay for them according to cases or creditors' suits. the terms of the contract.

Investigate state lawson garnishment of Bankruptcy--a legal proceeding to havea person or wages. company adjudged unable to pay obligations. Using a case study of a fanily in debt, Garnishment - -a court order presented by a creditor develop a plan(s) for resolving the problem. to a debtor's employer requiringthat part of a debtor's wages be paid to a creditor because pay- Students form a values continuum ments on a debt are overdue.

under no circumstance Debt is apt Default--failure to meet the terms of an agreement. will Igo into debt to be a beyond my ability to necessary Collateral -- something of value pledged as security Pay oraloan. solution Visit a finance counselor (moneymanagement Debt adjuster--a person or organization that takes expert) and ask him/her whatsort of plans a large portion of a debtor's income and divides it they have worked out for peoplewith money among his or her creditors according to terms of an management problems. Also, ask then how they agreement between adjuster, creditors,and debtor became interested in this field. 57 58 s

Taxon any Suggested Learning Experiences 2.61 (cont.) Del inquent-- a f ail ure to meet some obligati on- Guest speaker form Rhode Island particularly a failure to Consumers' pay a debt. Council. Lien--a legal claim against property for payment Role play running of sane debt or obligation. away from a bad debt resulting in a bad credit rating.

Unpaid balance-- amount left over after you pay a part of total bill.

Finance charge--a certainpercent of the unpaid balance is charged toyou (similar to carrying charge).

Attachment of property- -a creditor may obtain a court order whereby, ifa debt is unpaid the br- rower ' s property may be sold.

2.62 Warning signs that too much creditis being use:: More than 15-20% of take-homepay is going for credit payments (not includinghouse payments). You are paying bills late. You are asking formore time to pay back loans. You are getting new loansto pay off old loans.

2.63Ways financial difficultiescan be handled. Analyze own problem--goto creditor(s) and explain financial difficulties.List assets and debts. Ask for extension of timebut be prepared to pay extra interest. Develop a payment plan. Know how to handle billcollectors. Make reduced payments-- regularly pay what you can afford. Obtain financial counselingfrom: Universities and colleges, ConsumerCredit Counseling Services, CreditBureaus, Credit- Granting' Merchants, Credit Unions,Banks, Family

59 60 Taxonomy 24- Suggested Learning Experiences 2.63 (cont.) Service Agencies, LaborUnions. (Fetterman & Jordan. 1976. pp. 202-204) In Rhode Island helpmay be obtained from the Rhode Island Consumers'Council. Bankruptcy onlyas a last resort.

2.64 Values are inherent inattitudes toward debt. One student may vie/ bankruptcyas a right while another will never accept this methodas a solution. The term default will holdvery different connotations for different people.

3. CONSUMER LAW/PROTECTION

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

Specific Objective Performance Indicators Level Suggested Evaluation 3.1 The student will be 3.11 Define contract and list Knowl edge able to understand Short answer quiz legally binding parts. the basic elements of a contract: offer, 3.12 Name 3 kinds of contracts and Abilities Probl en sol vi ng acceptance and con- describe the conditions to sideration and mutual question or determine. agreement. 3.13 When provided with a difficult Abilities Analysis of a con- to understand contract, defi- Val ues tract with time and nitions are requested and an opportunity for accurate interpretation is students to question made. terms.

S 61 62 Taxon any 25 Suggested Learning Experiences 3.11 A contract is an agreement between two ormore Collect samples of contracts--mortgages, people that is enforceableby law. Binding parts are: leases, retail installment,insurance, etc. What are sane things that Parties involved must are apt to cause agree on all the terms. troubl e? Something of value must beexchanged. . The parties making theagreement must be competent. Students enter into agreementswith each other. Write contracts which will The purpose of the cover contract must be lawful. each agreement. 3.12 Leases (apartment)--legally binding contract List the terms that should be agreed between you anda landlord. on when signing a lease to rentan apartment. What services does therent include? Is there a damage deposit? Who is responsible Debate the competence ofcarefully described for repairs and main- parties. tenance? (Intoxicated and insanepersons are not considered competent.Many minors are Is a security depositrequired? not considered competent andtherefore Is there a late-paymentcharge? How do you terminate the parents may be asked to countersignthe lease? contract). Can you sublet? When can the landlordor his employees enter your apartment? Give examples of three differentkinds of contracts that students, familyand/or Is the landlord responsiblefor dam age to your personal property? friends have entered in withinlast week and show how the essential elements Should you get rent insurance? of a contract were present. Can you have pets? Retail credit agreements-- covered by Truth-in- Lending Law. What is a "Gentleman's Agreement"? Is it legally binding? Creditor must tellyou the dollar cost of the credit (finance charge). Explain the need for written You must be told the annual contracts. Give percentage rate. sane historical background on why written You must be givena copy of the agreement you sign. contracts became necessary. Whatwere the first things most often committed You should understand to a writ- when the contract is ten contract? binding and what happens ifyou miss a payment. Pretend you are rentinga house or apartment Mortgage Loans--a loan with realproperty as secur- to a couple (either married ity. The rights and obligations or not) and you are set forth in want to make up yourown lease. How would you the Purchase Contract (agreementto purchase)-a do it? What would be legal document binding your standards? Who you and the seller for a would you consult for help?

64 Taxonomy Suggested Learning Experiences 26

limited lengthoftime to the agreed price and Find out about "Magic Mortgages", FHA stating exactly what is included in the price. mortgages, Farmer's Loan Mortgages, Con- Cancellation clause needed shouldyou be unable ventional Mortgages, Assumed Mortgaes, to obtain financing. etc. Compare or contrast the validity and Provision that "earnest money" (payment ofmoney practical usefulness as it applies tovar- showing seriousness of intention to buy) be ious types of couples- low inccme, middle, applied against the down payment. high. Clause providing for refund of earnestmoney and prohibits any charges against buyer if saledoes Find out the exact (if possible) cost of not go through. buying a house by adding up: Papers from seller proving he/she has legal 1. closing costs title and no liens against property. 2. termite inspection costs Provisionfor prorating payment of taxes. 3. "points" added on a mortgage Identification of all movable items thatare 4. lawyer's fees for title search part of sale. These are many "hidden" costs unknown to con- List of repairs or work to be completed before sumers. More exist beyond this list. Search take possession. then out and cane up with a total. Who pays, for appraisal and/or inspectionvisits. Specific day and place to close sale. Students each read a contract as if they 3.13 Examples of contracts may be obtained from banks, were about to sign it. List questions and insurance agents, real estate agents,department objections and describe what they would do stores, etc.to solve their questionsor objections.

Specific Objecti ve Performance Indicators Level Suggested Evaluation

3.2 The student will 3.21 Identify six laws that protect Knowledge Objecti ve test understand the need and serve consumers. for soci al controls, e.g., warranties and 3.22 Choose consumer protection laws Abilities Probl en sol ving consumer laws, rela- which are appropriate to spe- tive to consumer cific problems credit, deceptive trade practi ces , 3.23 Clarify the differences in a Val ues Debate truth- i n-1 ending and society with consumer laws and debt collections. one without such laws.

65 6G Taxon any Suggested Learning Experiences 3.21 Sane Consumer Laws Using library resources and classroom refer- Credit: ences students locate and report on laws. Truth in Lending Lay Fair Credit Reporting Act Using teacher made or student made problems, Equal Credit Opportunity Act students deteimine laws which would be effec- Fair Debt Collection PracticesAct tive in each instance. Food: Fair Packaging and LabelingAt Role play: mail order fraud, flim flan, fly- Wholesome Meat Act by-night contractors, contract fraud, medical Wholesome Poultry Act quackery, etc. Stress need for ability to Food Additives Amendment recognize fraudulent schemes. (Contact R.I. Nutritional Label ing Regulations Consumer Council for booklet). Cl othing: Wheeler-Lea Act Pick 5 of the most obscure Consumer Laws and Wool Products Labeling Act make up case studies to explain their exis- Fur Products Labeling Act tence. Fl amnabl e Fabrics Act Textile Fiber Products Identification Act Trace how one mistake or tragedy sometimes Trade Regulation Rule precipitates a Federal Law. For example, Health: one child wears pajamas which catch on fire Occupational Safety and Health Act due to sane highly flammable fiber used to Poison Prevention PackagingAct manufacture the piece of clothing. Parents Federal Hazardous Substances Act take the matter to court...Do consumers real- Noise Control Act ly have much to say about what should be part Cosmetic Labeling Ruling of their protection by goverment regulation. Housi ng: Hone Mortgage Disclosure Investigate the ranifications of the Truth- Real Estate Settlenent Procedure Act in-Lending Law. What is its purpose? What Other: necessitated it? How can/saould it be Magnuson-Moss Warranty FTC ImprovementAct changed? Pri vary Act Choose any of the following. Explain it and Auto Recall Repair Law find out the circumstances of the inception Energy Policy and Conservation Act of the law: 3.2?Laws are applicable to specific situations.It is 1897 - Tea Importation Act necessary to study each law and verify whether it 1906 - Original Food and Drug Act covers a particular situation. 1912 - Sherley Amendment 1923 - Filled Milk Act

67 68

INIMIMMNIMINMEEMESINIMEMillial 28 Taxonomy Suggested Learning Experiences 3.23Consumer laws protect the consumer within limits. 1938 - Federal Food, Drug and CosmeticAct A debatable point is the extentto which the con- 1945 - FDC Act (anended) sumer wishes to be protected. For instance one can 1951 - Supreme Court Decisionon "imita- question whether everyone should beprotected from tion" foods injury within a caror is it the right of the indi- 1954 - Miller Pesticides Amencknent vidual to chOose whether he/shemight be injured 1960 - Federal Hazardous Substances Label- (seat belts and other protectivedevices). ing Act 1965 - Drug Abuse Control Amendnents Also consider the impact (emotional/social/cost)of 1966 - Fair Packaging and Labeling Act persons severely injured or killed ina car crash. (Sanpson, Mortenson, Marienhoff). How can one measure the loss tosociety of a tal- 1975. p. 130.) ented surgeon, an artist, a mother, etc. How are What about consumers who do not smokebeing costs borne by society whensaneone needs institutional care or very expensive protected against the ill effects of those health services who do? Should and can the governmentban due to an accident? smoking in public? What would be the social, psychological and emotional impactof 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 Magnuson- Moss Warranty Act and decide whetheryou have a right to return a productyou are di ss ati sfied with. Debate: "All motorcyclists should be required to wear helmets." or: "Cigarete ads should be banned from magaii nes ."

69 70 to

Specific Objecti ve Performance Indicators Level Suggested Evaluation 3.3The student will be- 3.31 Identify ten govermentagen- Knowl edge came acquainted with cies which help to protect the Objecti ve qui z agencies of protec- consumer. tion from fraudulent consumer schemes. 3.32 Identify four otheragencies Knowl edge which help to protect the Objecti ve quiz consuner. 3.33 Describe five agencies avail- Abilities Problem solving test able to the consumer, giving in which consumer function and responsibilities problems are noted and indicate whichagency to and the student request help from fordiffer- identifies the ap- ent types of consumer prob- propriate agency to lems. contact. 3.34 Given an example ofa restric- Val u es Analytic paper tion provided by thegovernment on a consumer product, give two arguments for having the restriction and twoargu- ments for not having there- st ri cti on.

Taxonomy Suggested Learning Experiences 3.31Scme federal govermentagencies which helppro- tect the consumer: Contest on names of FederalAgencies. Dept. of Agriculture Office of Communication Place a question box ina cl assroan.Suggest Dept. of Ccmmerce questions be submitted concerninggovernment Consumer Affairs Division agencies which helpconsumers . Supply answers. Dept. of Health and HumanServices Office of Consumer Aff airs Work in pairs to investigategovernment agencies, their backgrounds,reasons for forma- Dept. of Housing and UrbanDevelopment tion, aims, functions, responsi bi 1 iti es ,and

71. 72 30 Taxonany Suggested Learning Experiences 3.31 (cont.) Division of Consuner Complaints publications.Provide information on a mas- Dept. of the Treasury ter chart. Special Assistant to the Secretary for Consumer Affairs Use chart (and other sources) to determine Civil Aeronautics Board which agency is responsible for (a )meatand Office of the Consuner Advocate poultry sold in interstate camierce, (b)coun- Consumer Product Safety Commission terfeit money (c )gas used for heatingor Director of Caimunications cooking (d)unfair competition (e)impurecos- Federal Reserve Board metics (f)illegal issuing of stocksand Office of Safety and Consumer Affairs bonds (g)deceptive advertising. Federal Trade Commission Bureau of Consuner Protection Check a grocery store tosee what inspections Federal Energy Administration are made before the food is received. Office of Consuner Affairs Interstate Commerce Commission List the things done during the first two Public and Consuner Information Office hours of morning which were affected bygov- Securities and. Exchange Commission erment .services. Office of Consumer Affairs Examples: radio (Federal Camunications Food and Drug Administration Commission), weather forecast (Weather Office of Consumer Inquiries Bureau), clothing (Bureau of Standards) Federal Haile Loan Bank Board (Federal Trade Commission). Make-up (Food Office of Housing and Urban Affairs and Drug Administration) Food labeling Environmental Protection Agency (Fair Packaging and Labeling Act), bus Public Information Center (Interstate Ccmnerce Canmission), elec- Dept. of Transportation tricity and gas (Federal Power Ccmmis- Office of Public and Consumer Affairs sion), advertisement on radio (Federal Social Security Adninistration Division of Public Inquiries Trade Commission). U.S. Postal Service Washington, D.C.

74 73 31 Taxonomy -Suggested Learning Experiences 3.31 (cont.) Assistance at the state level(varies from state to state): Make another list often items thatare not sold under the provisions State Attorneys General of the fair-trade laws. List selling prices State Departmentsof Insurance for each item. Make comparison withanother store. State bureaus of weightsand measures Dept. of Business Regulation Set up an agency which State Consumer's Council would provide informa- Better Business Bureau tion on services avail ableto consumers. Talk to a quality control Many towns and citieshave agencies which help inspector in the the consumer. following types of businesses. meat packing plant (ora slaughterhouse 3.32 if you can find one) Sane other agencies offeringprotection to the consumer: fish packing plant produce fanner American Council on Consumer Interests auto industry University of Missouri any machinery shop Association of Hane ApplianceManufacturers Chicago, Ill. any drug company Get their job specifications, Consumer Federation ofAmerica what they look Washington, D.C. for, how they train theirworkers, what training they had in college Consumers Union of theUnited States (if college at Mount Vernon, N.Y. all), salary, how theygot to be doing what they do, skillsnecessary, etc. Cooperative League ofthe USA Washington, D.C. Credit Union NationalAssociation, Inc. Madison, Wisconsin National Consumers League Washington, D.C. Auto Consumer ActionProgram (AutoCAP S), Washington,D.C. Furniture IndustryConsumer Action Panel (FICAP) High Point, N.C. Major Appliance ConsumerAction Panel (WICAP) Chicago,IL. Consumer Research Washington, N.J.

76 32 jaxonany Suggested Learning Experiences

3.33 Because of space, each consuneragnecy cannot be discussed here. It is suggested that the Consum- er's Resource Handbook be obtainedfromthWTTO7 sumer Information Center, Dept. 532 G., Pueblo, Colorado 81009.

3.34 Mast government agencies have expanded vastly since Explain the role of services provided by, formation. Sane agencies cover large areas,sane cause and need for, and effectiveness of have produced findings and maderegulations which some government protective consuner agen- have been questioned. It is wise to became ci es. acquainted with eachagency and form a personal opinion concerning effectiveness.

It should also be understood thatregulatory agencies are preoccupied with settling conflicting claimsamong rival groups of producers. These private pressure groups are well organized, highly disciplined in the art ofexerting influence, and onmipresent whendecisions are being made. Consumers are apt to be considerablymore scattered and unorgani zed.

Specific Objecti ve Performance Indicators Level Suggested Evaluation 3.4 The student will be- 3.41 List three examples where Knowledge List of exanples come acquainted with agreements are voidable. consuner remedies for contract and tort 3.42Cite remedies for four Abilities Objecti ve questi ons probl ems. breaches of agreements.

3.43 When given the details ofa Values Essay breach of agreement, explain in writing the action which would (actually) be taken.

77 7S Taxonomy Suggested Learning Experiences 3.41 Voidable agreements If there has been Students and/or teacher developexamples of misrepresentation or con- sales situations. cealment of vital facts. Entire class determine when the buyer has accepted If an agreement has the goods which been made as the result have been offered. of threat oruse of violence. For each situation determine whether and when theoffer can be termi- If there has been undueand unfair influence and pressure so that nated and whether andwhen the goods can be one person did not reach refused. agreement through free exerciseof his or her own judunent. Investigate the situations underwhich a If the agreementwas contrary to lad. minor can be held toa contract. In a contract whereone of the parties is a minor. Develop blank contracts A contract which or contracts with combines both written and blank spaces. oral agreements, only the Pass around class and askfor written is enforce- signatures. able. Discuss whether the contractis voidable. 3.42 Breach of warranty consumer actions: Court cases are reported in May cancel contract and local newspapers. refuse to receive Search for cases involving goods, or if merchandisehas been deli,Vered, contracts and try to discover the realcause of controversy. can return to seller and demandreturn of purchase price. Analyze the cases in lightof the parts of a written contract. Keep merchandise andsue seller for damages. Cl aim a deduction from Contact the State Attorney'sGeneral Office original purchase to discover what assistance price. is available to consumers. Ask Better BusinessBureau or Attorney Gener- al's 07fice to mediatedispute. Investigate the effectiveness of Contact manufacturer's district the Better representative Business Bureau. What is its (especially in case of autos.) main purpose? What exactly happens whenone appeals to it? Do they haveany legal effectiveness? Remedies when seller failsto perform: Ask a consumeragency to help solve the prob- bl em. Small Claims Court isa place where consumers seek redress. Whatare the rules and regula- Sue for possession ofgoods, for the recovery tions of it? Investi gate it of the value that has beenfair, or for damages completely. when seller wrongfully refuses to del iver goods. Sue for damages if titlehas not passed.

79 80 31+ Taxonony Sugoested Learning Experiences 3.42 (cont.) Sue for specific performanceto fulfill a contract. What protection do peoplehave who issue contracts to minors? What If the seller has course of action, if broken or failed tocarry any, is open to them? Is there out seller's part of the a time limit agreement, the buyer involved? Is there an enforceable may cancel the contract and penalty on refuse to accept the minor? goods. What conditions have to bepres- ent for a minor to breaka contract without any penalties? Sales made at consumer'shone: If purchase is more than $25 the cons caner has Invite the head of the 3 days to set aside thecontract. district Attorney Gen- eral Office to speak to theclass on typical consumer complaints in this Unordered merchandise: area. Need not pay foror return. Visit the District Court whenthe Small Claims Court is in session. When minors are involved: Often are not competentto contract and may not be required by law to carry out agreement. Ex- ceptions are when contractingfor necessities. The adult is required tofulfill the contract if it is legal but theminor can usually rescind (cancel) the contract.

3.43 Consumer rights by lair,and what an individual will actual l;,do when there areconsumer problems vari es accordines to the val ues (as wellas consuner education) of the individual. It is important for eachperson to study his/herown actions and determine whetherthey are livng up to their responsibilities in view of their ',el-es.

82 81 BANKING SKILLS: (CHECKING AND SAVINGS ACCOUNTS)

Goal: Understanding the role of b eking and lending institutions as the bridge betweensavers and borrowers, those paying and thosesaving money.

Specific Objective Performance Indicators Level Suggested Evaluation 4.1 The student will 4.11 Define the following kinds Knowledge Completion questions identify the differ- of financial institutions: ekes between savings Conmerci al banks and 1 endi ng agcnci es Mutual savings banks and the various ser- Savings and Loan Associ- vices provided by ations each. Credit Unions

4.12 Describe the servicesper- Abilities Objective test formed by each of the financial institutions named in 4.11.

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

4.14 Briefly outline the history Knowledge Essay of banking.

Taxonany Suggested Learning Experiences 4.11 Definitions: Investigate different types of financialin- Commercial banksawned by stockholders and stitutions in the area. Compare safety fea- may be chartere-d by the federal goverment tures, services, interest rates and withdraw- and is a member of the Federal Reserve System. al privileges. Illustrateon a chart. Offers a wide dariety of services. May be thought of as the department tztores offinance. Investi gate: Which type of bank today is actuallyfaring 83 84 Taxonomy 36 Suauested LearningExperiences 4.11 (cont.) Mutual savings banks (chartered only in18 states the best? This isan in-depth assignment mostly in Ifortheast)--mostare owned by stockholders. and may take a longerperiod of time than Have fewer servicesthan commercial banks. originally anticipated. These institutionswere originally developed to Ccmpare: Interest Rateson Mortgages serve individuals andfamilies rather than businesses. Interest Rateson Savings (all types of savingswith stipu- rations) Savings and LoanAssociationsmay also be called "buildingand loan associations" Interest Rates-on Loans or (all types) "cooperative banks ". These are specialized Checking Account financial institutionslicensed by the federal Interest Rates government or state. Christmas Club Interests Very specializedser- Rates vices. Many banks have theirfinancial records dis- closed (by law) andyou may need to have this Credit Unions--a information transl atedfor you. Thereare nonprofit organizationin which each depositor is many other aspects which a sharet,older. to. you could delve in- Make conclusionsbased on your Trust companies--a bankauthorized by the information to state as trustees. An institution answer the original question(underlined may function above). only as a trustcompany, however many banks also serve as trustees. Exactly what happens tocause a bank to be- 4.12 Services performed: come closed by proclamation.What safety Commercial banks checks exist today toguarantee that deposits checking accounts and loan paybacks willalways be sufficient swings accounts to cover a bank'soperating expenses? Could it happen again? What credit-card services effect does it haveon savings certificates the middle class worker- how about the high finance businessman? cashier's and traveler'schecks What exactly is theef- sale and redemption fectiveness of the FDIC? of government and Is there an option savings to join? If your bank bonds is not a memberwhat safe-deposit boxes would this mean if it"went under'..phdyou had $20,000 in the bank? loans and mortgagesto businesses, farmers What safeguards does and individuals it provide? trust services

85 86 Taxonomy Suggested Learning Experiences 4.12 (cont.) Savings Banks (most important services) savings accounts longer term savings deposits (twoyears or more) mortgage loans

Savings and Loan Associations(most important services) savings savingsaccounts, snares technically thepurchase of hone mortgage loans Credit Unions savi ngs accounts low-cost personal loans tomembers mortgage loans share draft accounts

Trust companies operate trust funds manage real estate administrator or executor ofestates 4.13 Camerci al banks offerconvenience in that checking and savings accountscan be in the same institution. Allowance iy made for automatictransfer of funds fran checking accountsto savings accounts and for automatic payroll savings p*,:ns.The bank can require advance notice ofwithdrawal of funds. Provides bank credit cards, loanaccounts. by F.D.I.C. Insured

Mutual Savings banksare apt to have a higher rate of interest paid on savings thancomercial banks. Funds can ordinarily be wi thdrawnwithout notice.

87 Taxonomy Suggested LearningExperiences 4.13(cont.) Savings and Loan Associations have interestrates dependent on overall earnings and the earningsmay vary from one association to another and fromtime to time. The bankcan require advance notice of withdrawal of funds. For the saving ofmoney, these are as convenient as commercialbanks, though there are fewer of them and they may lacksome of the commerical banks services.Currently can pay 1/4 % more on passbook savings accounts than commercial banks.

Credit Unions are one of the fastestgrowing savings institutions inthe nation. The original purpose was to help wage earners whosemoney needs (savings and borrowing)were not being met by other financial institutions. There are goodreturns on savings, low-cost loans and sympatheticservice. The total annual dividend rateon any account cannot top the percentageset by law (7% in federally chartered--higherin some state chartered).

4.14 Before 13th century Money-changers and bankers viewed much thesane Loans by temples ofBabylon in 2000 B.C. Banking by traders by6th centry B.C. Ronan law recognizedpayment of debt and public notaries appointed in2nd century A.D. 14th to 18th century Local banks for centers of warehousetrade Ambulatory bankers atinternational fairs International financiersconcerned with finance of international wooltrade, papalrevenues and loans to kings andprinces Hal °graph documents(written by principal)

88 39 Taxonomy Suggested Learning Experiences 4.14(cont.) Check-like documentrare before 1500 Negotiability evolved gradually from16th to 18th century Rapid progress in- developmentof banking First American bank grantedcharter in 1781 (Bank of North America) 28 state banks by 1800 1863, National Bank Act causinga new national unity 1913, Federal ReserveAct marking change from local, decentralized one 1921-1933, depressionyears bringing about bank f ail ur es March 6, 1933, nationwide closure of banks by proclamation, causing establishmentof Federal Deposit Insurance Corporation;to insure deposits in all mernber banksof federal reserve systen and in nonmembers whichqualified 1980, legislation toderegulate ceilings on savings in banks and savings andloan institutions

Language Specific Objective Performance Indicators Skills Suggested Evaluation* 4.3 The student w i l l 4.;11 Define: Knowl edge Completion questi ons learn how to select Li qui dity a bank or savings FDIC insurance and lending insti- FSLIC insurance tution. National Credit Union Admin- istration insurance

4.32 Des be two economic func- Abilities Listing tions of a bank. 89

90 40 Specific, Objective Performance Indicators Language Skills Suggested Evaluation* 4.33 Give four questionsto be Abilities answered beforea financial Listing institution is chosen.

4.34When presented with a finan- Val ues ci al situation,select the Paper appropri ate kind offinancial Institutions anddevelop an inquiry sheetto use in makinga final selectionfrom among the institutions.

Taxonomy Suggested LearningExperiences 4.31Definitions: Where wouldyou keep Emergency money? Liquiditv--The easeor speed with whichan invEroiz"can gethis/her cash. Should money be putin Safety DepositBoxes? FDIC--Federal Deposit Why? Insurer of depositorsInsurance Corporation. in member banksto a maximun of $100,000.Over 90% of all Investigate automatedteller machineswhich banks are provide 24 hour insured by FDIC. service. Find outconsumer rights andresponsibilities inusing these FSLIC--Federal Savings machines (liabilityfor loss/theftof card is and Loan Insurance limited by law MIZiation.Insurer of savingsand loan asso- - but consumer must report ciations up to $40,000covers federally char- loss pranptly in ofer to be protected). tered credit unions.State chartered credit Collect advertisenents unions may jointhe insuranceplan if they meet fran newspaperto necessary qualifications. compare yields at different tuti ons. financial i nsti- 9CUA-- National Credit Union Association. What, historically, riiiiirer forCredit Unions has been the limiton savings? For exanple,was it always $100,000?

99 Taxonomy Suggested Learning Experiences 4.32 Banks servean important economic function 0 granting loans to businessesand by clearing checks. Business function. Stockholders,businesses and other institutionsdeposit their money in banks. This money is then available forlending and investing, thus helpingthose who need the money for personalor business purposes. Check-clearing function.When a customer's bank collects for anotherbank on which a check is drawn. The process is called "clearing".Since this costs 25t/checkmany banks are offering "check saver" accountswhere they do not return cancelled checks to thedepositor. You can geta copy of a check from theirmicrofilm files if necessary.

4.33 Questions to answer about financial institutions: Make up a chart with the What kind of financial institution questions in 4.33 is it? along the side. Along the (This helps to identifyservices.) top list the banks within a 5 mile radius ofyour home. Get answers according toyour needs and wants. The Does the institutioninsure deposits? chart may also be usedwith case studies. What rate of interestdoes the institution pay? How is the interestfigured?

What is the minimumamount that will still draw interest?

Is money in theaccount available atany time? (liquidity)

How convenient is theinstitution to home and/ or work?

How helpful are thepeople in the bank?

Are any incentives (like gifts)offered to entice you to bank there? 94 93 Taxonomy Suggested nExperiences 4.33 (cont.) Is its physicalstructure attractive?

Is it near other storesor services which you use? (eliminatescar travel to other places) 4.34 An inquiry sheet, used to evaluatefinancial institutions, is helpful whenthe personal needs are included as part of theevaluation. Specific Objective Performance Indicators Level Suggested Evaluation 4.4 The student will 4.41 Define: know the mechanics Knowledge Short answer Personal checks and responsi bi 1 ities Cancelled checks of maintaining a Endorsement in blank checking account. 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 threereasons for using a Knowledge Short answer checking account.

4.43 Illustratehow to write a check Abilities Fill in areas indi- and record in the checkregis- ter. cated on an illustration of a check. 4.44 Reconcilea bank statement when Abilities Reconcile statement provided with an illustration of a bank statement, cancelled checks and a check register. 1+3 Taxonomy Suggested -Learning Experiences

4.41 Definitions: Is there an advantage(s) to a joint checking Personal checks--a form furnished by the account? Di s advant age (s )? bank to pay a stated amount to a person or company from the funds of the depositor. What are some instances when a record ofpayment is advantageous? Cancelled checks--the bank has paid the check. Find out the requirements (minimum daily balance and average daily balance) for NOW ac- Endorsement in blank--check signed with only counts. What are the penalties for failure to the nameofthe payee. The check is then pay- maintain minimums? What interest is paid? Is able to the holder. a NOW account a good idea for the average person? for you? Speci al endorsementcheck is signedover 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 themoney to pay the check is available.

Joint account--two people use thesane 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 98 Taxonomy Suggested LearningExperiences 4.41 (cont.) Statement--list of thenumber and amount of Compare advantages all the checks you wroteduring that month, and disadvantagesof using ser- automated teller machines. vice charges, deposits,overdrafts, and balance.

Overdraft--writing out Given a particular bankingor bill paying checks greater thanthe balance in youraccount. situation, write thecorrect endorsement be used. to Stop paymentorder--the bank, at your special Fill out a check in emergency request, will notpay on a check you the propermanner, and have written. enter correct informationon check stub or register. 4.42 Reasons for usinga checking account. Given a sample checkbook Provides a recordof payment and and register, along therefore is with a list of a receipt. instructions, make out5 checks and 1 deposit slip (according toin- structions) and fill Often more economicalto pay bills through in registeror stubs. mail- than to makea trip to the places where accounts are to be paid. Given a bank statementbased on the above exercise, reconcileyour register with bank Register provides statement. record of expenditures,deposits, and bankbalances.

Money in checkingaccount is safe from or loss. theft

Serves as a reference.

4.43 Examples of check formsmay be obtained at various and financial institutions. 4.44

99 100 Specific Objective Performance Indicators Level Suggested Evaluation 4.5The student will 4.51 Describe: Knowledge Short answer quiz know how to devel- Savings accounts op a sound savings Time deposits plan. Certificates of deposit U.S. Goverment savings bonds U.S, treasury bills Credit Union savings account 4.52 List four factorsto consider Abilities when choosing a form of in- Listing vestment, 4,53 When presented with a problem Values Problem solving situation concerned withan ii,dividual or family wishing to establish a savings plan, determine the kind ofsav- ings felt to be most suitable and describe why the choice was made.

Taxonany Suggested Learning Experiences 4.51Definitions: Which has the most influence Savings account--can usually on savings, (1) be opened with personal characteristicsor (2) amount of in- a small mount of money andwithdrawals can cane. usually be made easilyand conveniently.In- terest rates vary butare usually lower than other accounts. on Debate: "Every family should havea savings account." Time deposi tsavingsthat,in principle,can- Do a table of interest not be turned into cash untila specified mount rates. of time has passed. Goodtemporary investment, but low rate of return. Set up a resource file ofinformation onways to save available in thelocal community.

101. 102 Lib Taxoncmy Suggested Learning Experiences 4.51 (cont.) Certificates of deposits-- larger anounts of Draw up a proposal fora "Truth in Savings" aeposs are usua y required and themoney law. What information should beprovided to must be left in the bankfor longer periods. Rate of interest is usually higher. consumers before they open a savings account? Evaluate advertisements U.S. treasury bills--short for savings- do they term obligations meet your criteria? ofthe federal government. Goodinterest rates. Given a series of Credit Union savings account--savings case studies, decide which by men- type of savings plan would be bers made in the form of sere most appropri- purchases. Sav- ate for the individualcase. ings may be made in quitesmall anounts, and used toward purchase of shares.

U.S. government savingsbonds--Government bonds which may be purchased andredeemed at most banks. Series EE can be bought inanounts of $50 to $10,000 andpay interest on maturity. Series HH bonds are sold inamounts of from $500 to $10,000 and pay interest twicea year. Inter- eSt is slightly higher thanregular savings accounts.

4.52 Factors to considerwhen choosing an investment: Safety of principal-- degree you are assured of getting back the amount originallyinvested.

Liquidity--speed and ease with whichyou can cash in.

Yield -- interest and cashdividends.

Capital gain potential--a bankaccount does not fluctuate in price fromday to day; securities do.

Conveniences--some investments take considerable investigation and supervision.

103 104 Taxonomy Suggested Learning Experiences 4.53 The choice of where investment should be made is Develop a savings plan for based on- personal value your own personal judgments (safetyvs. risk use. and convenience especially)as well as income to be made.

5. COMPARISON SHOPPING FORGOODS AND SERVICES

Goal: Developing the skills,understandings and techniques services. of sound shopping habitsfor goods and

Specific Objecti ye Performance Indicators Level Suggested Evaluation 5.1 The student will be 5.11 Define impulse buying and able to differenti- Knowledge Short answer quiz comparison shopping. ate between impulse buying and comparison 5.12 Rel ate the steps in responsi- shopping Knowl edge Listing ble decision making to the purchase of goods.

5.13 Describe the basic needs of Abilities Problem solving people and how those needs influenze the manner in which individuals mayap- proach the purchasing of goods.

5.14 Predict the effect of emotion- Abilities Ccmpl eti on test al moods on purchasing decisions.

5.15 Identify own personal values Values Paper in which stu- and describe own buying hab- dent is asked to its. solve specific individual buying prob- 1 ens which involve values in making choices. 105 106 Note: Useful workbook type materials for this component are available in"Strategies for Teaching Economics: Basic Business and Education," Joint Council on Econanic Educationand in Herbst, Mueser, Handel, Real Life Consumer Economics. 1980.

Taxonomy Suggested Learning Experiences 5.11Definitions Present Maslow's "Hierarchy of Needs" Impulse Buying--purchase to show on the spur of the basic needs of people. moment without reference to any planor search. Working in smallgroups list 5purchases Ccmparison shopping--purchase ismade only which have been made. after analyses of lieed and comparisons Analyzemotivations: of 1. Physical well-being quality and cost in relation to need. a. appetite b. comfort and rest 5.12 Steps in decision making c. exercise Define problem d. self-preservation Determine alternatives 2. Creativity Seek information 9. Future money- 3. Recognition Weigh alternative choices saver 4. Knowledge Determine best choice 10.Boredom and or determine not to 5. Beauty and Fashion buy the productor service Campul si on 6. Recreation 11. Reevaluate selection Psychological 7. Financial gain uplift 8. Convenience 5.13 Maslow states thatman has a pressure within him to press toward a fuller and fuller being. This Observe shopping practices in means pressing toward what most people a store and would call report on findings. An observationchart good values, toward serenity,kindness, courage, would be useful. Interviewfriends about knowledge, honesty, love,unselfishness, and good- shopping practices. ness. Categories of needs are identifiedwhich are placed in hierarchy, which is an arrangement Using the outcome of the shopping of stages or steps, each practice higher than the preceding experience, develop a description of one. how decisions are reached.

Higher Aesthetic Make study of own impulse buyinghabits and Self-actuali z ati on report then. Hold a form on personal Esteem causes that help motivate impulse buying. Love and belonging Safety Observe sex differences in impulsebuying. Lower Physiological Talk to both men andwomen and find out (af-

107 108 Taxonomy Suggested Learning Experiences 5.13(cont.) Maslow believed thatone would not be seeking to ter they have shopped) who hasor has not self-actualize (realize highestpotentials) while stuck to a list and who usuallyveers from it living in hunger,or fear. In other words, lower needs must be met beforehigher ones can cane into Think about the last timeyou were hungry, play. (Maslow, 1954)(Maslow, 1959) tired, cold, hot, thirstyto an extreme. Could you concentrateon fulfilling your 5.14 Emotional moods whichaffect shopping negatively are: "spiritual" needs orwere you too preoccupied with fulfilling Periods of stress your basic needs? For example Time limits if you are ravenously hungry End of crises in a market, do External infl uences Personal - lonliness you stop and think about shoppingcompara- tively, unit pricing, sales,etc.? Think of seven examples 5.15As needs are met, where this has happenedto one may still expect thata new discontent and restlessness you. (Your physiological state affectsyour will soon develop. reasoning power in spending.) This is a reaching towardself-actualization.

Specific Objective Performance Indicators Level Suggested Evaluation 5,3 The student will be 5.31 Identify four marketing tech- Knowledge able to identify the Listing niques which influencecon- different methods suners. used by producers and retail ers to 5.32 List four sources of inform- Knowledge Listing alert than tocom- tion about a given product. parative value,e.g., unit pricing, 1 abel- 5.33Describe the credibilityof i ng Abilities Objective test , advertising, four sources of information store brands, sales, about products. etc. 5.34 Identify own reaction to four Values Paper marketing techniques which have been experienced. 50 Taxonomy Suggested LearningExperiences 5.31 In order to stay in business, a seller must: Develop a master list of Produce a usable productor service consumer information Distribute the product to sources: for selected itemswhich can be dup- potertial consumers licated and made available Price the productso that cons users will be to others. able to buy it. Keep records of information Promote the productso that consumers will obtained frcm want to buy it. sales people. Test foraccuracy.

Promotion communicates the Collect examples ofpromotional devices that features and conse- stimulate consumers to buy. quences of products to theconsumer through: Analyze & dis- Advertising cuss. Note prizes, premium, trading stamps, Brand names coupons, contests, discounts,special intro- Sales people ductory offers, sales (one -cent, anniversary, Unit pricing inventory) price reductions,referral sales, Labeling special displays, unusual packaging, and Sales and price reductions 1 abel ing,, free merchandise,and others. Make Product specificationsheets posters for bulletin boarddisplay. Special di s pl ays Unusual packaging Look for informationon wear, care, anduse Free merchandise of items in cataloguedescriptions. How does Stamps information compare withinformation onecan Coupons receive in a store? Contests Premiuns List the products advertisedin a magazine Discounts and indicate whetherthere is any seal, label, certified test,or testimonial to indi- 5.32Types of informationare: cate the standardor quality of the product. Experience and intuition Word of mouth Investigate people' s perceptionsof the Good Mass -media advertising Housekeeping seal of approvaland then con- Mass-media articles duct research to findout what it actually Trade publications represents. Governmnt publicationsand scholarly papers Standards and labels Non profitconsumer organization information Fri ends and family

111 112 Taxonomy Suggested LearningExperiences 5.33Sources of prepurchase information represent great Review information providedin a recent issue risks for consurners.A good rule to rememberis "The closer to the profit (seller), of Consumer Reports,Consumer Researchor the less cred- Changing limes. ible the information."For instance the sellers of Mighty Mac washing machines will profitmore Select. one item about which from the infom..;..ioncontained in their advertise- there has been ments than the sellers conflicting information andresearch from as of Consumers Reports will many sources of information from analyzing washingmachines. as possible. Be sure to include "word-of-mouth".Possibili- Some helpful hi nts in ties for researchare contact lenses, vitamin deciding on credibilityare: pills, and cosmetics. Experience and intuition.Many good judg- mentss are results of - Do this over a period of time; don't practice and feed-back, go by the most recent just however, it is well toremember to put copy. Note how the trust in large samples. a larger item was reviewedyears ago. Also, note changes in brands in termsof quality. - Find an item (such as Word-of-mouth froma professional consultant a double-edged razor can be quite helpful. Other blade) which isnow basically extinct. Fol- word-of-mouth low its history to thenewer, disposable communications may not becredible.This is ones. Do this for 5 items. true among industriesas well as among persons. Mass-media advertising. Bring empty boxes toclass and study howeye The range of credibil- appeal can draw attention ity 'far advertisingseldom exceeds semi-credible. to products. Get Sellers are not going "wise" to display techniqvs,ex. supermarket to present any information 1 ayouts. that can downgrade theirproducts or services. Compare the types of Trade publications.These are written for information givenon one people who are doing particular product, suchas a GM car, as a particular job.The given in Consumer Reports,a trade publica- information is useful ifone remembers the tion, and a regular publications are supportedby advertisements magazine advertisement. of the suppliers to a craft and havea rang, of Bring to class credibility.Seldom extend beyond the some food labels, What other credible rating. semi - kinds of information do theycontain, besides that required bythe Fair Packaging and Labeling Act? Jlarly papers. These come fromconsumer Compare nutritional 1 abel advocates, public interestresearch and academic s. research.Credibility is dependent writer. on the 113 1 1'4 52 Taxonomy Suggested LearningExperiences 5.33(cont.) Non-profit consumer organization information. List 5 items you have An example is ConsumerReports which runs labor- bought in the past atory tests and hasno advertising. month and explain whyyou bought that particular brand (analyzethe marketing techniques which influenced you.) Government publications.These are under local, regionalstate or federaldirection and are designed to inform thepublic or industry Survey supermarketsand "health food"stores about products and to observe which.foods (andcandies, soda, services. Theseare etc., are labeled " natural" generally credible sourcesof information. .Investigate the meaning of the term. Doa price comparison. Standards and labels.Due to government regulations, the informationon labels that- is required by lag willalmost. always be credible, while informationnot required by lawmay be less credible. TheFair Packaging andLabeling Act of 1966 regulateslabels in four majorareas. 1. Net quantity ofcontents in terms of weight, measure or numerical count mustbe given. 2. Ccmmodity mustbe identified. 3. Name of manufactureror distributor's address must be shown. 4. Label should notcontain qualifying terms which may distort contentinformation. 5.34Because people differ intemperament and values, reactions to marketingtechniques will differ. Each individual shouldanalyze their own reactions.

Specific Objective Performance Indicators Level Suqqoted Evaluation 5.4 The student will iden- 5.41Identify the types of stores tify the different Knowiedge Objective questions available to theconsumer and types of retail out- give the characteristics lets available for of consumers. 5.42Identify the type of retail Abilities Provide buying situa- 5 Specific Objecti ye Performance InJicators Level Suggested Evaluation 5.4 (cont.) establishment which provides ti ons which require the best goods and/orservices for eachconsumer need. the student to identify the appropriate 5.43 Discriminate among kinds of Values Rank order with retail outlets forpersonal use. reason.

Taxonany, Suggested LearningExperiences 5.41Types of Retail Outlets: Department store Small groups of studentsinvestigate avail- Chain store able outlets in thecommunity and report to class. Develop back Discount store a list of questions toask Door-to-door salesman about each,e.g., comparison of services, Speciality shop prices, 1 gouts, etc. Cooperatives Variety store Read pp. 22-25 in YourShopping Dollar by Wholesale stores Household Finance Corp.Classify shopping Catalogue showrooms facilities. Manufacturers' outlets Vending machines Visit various kinds ofshopping facilities. Characteristics affectingchoice Using check sheet, select2 or 3 its that Location each store stocks andsecure prices and other Layout pertinent infolvaition.Discuss advantages Atmosphere and di sad vantagi Provide informationfor Services and policiesaffecting choice: another cl ass. Cash and carry Charge accounts Suggested field trip:provide students witha Installment purchasing list of 30 specificgrocery items (include Check cashing brand name and size.)Divide intogroups and Parking visit 3 or 4 markets intown. Have students gather data and then Gift wrapping aridmailing make posters tocompare: Mail- or phone orders prices at 3 mainsupermarkets Delivery supermarket vs. conveniencestores Extra shopping hours brand namesvs. store brands brand napesvs. generic brands

117 118 51f Taxonomy Suggested LearningExperiences 5.41 (cont.) Lounges, restroans, nurseries In-store restaurant and post office unit price of smallvs. large sizes Strollers, wheel chairs, umbrellas services provided by eachmarket Return and exchange privileges Layaways Fashion shows and informalsetting Expert advice Bri dal registry 5.42 Factors affecting choiceof outlet Rank in order (from highest Income to lowest) the Health factors which would affectyour choice of an Age outlet. Personal values Time Is it cost effective todrive farther to get Life style lower prices? Would itbe more cost effective Iranc portati on to shop close to homeeven if prices are Distance to be traveled higher? (Need to figure costof operating car which is more than cost ofgas and oil. These 5.43It is necessary to understand figures are published eachyear by the gov- one's values as well erment, Hertz and other sources). as to know the availability of outletsand their services in order to makeintelligent decisions.

Specific Objective Performance Indicators Level Suggested Evaluation 5.5 The student will apply 5.51 List 10 services whichare Knowledge Listing the techniques ofcom- used regularly. parative shopping when selecting services, 5.52Describe, in steps, howone Abilities e.g., insurance, shops for a service. Listing health services, credit, recreation, 5.53Given the need, one service Values etc. will be chosen in view of assay own values and needs (e.g., making funeral arrangenents).

12 0 Taxonomy Suggested Learning Experiences 5.51 Sane services Investigate health Professional-- doctors, dentists, lawyers, care services available to accountants. people of differentages, different incomes and in different localities. Compare. Personal--dry cleaners, beautyshops, laun- dries, barber shops,employment agencies, fami- Make a list of all the servicesthe family ly portraits, mail-ordersal es, marri age coun- sel i ng, funerals. has purchased during pastsix months. Household help--yardcare, houshold help, child care. List one service withwhich your family is sufficiently pleased touse over and over. Repair services--appliances,equipment, cars, TV sets. Describe the service interms of guides one could use to select sucha service. Fiancial--banking, credit,insurance and investments. Describe an unpleasant and Institutional unsatisfactory -- postal service, judicialsys- tem, welfare services, situation involving theuse of a service. city services (garbage How can each be avoided? collection, snow removal,street repair, fire and police protection). Lawyers, banks, accountants,optometrists, Education--elementary, secondary,col lege, dry cleaners, beautyshops, and many other pri vate business, vocational, correspondence. service-oriented providers havetaken to ad- 5.52 Shopping for Services vertising their prices andcorresponding services in papers and magazines,etc. How Learn about the service.Don' t attempt to shop from ignorance. do you feel about this- especially lawyers, optometrists and other whitecollar profes- Once informed, writedown a list of "buying sionals? Is this beneficial ti ps" or "questions toask ". to them and to the public? Calla few of these and get more Canpare twa or threeplaces that offer the same service. details. Is the pricestated accurate? Doyou know anyone who has Make an informeddecision based "shopped this way?" Were on values and the results positive? needs keeping in mindboth rational and emotional motives. Devise a list of questionsto ask when shop- 5.53Descriptions of many services ping for a doctor ora dentist. (Check Consu- can be found in the mer Union's Guide to Consumer Services. library. Students shouldbecome acquainted with those services whichare most likely to be used and Role playing situation:phone or visit doc- evaluate their own attitudestoward shopping for tor/dentist to ask thesequestions. One each service. For instance,will- they continue to person plays consumer, others playreceptionist go to the fanily doctor withoutquestion, or will and doctor or dentist. (Sincethese profes-

121 122 56 Taxonany Suggested Learning Experiences

5.53 (cont.) they make a systematic search for a doctor of their sionals are not used to questionsand compar- own choice? ative shopping they (or receptionist)may be hostile and rel uct ant /evasivein answering.) Interview a lawyer/doctor to find out how they would recommend searching fora professional in their field.

6. ADVERTISING AND OUR SOCIETY

Goal: The student will be able to recognizeand discriminate between informational advertising, selling aids, and motivators which meet theneeds, wants and interests of theconsuner.

Specific Objecti ve Performance I ndi cators Level Suggested Eval uati on 6.1 Students will gain an 6.11 Identify the functions of ad- Knowledge Listing understanding of the vertising, for both business purposes and techn- and the consuner. niques of advertising. 6.12 List six advertising tech- Knowl edge Listing niques.

6.13 List three positiveaspects of Knowl edge Listing advertising and three negative aspects.

6.14 List two examples of deceptive Knowl edge Listing advertising.

6.15 Distinguish betweenadvertising Abilities Using actual ads, which is effective for thecon - distinguish between suner and that which is not. those that are useful and those which are not.

12,1 123 57 Specific Objective Performance Indicators Level Suggested Evaluation 6.1 (cont.) 6.16 Evaluateown use of advertising Val ues Probing questions as a source of making decisions about purchases.

6.17 (History) Discuss briefly the Knowledge Essay history of advertising including the origin, kind during middle ages, change of definition, beginnings in America, 19th century shifts in media and advertising research.

Taxonany Suggested Learning Experiences 6.11 Functions of advertising (business): Collect ads of different sales. Persuasion to buya product Analyze reason for the promotion. Financial support formass media Public service Functions of advertising' (consuner): Check to see howmany examples of advertising are encountered in a day. Provide information-- sources, price, functions Play tapes of radio 6.12Advertising techniques: or T.V. comercials; analyze the appeal each made. Emotional appeal for theproduct. These are directedtoward the consuner's pride, Each student selectan ad which has appeal vanity, desire for statusor desire to keep up to the public and analyzethe type of appeal. with his neighbor."Snob appeal". Develop a check listfor ads including Logical reasonsare given for preference of the information such as: product over other brands. Emphasis is placed on special ingredients, Is the information adequate? performance, and unique Is the ad factual? qualities. "Facts and figures ". What technique is used? Use the checklist witha nunber of ads. Endorsements of products bycelebrities tend to cause consuners to identify thenselveswith Find the "best" ad. Defendchoice in class. famous people. "Testimonial". 125 126 Taxonsx 58 Suggested LearningExperiences 6.12 (cont.) "Everybody" using a product is used to meetthe Write a commercial basic drive of belonging."Bandwagon". and act it out usinga speci al advertisingtechnique. A funny commercial will be remembered."Humor" Poster Project: Eachstudent selecta partic- Down to earth, regular ular technique andfind 3 or more person, plain talking of this technique examples kind of appeal. "Plainfolks." in magazine ads.Make a poster to displaythe ads and analyzethe Combination of words technique. and scientificsounding words which are meantto impress. "Wordmagic." Advertising substantiation.Each student lect an example se- Famous people use theproduct. "Identification." of media (T.V., radio)advertising that makesa claim or impliesa An unfair comparisonor "set up" is used to benefit without providingsufficient data. make the product lookbetter than competing brands. "Cardstacking." Write to the chiefofficer (check Standard & Poor's Director'in library) torequest substantiation. Discuss A pleasant feelingis associated withthe use responses (or lack of the product."Suggestion technique." of response) inclass. 6.13Positive aspects ofadvertising: How do pol iti cians "advertise" their poli- Advertisingcan be educational inthat it ci es? What gimmicks,if any, do they use? alerts the public tonew products. Find a speech (eithercontemporary or historical) and analyzeit as to its"advertising." Adverti sing isa form of communication which Clip from magazines has often helpedto improve individualwell- and newspapers tenadver- being. tisements thatyou believe performa useful function in informingthe public about current market. the Advertising can leadto better merchandising at lower prices.Canpetition to provide the best product atthe lowest price. What was the first TVcannerci al? Trace the development ofcommercials on TV, radio, newspapers, magazines If it were notfor advertising,the cost of or any type of media newspapers and other from its inception. publications cost wouldbe Gi ve several examples beyond the reachof most people. of "old-type" ccronercialsfrom TV, radio, magazines, etc.

127 128 Taxonomy Suggested Learning Experiences 6.13 (cont.) In many instances advertising provides help to Note Ben Franklin's role in the consuner (e.g., gardening, advertising. care of tools, Why was he called the Father of etc.) and public service Advertising (e.g., preservation of in America? envi ronnent.

Students discuss situationsin which they Advertising helps to maintainhigh standards in that products acquire or their families have been victimsof de- reputations which leads ceptive advertising. to public acceptance.

Develop a list of probing Negative values of advertising: questions to be used in evaluating ads. Misleading descriptionssuch as "twice as much" and "your money will becheerfully re- Ask a representative of the stateconsuner's funded" misrepresentproducts. council or AttorneysGeneral Office to provide examples of "bait and switch." Advertising often appeals tosubconscious needs, desires and ambitionsand thus controls feelings of guilt, fears, loneliness,doubts and insecurity.

Advertisers portray all phasesof life in glow- ing terms. Products are set -in luxurioussettings inan attempt to make theconsuner discontented with what he/she owns.

6.414 Decepti ve adverti sing Bait and switch. A productis advertised ata very low price but no mention is made thatthere are few of such items or that they are stored ina warehouse elsewhere. Thecustomer is then shown another higher priced iten.

Fictitious pricing. The"manufacturer' s suggested price" is overstated to makea sale price seen good.

Misrepresentation. Falseor exaggerated claims are made about the quality and performanceof a product.

129 130 Taxonany Suggested Learning Experiences 6.14 (cont.) Unordered products are sent throughthe mail followed by .a letter demandingparent. (hese need not be paid foror sent back.)

Procedures for making canpl aintsabout advertising :may be found at the end of thissection, 6.15 Persuasion may replace impartialevaluation because success for the advertiser isdependent on sales. Much of what is written is aptto be useless to the consumer. The question arises ofhow much information should be expected. It is the'consumer who ultimately pays the costs of the advertising.

6.16The extent to which advertisingis capable of alter- ing the buying habits ofthe consumer is deeply related to the valuesof the consumer.

6.17 History In ancient times, town crierssold such items as slaves, cattle and imports. Movable type invented in1450--ushered in era of adverts sing. First announcement ofavailability of goodsap- peared in The Tattler in 1970. Many regarcTITarnnin Franklin as the Father of Advertising in America. In 19th century improvedtransportation made distribution easier and by 1870the use of magazines for general advertisingwas established. During first two decades of20th century, regulations cane from both withinthe industry and from the government. After World War Iwas era of salesmanship and advertising accepted asan essential tool. During 20's radio was added.

131 Taxonomy, Suggested Learning Experiences 6.17 (cont.) During depression of 30'sblamed as playing part in nation's troubles. Consumerism caused advertisingresearch to be developed. (Nielson, _Gallup) After World War IIadvertising expenditures soared and TV was added.

Specific Objective Performance Indicators Level Suggested Evaluation 6.2 Students will be able 6.21 Describe the differencebe-. to identify Knowledge Definitions consumer tween "knowledge" and "values". needs, wants and interests based on val- 6.22 Explain the interactionamong ues. Abilities Probl en solving needs, values andresources.

6.23 Discuss now own values affect Values Essay consumer choices.

Taxonomy Suggested Learning Experiences 6.21 Definitions: Take the Forced Choice Value Test Knowled e--"Recall of specific (Adaptation and isolable bits by Teaching Topics from Institute ormation" (Bloom. 1956.p. 62-98). of Life In- surance and Health Institute, Vol 19, Knowledge of specifics no. 2, Spring 1970. Knowledge of ways andmeans of dealing with specifics View instant slides (preparedby teacher or Knowledge of the universalsand abstractions in a field giftedstudentstsee resource section for instructions) to identifyways in which use of money reflects one' s values. Values--"Values are the beliefs,feelings and ida-swe haveabout things. Our values are related Take a survey to determine to all aspects ofour lives--social, why individuals buy a certain brand of selectedproducts. religious, economic andaesthetic, and have prob- Vary the sample according toage, sex, race, ably been most influenced byfamily beliefs and income, education, etc. Careshould be taken

40° 133 62 Taxonomy Suggested LearningExperiences 6.21 (cont.) the culture in which we live. Values are also in designing a molded by institutionssuch as churches, schools survey sheet which will allow and social organizations. for ease of tabulation. Use Rank Order 6.22 See 5.11 for description questions suchas appear in of Maslow's hierarchyof needs. Simon, Sidney, LelandHowe and Howard Kirsch- enbaum. ValuesClarification, p. 58. Values give directionto our choices but value Watch a T.V. show. conflicts are apt to Evaluate the valuespor- result as needs andresources trayed by different are considered. For instanceone may value clean, characters. unpolluted air; need to have transportationto a job and have Keep a record ofmoney expenditures for no transportation availableexcept a a car. week. How does the spendingreflect values? Make a chart: Expenditures Resources which are availableto us to rekh our Values goals are limited 1. la. and thereforeour choices are limited. We must beaware of both physical and b. human resources. 2. 2a. b. 6.23 "Everything we do,every decision we make and course of action we take,is based onour consciously or unconsciouslyheld beliefs, attitudes and values."

Specific Objective Performance Indicators Level Suggested Evaluation 6.3 Students will be able 6.31 Define emotional appeal Knowledge to recognize andcate- Short answer quiz gorize emotionalap- 6.32 Explain the term peals in advertising. "rational Abflities ads", determining the Written explanation real (or oral) difference betweenthem.

6.33 Analyze effects"emotional" Values ads have had on self. Reaction to five ads

1 0 135 Taxonomy Suggested Learning Experiences

6.31 Emotional advertising is usually termed as that Bring in a selection of ads, andwatch T.V. which provides no facts but insteadstresses the ads to analyze for emotionalism feelings produced byuse of the product. and then analyze again for irrational claims.Discuss. 6.32 One might better label sane advertising as irra- Make a list of emotional words (soft, tional (as- opposed to rational) cool, Instead of emo- vibrant, natural, etc.) found in verbal tional. Advertising and can be rational (supply basic written ads. facts and information) and yethave sane emotional appeal. Insteadof thinking of all emotional List everything purchased duringweek days ads as being useless,one might better think of (or sane suitable time) and analyzeto "irrational" appealsas being useless. Those ads determine whether emotionalism insame ad which associate a product withsanething which caused the purchase. has no real connectionwith it. How would buying habitsamong consumers 6.33 It is unlikely that the effect of ads will be ful- change if all advertising had only ly comprehended unless logical a close look is taken at appeal s? personal attitudes. For instance,is Maxwell House Coffee chosen because "Withoutit, apple pie just Collect samples of advertisin9 wouldn't be the sane", that depict a Thunderbird T-Roof con- various techniques of persuasion- identifi- vertible desired to "Cane fly with me..." or is cation, social approval, fear of Kroger chosen because "Over disaster, a million shoppers... etc. Pick out the "persuasive" tool can't be wrong"? 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. "Bemore of a wanan so he'll be more of a man." Masculin- ity 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 stirup feelings of masculine/ feminine sexuality. What feelings (if any) of sexual inadequacy does this elicit frail the general public.

136 137 64 Specific Objective Performance Indicators Level Suggested Evaluation

6.4Students will be able 6.41 List two facts the advertiser Knowl edge Listing to identify and cl as- will question about thecon- sif y motivational tech- sumer in relation to the pro- niques in advertising. duct to be advertised.

6.42 List six media usedby adver- Knowledge Listing tisers

6.43 Given one ad from each of three Abilities Responses to ads se- media, determine the motiva- lected fran differ- tional technique(s) used and ent media. identify the questions (in 6.41) with which the advertiser was probably most concerned.

6.44 ,Identify dne purchase madeas a Values Written paper result of advertising. Analyze the reason(s).

Taxonany Suggested L earning Experiences

6.41 Advertisers' questions Discussions: Do we face a tmorrow (or today) What attitudes do people have towardthis type of product? where advertising is the master andnot the servant of the people?

What psychological needs or desires does the Debate: "The consumer can be taught to product satisfy? Among the most commonly psycho- prefer any product a marketing firmchooses logical wants featured in advertisementsare: to offer." sex, food and drink, comfort, freedom from fear and danger, desire to be superior, social approv- Who bears the responsibility for honest and al, long life and love of family. informative adverti sing?

What are the buying habits of people who buy In terms of advertising, does private this type of product? enterprise have a "social responsibility" tosociety?

138 139 Taxonomy Suggested Learning Experiences 6.42 Media used by advertisers Why is self regulationof Television advertising cl aims almost a complete failure? Radio Printed page (newspapers, magazines, brochures Is mass advertising and leaflets) as effective as it has been in the past? Provide Promotion giveaways reasons for answers. Door-to-door salesmen Yellow pages of phone book What effect does advertising Catalogues have on children? Consider closely, Contests advertising done on Packaging Saturday'morning and holidayssuch as Christ- mastime. Bill boards

Conduct a survey of theconsumer goods 6.43 The first purpose of advertisingis to get the advertised during "prime time" andcompare readers or listener's attentionand hold it. The ad the major networks. Evaluatewhich consumer should then arouse the desire ofthe consumer for group-children, adolescents, adults,house- the product or service,and finally get him/her to buy it or at least to recognize wives-is being influenced. Whyand how is it it. Besides choos- 'done? Is it effective? ing moti vational thrustand the media, the advertiser can create the message soas to leave different implications with theconsumer, e.g., A crowdedlay- out suggests to most peoplethat the product or store whose name appears isa bargain -type product. Con- versely, a great deal ofspace suggests style and sophistication.

6.44Most consumers are influenced by some aspects of Use the list in 6.42 (Media used advertising. An understanding of by advertis- this influence ers) and list the media in order will help one to evaluate ofimpor- some purchasing prac- tance, in terms of influencing tices. consumer purchases in their age bracket. Contrast and compare their choices with others.What does the list tell you aboutyour values?

Each student evaluate own purchase decisions as related to the influenceofadvertising.

140 141 66 Specific Objective Performance Indicators Level Suggested Evaluation 6.6 Students will be able 6.61 List four sources of useful Knowledge Listing to identify informa- informational adverti sing. tional sources of advertising: ex. classi- 6.62 Provided with problems to Abilities Problem solving fied ads, periodicals, solve (e.g., obtain a job), and Values educati onal mat eri al s locate the best sources of from business, indus- information and describe how. try, and professional each can be used. organizations.

Taxonany Suggested Learning Experiences

6.61 Informational advertising sources 'No teems contest to see who canname the Catalogues from out of town supply houses most sources of informational advertising. (seeds, tools, etc.) Classified ads in newspapers and magazines Bring catalogues, classified ads,etc., to Yellow pages in the telephone directory class and study to discover theamount of Help wanted listings in employmentagencies information given. Educational materials from businesses, industry and professional organizations. Find out how much money all media spendon Government publications advertising in one year. Separate the major types of media who advertise (TV, radio, 6.62 mag- Materials not immediately avail able innewspapers, azines, etc.) and break it down into categor- telephone directories, etc. may be requested from ies. Then, find out the cost of 30-secondor the business or organization in which there is 1 minute commercials on TV- dependingon what interest. Many addresses may be obtained fromthe time of day it is and whether it'sa local or local library. (Standard and Poor'sIndex of national network. Be thorough! Business Corporations) What is the impact of advertisingon society? Values play a key role in how much a consumer will Are we becoming "puppets" whose choicesare use informational advertising. For instancesome being controlled by master minds who create people are so incensed bymass mailings of cata- within us their ideas of our needs and wants? logues from various businesses that they refuse to If so, what can we do to conbat this manipu- order through the mail. Some willuse the yellow lation of our "selves"? If not, give reasons pages of the telephone directory and make_calls why you choose to buy certain productsover while others would prefer to make personalcontacts I An others-without sounding like a commercial 143 Taxonomy Suggested LearningExperiences 6.62 (cont.) and obtain information ina more personal way. yourself. Ask others theiropinions on this, too.

Practice looking up the followingin the yellow pages: a) AttorneyGeneral Office (b) nearest Post Office(c) nearestnursery, etc.

Students explain what sourcesof information they would use to: a) finda job b) choose a doctor c) find help in solvinga legal problem d) make a cariplaintto a manufacturer, etc.

RESPONSIBLE BUDGETING

Goal: Developing the ability andconcept of personal budgeting groups and individuals. to satisfy the wants andneeds of

Specific Objective Performance Indicators Level Suggested Evaluation 7.1 The student willun- 7.11 Define "budget" derstand the value Knowledge Short answer of the budgeting 7.12 Give threereasons why budget- Abilities Problem solving process. ing is effective in providing for both the presentand the future.

7.13 Give one reason, based on fact, Values Essay why a budget (or a better budget) would impriveown personal well being. 68 Taxonany Suggested Learning Experiences 7.11 Definition for money management (budgeting). An opinion poll to discover '"Money management students' atti- means using a systematic method tudes toward money management. of pTanni-ng for spending, Draw from the based on the expected results a firm definition income of the individual of money management or family unit, and (budgeti ng) founded on a favorableattitude toward, theuse of effective buying knowl edgeand practice. (Garman, 1978. p.359) Case studies (newspaperitems can be usefu' and Money magazine hasa case study each month-) to bringout family budgetinc prob- "A budget is a financialtool, and like any tool, if properly used, lem and examples of inadequatemanagement it can help the individual of money. achieve certain goals which Include instances ofchanges in might otherwisebe family size and caparisons of beyond his reach." (Unger needs when and Wolfe, 1973,p. 32) different ages are reachedby parents and/or 7.12 children. Because livingas a single person Financial planning doesnot increase the income, but it is used to has become customary, thissituation should systematically be included. determine the most effectiveway to spend the income that the familyexpects to earn. Canplete charts for families ofdifferent Helps to improve the family'smaterial level of living. sizes and financial and socialcircumstances: Helps to remove family Assess families' present financialstatus stress which has insane cases led to divorce or suicide. Estimate families' hopes in 1year, 5, 10, 25 years; retirement Helps family to avoid financialdifficulties. Develop a plan for achievingsuch goals Helps to reach shortrange and long range goals. Instrumenal in providing recordsfor income taxes, as well as other records. Panel discussion to define "livewithin your income." One of best deterrents toimpulse buying. Forced to place each expenditurein proper focus. Have prepareda priority list. Random purchasing patternswithout planningcan seriously decreaseyour money's power. Helps us to acquirean understanding of economic principles as they apply toeveryday living. Money is the medium of exchangewhereby we use themoney we receive as producers to obtain goodsand services we require asconsumers.

1^. 147 69 Taxonany Suggested Learning Experiences

7.13Every spending decision one makes is"the opPortuni- Use "Point" (a family budget is worth while)- ty cost of spending". Ifone purchase it made, then "Counterpoint" (a family budget takesmore the opportunity- to make 'another purchase is deferred time than it's worth). or given up. The decisionsone makes when money is spent, determines an entire way of life.Budgeting forces one to realize thatthere are limited resources for a great many wants.

Specific Objective Performance Indicators Level Suggested Evaluation 7.2 The student will un- 7.21 Define time, energy andmoney Knowl edge Short answer derstand the inter- as they relate to the consumer. relationships among budgeting of time, 7.22 Describe two situations in Abilities Essay questions energy and money. which consumer activity is adjusted because of timeor energy or money.

7.23 Using two problem situations, Val ues Problem solving and own resources of time, energy and money, solve the problens to meet own needs and wants.

Taxonomy Suggested Learning Experiences

7.21 "Time" refers to the timeone has available when all Ask students to suggest situations where necessary activities are taken into account. there seems to be limited choices. List the situation, including alternative, solutions. "Energy" refers to the capacity of the individual Add additional alternatives for each situa- to perform an activity in terms of health and well- tion and discuss whether or not each being. alternative would have been open to theperson involved and at what cost. (Contact "Money" refers to finance available J.C. Penny and the values for audio- visual materials.) inherent in the use of themoney. Use case studies to discuss variousfactors 148 14) 70 Taxoncmy Suggested Learning Experiences

7.22 The use of time,energy and money are both inter- in planning and evaluatingbudget situations related and dependenton the individuals values. such as: Sane considerations may be: Additional working hours Personal background Catastrophic Emergencies Present circumstances Change in health Personal likes and dislikes Added family responsibilities Life style Goal s Working in groups students will Resources avail able review the same case study in which a decisionmust be Resources needed to accomplishgoals. made concerning time,energy and/or money. After a length of time, eachgroup should 7.23 Personal values in theuse of time, energy and list the alternatives whichwere available money should be recognized. What is practical and and the implications of each. desirable for oneperson is not necessarily desir- Compare. able for another. Record as many activitiesas 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 tosane 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 Performance Indicators Level Suggested Evaluation 7.3 The student will 7.31 Define: Knowl edge Short answer identify the steps dol 1 ar value involved in construct- fixed i ncome ing a personal budget. external influences self- indul gence opportunity costs disposable incane (net) gross incane variable expenses present financial condition long term goals 150 151 Specific Objective Performance Indicators Level Suggested Eval uati on 7.3 (cont.) revolving expenses fixed expenditures

7.32 Describe the budget process Abilities Listing question listing the necessary steps.

7.33 Identify short and long term Val ues Sample budget com- goals, keep track ofexpenses, pleted, tri al and set up sample budget, try out ref i ned. the budget and then refine.

Taxonomy Suggested Learning Experiences

7.31 Doll ar value- -the doll ar is influenced by List kinds of incane other thanwages and inflation (getti ng less forone' s money) and sal ary and expl ai n the differences. deflation (getting more forone's money). Keep a record of Fixed inccme--an inccme such every expenditure for a as retirement checks week. Analyze in terms of "musts" and which remain more . or less unchanged. " 1 uxuri es."

Externali nfl uences- -i nfl uences such as advertising , Debate: If you have very little money there family pressures, religious ties, societal demands, is no reason for budgeting. ethnic background, type of neighborhoodand occupation. Discuss: "Savings should be fixed payments."

Self Indul gence- -the moment ofan item fran Using budget figures fran the U.S. Dept.of "would like" to " need". Labor (obtain from Government Office)make up a hypothetical family situation for dif- Opportunity costs--ifresources (primarily labor or ferent sized and salaried families. Makeup capital) are used to satisfyone human want (cloth- a case study for 3 different types offami- ing, food, housing) theycannot be used to satisfy lies and insert a calamity which Willreal- another human want (medicalcosts, recreation). ly upset the families' budgets.Figure a way they will have to cane up with $1,000to Disposable income (net)-- amount of incane after cover the unexpected emergency. federal and state incometaxes, Social Security tax

152 153 72 Taxonany Suggested Learning Experiences 7.31 (cont.) payments, retirement fund contributions,insurance, Canparc: and contrast lower, middle,and up- credit union, and other such deductionshave been per cl ass incomes. Do a canparison/contrast taken out of the income. of the three classes in termsof values, health, leisure time, money earned,money Gross incase- -money you get fromall sources of spent, type of work done, upward income. or downward social mobil ity, etc. Vartable expenses--those expenses which are Get the newspapers frcm various variable and can be controlled. carmunities and investigate the leisure timeactivities you see (there will be at least 30-40!) and Present financial condition (net worth)--what is start a list that goes from free leisuretime left when family's liabilities(what is owed) are activities (don' t forgetgas ol ine! ) to acti v- subtracted from its assets (what is owned). It is a i ti es which go to $100 aperson. bal ance.

Take a sample budget thatyou have devised Long term goals--those goals which the family hors for a family of four in which theincase is to attain some time afterthe next five years. $24,000 a year. Consi dering al 1 "normal" expenses (using photostated sheet) how long Revolving expenses--expenses whichare irregular would it take to pay for but paid regularly such a vacation for all as insurance payments, 4 of them to go to the Bahamas tuition and taxes. for 5 days. Tf you do this systematically,you should do their budget for Fixed expenditures a few years-don't forget - -fixed mounts occuring on a "appreciation". A brochure describing prices 7.6FT1 ar- as rent and auto payments. of the Bahamas today won't bethe same as one in 5-7 years. Take that into consideration. 7.32 Developing a plan 1. Determine goals, bothshort and long range. Study the Quarterly Reportor Annual Report 2. Estimate incase from allsources and then of a business corporation. Whatitems are determine net income (amount left after taxes, included under "assets "? "1 i abi 1 ities"? etc.). Also consider othernormcmetary family resources (recreation through artsand crar.s, Study the latest proposed federal free library, free parks; community budget. programs What are the main sources of revenue? The for self improvement, etc.) biggest expenditures? What itemshave priori- 3. Plan expenditures, both fixedand variable. ty? What programs have to be sacrificedin Determine spending patterns. order to achieve priorities? Specific ghisstile Performance Indicators Level Suggested Evaluation 7.4The student willun- 7.41 List the expense itemswhich Knowledge Listing derstand the mechanics should appear in a budget. of setting upa record keeping systen. 7.42 Develop a budget worksheet. Abilities Develop work sheet 7.43 Keep a record on the budget Val ues Keep record and make worksheet fora period of time and then make appropri- adjustments ate adjustments to the sheet for its improvement.

Taxonomy Suggested Learning Experiences 7.41Expense Items: Each student developa list (over a period of Food--that purchased for homeand that eaten away from hare. time) of those items thatshould be budgeted. Formamaster list. Consolidate. Housing--(a) rentor mortgage payments (b) utilities (c) heating (d) property Ask credit unions, banks and saifingsand loan taxes (e) repairs associations inccnmunitywhether they make and maintenance (f) allhousehold insurance-- fire theft, liability and available budget forms forindividuals or mortgage. families to use. If such formsare available ask for them fer classuse. Clothing--new, repairs, cleaning,laundry. Develop sane "Rules of Thumb" forrecord Transportation--public and/orown automobile, gas, oil, insurance, license, tolls, repairs, keepi ng. maintenance. What is the U.S. Departmentof Agriculture's market basket? What does it attenptto show? House Furnishings--appliances,furniture, drap- eries, linens, creditpaycents, rugs, repairs and maintenance. Develop a budget for self fora one week period, assuming at least $30.00income from a part-time job. Medical--medicine and drugs, medicaland dental expenses, hospitalization and health insurance. Insurance--life, andany other special i nsurance. 156 157 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 allincidentals.

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 isnot important, as longas it is workable and al lowsfor flexible planning and record keeping. Suggestionsfor forms may be found in many books on Consumerismor Economics. Forms may also be obtained from banksand other savings institutions. Sane people prefera more detailed budget whereas othersoperate with just a few categori es.

7.43 Sane pri rci pl es to help in developing records: The budget does not haveto include every penny to succeed. It shouldn't bea maze of trivia--nor a strait jacket.

Don't limit self to functioningwithin the narrow range of cited percentages.

It is probably a good ideato plan a budget period equal to the periodbetween income recei pts.

Fixed items of expendituremust be provided for first.

1'53 75 Taxonomy Suggested Learni ng Experiences

7.43 (cont.) Big expense its and other "must" itemsmust be spread so each incase period shares.

A big expense cannot necessarily be cut just because it is large (e.g., food).

A budget should help to developa setof priorities with respect to general itemsofexpenditure, but it need not consist of a detailed set of accounts indicating whereevery penny is spent.

Specific Objecti ve Performance Indicators Level Suggested Evaluation

7.5 The student will be 7.51 Define " pri ori ty". Knowl edge Short answer qui z awareofthe need for fl eni bl e budgeting due 7.52When given a problem situation Abilities Problem solving to changes in the in which there may be a prior- econcmy, personal life ity change, list the factors style and family. which may cause a change in

pri ori ti es.

7.53 Using the same problen present- Values Probl em solving ed in 7.52, select the priority which should be first choice and explain why that priority is that important.

Taxoriran Suggested Learning Experiences

7.51 Priority--a preferential rating. What effect does change in dollar value have on the budget? 7.52 A budget is a guide, not a dictator; it isa re- flection of you,your conscience. It need not be Think of 6 or 7 external influences that most a maze of trivia, nor a noose around your neck. families do not expect to have but often do. Neither should it function within suchnarrow How is the budget affected? ranges that it °names something to avoid. Con- 159 160 76 Taxonomy Suggested Learning Experiences 7.52 (cont.) sequently a budget must be flexible enough to al- Students tape interviews wi th people low -for emergencies of in vari- a personal nature, changes ous stages of the family life cycle to learn in the economy, and changesin life style. Priori- their approaches to budgeting:Such persons ties mill determine thenature of the flexibility. might include a young married couple,a middle aged couple with 7.53 children, and a senior Each person will have his/herown priorities. citizen. Though every budget shouldbe fle:sible, the nature of the flexibility will be determinedby the indi- List a purchase from which vidual. you feel you got more than your money's worth. Didyour priorities affect how you felt about thepurchase? On the other hand, do thesane for a purchase that "cost" more than you thought itwould. For example, "convenience" (saving intime and energy) often means extravagancein terms of dollars spent. Also, sometimespaying more for an iten makes us think it will work easier, faster, etc., but often it ismore cheaply made but looks better. Listsane items for which this is true.

Using the $30 budget suggested in 7.4, reexamine priorities to determinewhether changes are needed.

8. INSURANCE

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

Specific Objective Performance Indicators Level Suggested Evaluation 8.1 The student will un- 8.11 Define "insurance". Knowledge derstand the under- Definition lying principles of 8.12 List three principles under- Abilities Listing insurance. lying the use of insurance. 161 162 e 77

Specific Objective Performance Indicators Level Suggested Evaluation 8.1 (cont.) 8.13 Develop a statement giving own Val ues Written paragraph philosophy concerning theuse of insurance.

8.14 Write a brief historyof insur- Knowledge Paper ance.

Taxonomy Suggested Learning Experiences 8.11 Insurance--Coverage by contract wherebyone party Canpare and contrast insurance and gambling. undertakes to indemnifyor guarantee another against loss by a specified contingency or peril. !Vane every risk taken during past twenty- four hours. 8.12 Principles underlying insurance: Responsibility for probable lossis shifted Explain probability by flippinga coin, two frcm the individual toa group. coins, three coins, etc.

Provides economic security through a system of Should any insurance be mandatory? periodic payments to What types an insurance canpany, who of insurance are mandatory and why? provides protection in return. Investigate Lloyd's of Londonas an insurance Underlying principle is that ifa large enough agency. group participates in a risk-sharing plan the probability of disaster striking a majority or Investigate malpractice insurancefor doctors all of those participating at thesane time is (all kinds of doctors!). virtually nonexistent. Insurance company hasas its goal the achieve- ment of a profit as thereserve reaches the proportion where the riskcannot affect its stability. The reserve is investedto earn more money.

163 78 Taxonany Suggested Learning Experiences 8.13Insurance should never be judged asa luxury. It is a necessity particularly where people have dependents or heavy business and professional responsibilities. 8.14Life insurance had its beginning inthe time of ancient Rane where the Ranansocieties paid for the burial of their menbers who died. Duringthe Middle Ages, the guilds did essentiallythe sane thing. The early emphasis was Marine insurance when merchants insured shipscargoes and the masters. An insurance office was opened in Philadelphia in 1721. Life insurance appearedin America in 1759. That ccrnpany, known as the Presbyterian Minister's Fund is still in existence. Todaythere are almost 1800 insurance ccmpanies in the United States.

Specific Objective Performance Indicators Level Suggested Evaluation 8.2 The student will 8.21 Give two types of insurance Knowl edge Listing identify the various and list three kinds of pro- types of insurance and tection under each type. define the area of protection each 8.22 Explain the kind of protection Abilities Essay provides. to be expected under four kinds of insurance policies.

8.23 Identify priorities in kinds of V al u es Panel discussion insurance to hold under varying circumstances.

166 Taxonomy Suggested Learning Experiences 8.21 Types of insurance: List risks we are exposed to and distinguish Risks to persons: death, accident, sickness, between insurable ri sks and uninsurablee permanent disability, old age and loss ofem- risks. ployment. Working in groups listevery kind of insur- Property risks: fire, riot and civilrevolt, ance you can think of. Which group has the malicious mischief, vandalism, naturaldisas-, most kinds? Which group can categorize then ters, theft, water damage,mysterious disappear- into types? ance and marine.

Play a value'sgame such as Forced Choice. 8.22 Life insurance is protection against economic Student must choose the most vital insurance loss to a person's dependentsas a result of from a list, by first choosing ten, then death. five, then three and finallyone. Give reasons for choice. Why doesn't everyone Health insurance is protectionagainst the agree? financial losses due to serious illnessor accident. What new approach has been proposedto compensate persons injured in automobile Fire insurance is protection against financial accidents "regardless of fault"? Why? loss of have as well What as its contents. states have this? Has it worked? Investigate the legislative goings-on inour R.I. legis- Theft insurance is protectionagainst lature on this. financial losses due to theft, burglaryand robbery. Agai nst what types of loss mightthe owner of a house wish to be insured? Would thisvary The six basic types of automobile insurance in different parts of thecountry? are (1) liability for bodily injury (2) liability for property danage (3) comprehensive physi- List as many factors asyou can that insur- cal danage (theft, fire, hurricane,other danage ance canpani es may take into consideration not due to any accident) (4)collision (5) medi- before determining what premiunrates will be cal payments and (6) uninsured motorist. for a car - for a hare.

Liability insurance is held byhome owners, "Insurance is made available inreverse pro- store owners and owners of business enterprises portion to demand." Explain why thisapplies both large and small whoare vulnerable to claims to an inner city resident tryingto obtain a and lawsuits. package policy.

167 188 80 Taxonomy Suggested Learning Experiences

8.22(cont.) Titl e insurance is insurance againstall cl aims that the previous owner ofa property had full and clear title to the propertyhe is offering for sale.

8.23 It isn't possible to insureone's self against Given that one cannot carry insuranceon every conceivable type of risk. Small lossescan everything - make forced choices of insur- be absorbed by the individual.Major risks are ance. the ones that should be covered. Besides the protection against financialloss, insurance engenders security which is important for emotional well- being.

Specific Objective Performance Indicators Level Suggested Evaluation 8.3 The student will un- 8.31 List five factors to becon- Knowledge Listing derstand how to se- si dered in the selection of lect the company, type an 'insurance company. of coverage, and level of coverage. 8.32 Describe the compromise nec- Abilities Short answer quiz essary in the selection of insurance and provide a list of five of the major risks faced by individuals.

Taxonomy Suggested Learning Experiences 8.31 Selection of an insurance company: Check cormiunity for insurance companies. Buy from a well establishedcompany, fraternal organization, professional or alumni association. Name every risk taken during the past 24 hours. Buy from a company licensed inown state. Each student ask five adults what insurance Get recommendations from friendsand they carry and with whichcompany. Class com- r el ati yes. pare. 1C0 170 Taxonomy Suggested Learninq Experi ences 8.31 (cont.) Shop around, make comparisons. Read Consumer Reports articleon life insurance, auto and homeowners insurance for cost Deal with one agent who istrusted. comparisons.

Check bank for life insurance.It may be 'cheaper. Canpare the ease of estimatingpossible losses. For instance, if car is stolenor destroyed, one can estimate High promotional and the dollar cost, advertising costs add but it is very hard to set to the total cost ofyour premium. an upper limit on possible loss due to liability inan auto accident. Decide whether to deal directlywith an insurance company or whether to go toan insurance What state 1 aws do insurance canpani agency. es have to adhere to? What penaltiesare incurred if they don' t? 8.32 Most individuals are faced withallocating scarce resources; therefore most of us must be underin- How has longer life expectancy sured. One must recognize the risks (give statis- taken, eliminate tics from 1980 charts for all ages) as many as possible, and give the affected remaining ones a life insurance companies? Why? priority. The major risks How do these are: companies invest their funds? Describe Loss of income as the result vari- of death or disa- ous services they perform? bility of the family head.

Cost as a result of thedeath of a wife where children are involved.

Costs as a result of injuryor illness of a family member.

Damage to property,such as by fire.

Loss of savings and inmethrough personal liability, such as from au..mobileaccidents.

Loss of property throughtheft.

171 172 82 Specific Objecti ve Performance Indicators Level Suggested Eval uall on 8.4 The student will un- 8.41 Give three conditionson which Knowledge Listing derstand the rel ati on- the amount of insurancecover- s hip between changing age is dependents financial status and the need for insurance 8.42 Describe the kind ofperson who Knowledge Written paragraph coverage. insures.

8.43 Give three major hazards to fi- Abilities Caryl eti on test nancial security and the most common kinds of insurance for each.

Taxonany Suggested Learning Experiences 8.41 Conditions concerned with insurancecoverage: Set up individual and family situations Number of dependents and decide on the kind and amount of Age of breadwinner insurance which might be chosen. Family earning power (now and 1 ater) Consider education, occupation, ability, drive, Why is it that those who need insurance family connections, luck, the age, and geographical most are the ones who are likely not to residence. have Insurance companies provide 8.42 People with larger incomes, who do many services: not need every Investigate sane of the following: cent they earn in order to surviveare more likely 1. life insurance to invest in insurance. a) term life b) straight life 8.43 Sane hazards Insurance for each c) limited payment life insurance Death Life insurance d) endowment life insurance e) group-life insurance Disability Partial and total 2. annuity plans disability policies 3. health (medical) insurance Automobile Liability, Canpre- 4. disability income acci dents hensive, Collision 5. education advertis'irg Property harm Fire, Extended 6. fire insurance coverage, Personal 7. loans liability 8. investments Health Health insurance

173 Specific Objective Performance Indicators Level Suggested Evaluation 8.5The student will de- 8.51 Def4ne five terms used in in- Knowledge Definitions velop an understand- surance. ing of the vocabulary and language of 8.52 Interpret three selected phra- Abilities Interpretation of insurance agreements. ses in an insurance policy. pertinent policy phrases.

Taxonomy Suggested Learning Experiences

8.51 Insurance terms Study actual insurance policies lineby line Policy--A written form provided by theinsur- to interpret meaning. ance company which tells who is insured, for what amount, and what kind ofprotection has been Using insurance statistics: purchased. - how many deaths each year occur at what cost to insurance companies Endorsements--Additional forms which extend,re- - why do sane companies only insureyoung, strict, or clarify the basic policy. healthy white people - how many dollars are paid toinsurance Package policy--A method of combiningdifferent companies each year as opposed to how types of insurance intoone policy. much is paid out in claim - as far as house, car, personal insurance Insured--Person insured by the package. is concerned, what are "average" rates - what determines differences in rates Insurer--Company 'suing the policy. (age, health, sex, job-danger factor)

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

Risk--The chance taken by the insurancecompary that the hazard insured against will actually happen.

Deductible--The amount the insuredpay before tie iligiFince company willpy.

175 17G 84 Taxonomy Suggested Learning Experiences 8.51 (cont.) Exclusions--Situations which theinsurance company does not agree to cover (e.g., earth- quakes, acts ofwar, predetermined illness,cosmetic surgery, etc.)

8.52 Actual insurance policiesshould be collected and reviewed. Insurance agents shouldbe helpful in making interpretations.

9. TAXES

Goal: Understanding the consumer's role and responsibilitiesin the local, state and federal tac structure. (Note: It is suggested this unit be taught in Marchand April whenfederal and local budget proposals arein the news.)

Specific Objective Performance Indicators Level Suggested Evaluation 9.1 The student will un- 9.11 Define: Knowledge Definition derstand the reasons Taxes for and types of tax- Indirect taxes es within each level Direct taxes of government. Proportional taxation Progressive taxation Regressive taxation

9.12 Give four basic principles un- Abilities Essay question derlying a good tax.

9.13 Give the taxes collected by Abilities Short answer federal, state and local governments and briefly describe each.

177 173 Specific Objective Performance Indicators Level Suggested Evaluation

9.14 Describe the necessity fortax-. Values Essay question es and own personal attitude toward the levying of property taxes, incane taxes and custom duties.,

9.15 Briefly describe thehistory of Knowledge Panel discussion taxation.

Taxonany Suggested Learning Experiences

9.11 Taxes are charges, usually of money, imposed by Discuss "Taxation without representation". authority upon personsor property for public purposes. Research history to find instances whentaxes have been levied without the fullknowledge Indirect taxes are those whichare paid indirectly, of the people and have been instruneutalin through the purchase of goodsand services. This bringing about conflict. may shift the burden fran one group to another. Conduct a contest tosee who can name the Direct taxes are ,.hose taxes which.are paid direct- most pr :gressive and the most regressive ly by the person or business to the government. taxes. They cannot be shifted.

Provide a "running" list of kindsof taxes on Proportional taxation involves taxing people ac- a bulletin board where students may add the cording to their ability to pay. Taxpayers paya kinds of taxes they have discovered. fixed vrcentage ofevery doll ar of income. Describe life withouttaxes. Progressive taxation isany income tax or any tax on money inherited. The tax increases according to Compare and contrast the sales taxes the increase in income for tie or in the value of the in- states. Why are some taxes very low heritance or gift. or non existent while othersmay reach 6 or 7%; Jo states differ on the items taxed? Whator who Regressive taxation refers to thefact that such decides what the taxes shall be and taxes take a higher what or percentage of income from the who can ini ti ate legislation tochange the poor than they do from the rich. Theyare the tax? reverse of the progressive taxes. Salestax is an example. 160 179 86 Taxonomy Suggested Learning Experiences 9.11 (cont.) Intermediate taxes are progressivein some respects and regressive in others. Using charts, diagramsand pie graphs, discuss the differences between directand in- 9.12 A good tax: direct taxes, progressiveand regressive taxation. Must be economical tocollect. Must provide sufficientrevenue. Should not place too heavya burden on any one group. Should be easily regulatedbut not too easily evaded. Should permit taxpayers to pay their taxes ina fashion that is as painlessas possible. Should be levied withfull knowledge and understanding of all citizensas to purposes and needs.

9.13 Federal taxes: The personal federal income tax is constructed The preamble to the Constitution to take a proportionateamount of the individual's more or less spells out the federal government'sresponsi- income. The percentagegrows 1 arger as one' s incane increases. bilities to its citizens,one of which is to "lay and collect taxes...topay debts..." List all of the Excise taxes are taxes areas that our taxes are used on specific commodities to pay these debts. and services originatingin this country. (Example-nation& defense, veteran's benefits,space research, etc.) Also, put downhow much the government Custurns duties or tariffsare taxes on imported goods. collects in taxes and whatpercent and dollar amount is allocated to each listingyou have made. The corporate incometax is a tax on the income of corporations. The income of a corporation is Lowering taxes is difficult. composed of the profits How might this from its operations and be done successfully? the earnings of the factors Has it happened recent- of production suchas land and machinery ly? Where? Give backgroundon the process. that the corporationowns. What have been theeffects, positive andneg- ative, on the life style andeconomy of the areas undergoing the lowering oftaxes.

181 1S2 Texoncmy Suggested Learning Experiences 9.13 (cont.) State and Local Taxes: Why are the costs of governmentrising rapid- Property taxes may be based on property alone or ly? In what ways are these costsmet? Why is may have charges made on other property suchas it difficult to reduce government spending? home furriishings, paintings,etc.

The personal state income tax islikely to be tied to the federal income tax inone way or another.

Sales Taxes are regressive inthat they hurt pe Ile with little money more than those with more money. Are likely not to beon staple items such as food, clothing and medicines.

License fees andentertainment fees includemany taxes such as hunting license fees,driver's licenses, etc.

Estate and inheritancetaxes are taxes placed on property to be given to heirs.

9.14 Taxes are the government's weeklypay check and are necessary to furnish revenues for the serviceswe expect from the government. Thereis a contradic- tion however. On theone hand we insist that no individual shall be taxedso heavily that this person cannot enjoy the use of what he had earned. On the other handwe believe that every citizen is equal under the law and therefore shouldreceive the same benefitsunder the government. Thismeans limited resources and unlimited demands.

9.15 The history of taxation isone a change of taxes Find out what the federaltax receipts were as a mark of bondage to a badge of reedom. for the most recent fiscalyear by type of tax: Progressive, Intermediate,Regressive. 1 o3 Taxonany Suggested Lear ning Experiences 88 9.15 (cont.) Before 14th century Bring in newspaper articles whichdiscuss the Duty of slaves, vassals, peasants, colonists federal government's budget plans, and conquered people to support the including ruling classes. any proposals to raiseor lower income taxes. 14th to 19th century Find out from an auto dealerwho sells for- Feudal s3isten gradually brokenup eign cars how much the "tariff"adds to the Patrimonial revenues slowlygave way to taxes. price of the car. Land, as the primarysource of wea.ith became the primary source of taxation. Bring in newspaper articles which discusslo- Import and export duties and internal excises cal community decisions to reevaluate became important. property and/or raise the tax rate and /or hold Poll taxes flourished. a financial town meeting. 19th and 20th century Filmstrip: Taxes, Taxes, Taxes, Parts I,II Rebellion against arbitrary andoppressive (N.Y. Times Film Service) taxation. Discusses the problems of cities which face More equity and uniformity in taxation. the necessity of providing increased With new forms and differenti ated services sources of while conf renting the problems ofa declining wealth, taxes on incomes and inheritancc!s tax base. were adopted. Gasoline taxes, retail salestaxes, motor The history of taxation is available in vehicle taxes and net income a taxes added. booklet from the Internal Revenue Service. Property tax abandoned tothe local units.

specific Objective Performance I n di cators Level - Suggested Eval uati on 9.3 The student will be 9.31 Give three reasons forgovern- Knowledge Listing aware of how tax dol- ment spending. lars are used to sup-: port various programs. 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 Abilities Short answer of government spending.

186 Specific Objecti ve Performance I ndi cators Level Suggested Evaluation 9.34 Make asummary sit.aternent on Abi 1 i ti es Essay or Debate future governmentspending and Values (Federal, State and local) giving own feelings and values.

Taxonany Suggested Learning Experiences 9.31Why governments spend: Debate: Resolved: All growth ingovernment To provide social goods andservices. These spending shall be stopped. include highways, sewer linesand police protection--those benefits which can be shared by Continued increases in tax ratescan some- a nunber of individuals. times result in lower tax To encourage beneficial revenues because of externalities and consumer reaction. Discuss how this might eliminate adverse ones. Thisincludes city bus lines which may be subsidized happen with (a) the property tax, (b)sales because they can- tax (c) tax on tobacco (d) taxon alcoholic not charge enough tocover their costs and stay beverages. in business. Privateeducation may also be subsidized through low-interestgovernment loans and favorable tax treatment. Discuss "Guns and butter"as a phrase suggesting the difficulty of maintaininga 1 arge To prolicetrarin.lowers. This ncl defense establishment whilemeeting the de- government without mands for consuner goods. receiving anything in return.Welfare is included here. The government transfers to a recipient. purchasing power Give specific exanples for growthof government spending. For example, under"Rising Aspirations", the Elementary and 9.32Programs supported bythe government: Secondary Federal. Educational Act or the Headstartprogran could be given. Givea brief description of National defense Agriculture each specific progran. Veterans' services Educati on Space and Science Commer ce Divide class into twogroups: using news- Heal th Hi ghways Public Welfare paper articles have one group study local Natural resources budget proposals and theother group study federal budget proposals.

187 188 90 Taxonany Suggested Learning Experiences

9.32 (cont.) Local Possible debate topics: Education Health, hospitals Resolved: R.I. should enact a Proposition Publ ic welf are Natural resources 21/4similar to the Massachusetts law, Streets, roads Police, fire limiting local property taxes to 21/2% of Recreati on the fair market value. Resolved: The federal government should States balance its budget so as to eliminate ME-CR-ion Health, hospitals deficit spending. Highway Natural resources Public welfare

9.33Reasons 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, controlof air poll ution. Rising aspirations. Health and education have always used a large part of government spending but with better education and healthand that the government should provide these services, government spending has increased substantially. Growing urbanization. This has brought about the need for large-scale modernsewage and water systems and police and fire protection. Population growth. Even though there is a de- cline in birth rate, there remainsa growth rate caused by declining death rates and immigration as wellas 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 governmentallyfinanced institutions.

190 189 Taxonomy Suggested Learning Experiences 9.33 (cont.) Income instability. ine move from an economy made uplargely afamily farms and small business to one of large economic units suchas General Motors changed American workers fran proprieters to wage earners. Social Securitycame into being, providing transfers for aged, disabled andtheir fanil ies Unempl oyment, compensationand other goverment financial programs attempt to deal with the problems of unemploymentand income instability in an industrialized society.

9.34 Spending of governments dependssomewhat on the location of the goverment and the peopleliving in that location. Sane stress pollutioncontrol or the maintenance of a well known trolley linewhile others are proud of their policeprotection. The activities of governments are dependent toa great extent on the values of the peoplein the community.

Specific Objecti ve Performance Indicators Level Suggested Evaluation 9.4 The student will be 9.41 Name six social servicesor Knowl edge Listing aware of community public assistance agencies. resources which can assist them in using 9.42 Describe three services Abilities Wri tten description the tax structure to in detail which are financed their best advantage. through taxation.

9.43 Describe one agency which .Values Paper or report would be of personal benefit giving details of why this particular agency has been chosen.

1904, 92 Taxonomy Suggested Learning Experiences

9.41 There are a growing nunber of programs to aid peo- Take `'a field trip to the nearestEmployment ple. Security Office or Government Center (such Those provided by the federal government are as the Government Center on Tower Hill listed in the telephone directory under UNITED' Road, Wakefield) to discover the great varietyof STATES GOVERNMENT. A trainedinterviewer will social services provided by the stategovern- probably provide booklets describingprograms ment. and how they work. Those provided by the state government may Analyze what the effects would be ifwe be call ed "department ofsoci al service". These eliminated all unemployment compensationand offices are listed in the telephonedirectory public assistance programs. under the nave of the state. Programs run by the local government may be Speakers from local agenciesmay be avail- found in the telephone directory underthe name able. of the local government. Examples of social agencies are Employment Security, Develop a master listing of agencies pl acing Social Security, Veteran' s Administration,Heal th it where everyone can watch the additions. Clinics, Adult Education, Recreation,etc. Select those agencies to be investigated thorouply. 9.42 and 9.43 Descriptions may be found in booklets providedby most agencies and through personal contact with the agency.

10. CONSERVATION OF ENERGY AND RESOURCES

Goal: Increasing the student's core of information related to energy, e..ol ogy and economicissues upon which students can base further inquiry, researchand value judgements.

Specific Objecti ve Performance Indicators *Level Suggested Evaluation 10.1 The student will *10.11 Define: Knowl edge Definitions develop an aware- Energy ness of challenges Environment facing the U.S. and Ecology the resources, Energy as compared to a ecology and economics. chameleon

193 194 s

Specific Objective Performance Indicators Level Suggested Eval uation 10.1 (cont.)

10.12 List four challenges theU.S. Abilities Short answer quiz faces in energy and ecology matters.

10.13 Describe two difficulties Abilities Panel discussions faced from each of the following: Air pollution Heat as a waste product Waste products from nuclear energy

10.14 Describe how per capita Abilities Short answer quiz energy consumption in the U.S. compares with the rest of the world.

10.15 Give a brief historyof ener- Knowl edge Essay gy consumption showihg trends.

10.16 List four challengesthat are Val ues Forced Choice (ValUE felt to be the most pertinent Cl arification) ones to be faced.

Taxonomy Suggested Learning Experiences 10.11 Definitions: What are sane the advantages and disadvan- Energy--The ability to do work tages of the location ofyour community? What caused the community to be founded? Environment--The circumstances, objects or Does the originalresource still contribute conditions by which one is surrounded. to the existence of the community?

Ecology7-The totality or pattern of relations Place a clean piece ofpaper on a windowsill. betweenween organisms and their environment. Leave overnight. Draw conclusions.

195 19C Taxoncmy Suggested Learning Experiences

10.11 (cont.) Energy as compared to a chameleonBoth have Several members of the class keepa log of a basic identity but constantly change fonn. gasoline use during the week.

10.12 Challenges: Discuss changes occurring in the lifestyles Air pollution of young families today.Determine what has Land use caused the changes. Ccmpetition for water Ocean use Visit the local sanitation department and Acceptance of nuclear energy fi nd out from the engineers what procedures Econanic growth are used for disposing of solid waste. Energy supply Find out if there are paper, glass, aluminum recycling centers in the conmunity. 10.13 Air poll uti on--Transportation (especially the car), generating plants and industry toa lesser degree Investigate local and state air pollution are the main pollutants. controls. List the major contaminants inown community. Heat as a waste product (thermal pollution)--Water, Bairne ft has been cheap and plentiful and is able Illustrate major events and inventions which to carry a great deal of heatenergy has been the are related to energy by drawing a time line preferred cooling medium. With the rapid growth of from 1800 to present. Indicate threats to energy use, we are in danger of running short of the environment, times when action was taken cooling water.Water is also used as a drink,a and any laws or regulations which have been cleansing agent, a recreational median,a sewer, a passed. 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 ofnuclear accident. The problems are statistically improbable but individually would have largeeffects.

10.14 The energy consumption ofthe 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 nearly6 times the world average.

197 18S Taxonomy Suggested Learning Experiences 10.15 iHi story of energy consumption The history of man has beenone of increasing energy use. Primitive man, living withouta fire had only the energy in the foodhe ate.With fire his energy consumption doubled. In the Fertile Crescent in 5000 B.C., primitiveagilcultural man hade.cmestic animals and grewcrops. Advanced .agricultural man, in Europe inthe late Middle Ages, used coal, water and windpower and animals for trans port ation. Industri al man, in Engl andor Germany in 1875, had the steamengine. Modern technologicalman, in the U.S. in the 1970's had the automobile, electricity froncentral generating stations, and a hi gh level of mat eri al cons umpti on. Primitive man used about 2000 dailykilocalories. Today we use about 25,000. (Evans. 1980)

Specific Objective Perf ormance Indicators Level Suggested Evaluation 10.2 The student will gain 10.21 Relate four events in this Knowledge Short answer an understanding how. century which helped to supply and demand bring about a long term affects energy, in- shortage or an energy crises. cluding its sources, patterns of usage, 10.22 Ccmpare Indian and white Knowledge Essay and predi cted future men's attitude toward the outl ook. 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.

10' 200 96 Specific Objective Performance Indicators Level Suggested Evaluation 10.2 (cont.) 10.25 Cite predictions forenergy Abil iti es Paper use in the future.

10.26 Give one example ofan energy Val ues Paper supply problem which could be helped by the efforts of an i ndi vi dual.

Taxonany Suggested Learning Experiences 10.21 Events bringing about an energy crisis: What conflicts are we apt to findas-we fight In California there isa tendency of air pol- an energy shortage and also try to protect lutants to hang long in the air, thereforea our environment? decade beforethe rest of the nationsaw a problem, Los Angeles was ina serious energy- What consumer products are apt to be inshort environment dil enma. supply because of an energy shortage? At Four Corners (where New Mexico,Colorado, In recent years where have water shortages Utah and Arizona join)enormous resources of occurred and what has been done about them' coal caused the building ofa huge coal fired generating plant to provideelec- Keep an energy log: tricity to the Southwest. Plans were under- Energy that is used directly--turnon a way for five more huge plants when by 1969, light the air pollution fran the plant, inaddition Energy that is used indirectly--refrig- to social and environmental changeswhich erate food were taking place caused the plant togain Public energy--use heat in a public national attention.This unfinished history building is well documented in "TheSouthwest Energy Product made of petro-chemicals Complex" by Malcolm F. Baldwin. syntheti cs Products which require energy tomanu- Strip mining has caused theburying of top facture - clothing, appliances, etc. soil in 50 or 100 feet of subsoilto say nothing of the leveling of all growth.The Canpare predictions for the growth in elec- land stripped in the Black Mesaarea alone tricity demand for 19704980. What caused may be near 800 acres annually. change in the projections?

201 202 Taxonomy Suggested Learning Experiences; 10.21 (cont.) Philosophical differences betweenthe values and goals of Indians and thegovernment have caused major problems.

Oil derricks in thesea and the risk of pollution in the biologicaqy'rich coastalwaters.

Oil spillage from tankers.

Breakdowns in nuclear plants.

The oil embargo.

Increased demands forenergy at the same time that the afore listed events occurred.

10.22 Air and waterare Holy Elements to the Indians. A statement by a young Navajosays "(Has the government) ever thought thatthe Navejos don't like to be up with the national standards ineconomics, education, employment, etcetera. We don't like this idea of keepingup 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 andallowed populations to grow.

10.24 Consider that 98%of American homesnow 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 byresidential and commercial users, schoolsand government facilities. Each person used 36 percentmore electricity than ten years ago.

2iu " Taxonomy 98 Suggested Learning Experiences

10.25 If we continue to useenergy at the present rate, without increasing the supplyor improving the efficiency with which it is used, there willnot be enough energy.

10.26 Long lists of personal effortscan be listed, some of which are direct--suchas driving the car less, lowering the heat in the homeor office or weather- stripping the windows and doors. Others are indirect such as the active support forgovernment legislation which would have an energy saving effect.

Specific Objective Performance Indicators Level Suggested Evaluation 103 The student will iden- 10.31 Describe the overlap between Ability Essay ti fy the interrela- the "energy crisis" and the tionship among energy, "environmental crises". ecology, and economic probl ems and sol uti orris 10.32 Give one example of there- Ability Essay in terms for the con- lationship between energy and sumer. the nation's financial status.

10.33 Give one evidence of the rela- Ability Essay tionship between energy and

individual fi nanc es.

10.34 Give one evidence ofthe rela- Ability Essay tionship between energy and food production.

10.35 Draw three conclusionsthat Val ues Oral report describe desirable solutions to the energy /ecology probl en.

204 211tat):- Taxonomy Suggested- Learning Experi ences

10.31 An important lesson to learn is that "everything Indicate which of the following 12 steps toa is connected to everything else".The improvement food system for a frozen vegetable might be of the energy supply is hindered byenviromental- eliminated: ists. Environmental improvement is hanp.ered by the Someone else grows a vegetable usingen- need for more energy. Consider strip mining and ergy intensive machinery and fertili zers its effects on the lafid; undergroundmining with Transports it to a processing plant waste heaps, fires and black lung; oilwells in It is sliced by machine the ocean; reservoirs covering desirableland, It is packaged disease, industrial plantson waterways. It is frozen Refrigerated truck takes it to market 10.32 The GNP (gross national product)is the way we Market keeps it frozen traditionally measure the country's well- being, You go to market to buy it and energy (the value of the fossil,fuels,and the Take hone and put in freezer uranium and electricity thatare consumer) is Thaw it and cook it among the goods included. Energy contributes about Throw away package 10% of the GNP. The indirecteffect of energy on Eat it the GNP is much larger. Insane industries an energy source is used as a raw material (plastics Where does your community's foodcome from? or aluninun) and in all industries it isenergy What would happen to this supply ifa plus labor that produces goods.The actual affect severe fuel shortage occurred? on the 'GNP is more closely related to howwe reduce energy consumption rather than nn the mount Is it possible that we as a nation mightac- it is reduced. If we direct our drive toward using tually benefit from anenergy shortage? energy more efficiently we can hope this will cause an increase in the efficiency of producing GNP How might an energy shortagecause unemploy- dollars and that the GNP will grow faster than ment, business failures, recession andper- energy consumpti on. haps a recession? How might development of alternative energy sources do the opposite? 10.33 The cost of hone heating fuelhas increased 500% since 1973, whilewages have increased by less Give three examples of shortterm conserva- than 100%. By speniing a greater proportionof tion; long range. income on heating, theconsumer has less to spend on other things. Many other examples are possible. How might the following businesses and industries contribute to solvingenergy and ecolo- 10.34 If the energy expended ingrowing, processing pack- gy problems? aging, and transporting food is divided by thefood building industry consumed per household we find it requires 7or 8 airl i nes 207 100 Taxonomy Suggested Learning Experiences 10.34 ,Ccont.) Calories of fossil fuelenergy to get 1 food Calor- utility companies ie on our plate. Asa consequence food prices are large chain stores bound to rise withenergy prices. Whether the solu- oil canpani es tion is in increasedtechnological efficiencyor in a departure of farming fromits path of increasing capital intensiveness--or Explain ways that the energy andecology sit- a combination--is uations relate to each of thefollowing eco- a highly debated subject. nomic conditions: inflation 10.35 The solutions chosen byindividuals will be depend- unenploynent ent on their own values. Somemay find "going back trade deficits to the earth" a highly desirablevehicle others productivity would find burning of wasteproducts as a more rinplopent efficient use ofour expertise. scientific and genetic discoveries

Name some types of pollutioncaused or aggra- vated by energy production. Compare the effects of governmentlegislation as compared to the effects of a free market system in relation toenergy and the environment.

Find news items such as"Environmentalists Block Offshore Drilling" and discussin terms of cost, environmental issues,etc.

Now might consumer spending changeas a result of an energy shortage in each of the following categories? food clothing housing transportation entertainment

208 209 I Taxonany Suggested Learning Experiences

10.35 (cont.) 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 Performance Indicators Level Suggested Evaluation 10.4 The student as a 10.41 List and explain the two Knowledge Short answer consumer will make major directions we may an individual plan of turn in order to save energy. action to help in solving problems pre- 10.42 Give eight ways in which an Knowledge Short answer sented by energy individual can conserve ener- shortages, threats to gy while preserving the en- the environment, and vironment. related concerns.

10..43 Usingone 1 ocal Rnvi ronmental Val ues Outline and/or problem, diagram a solution. Discussion

Taxonomy Suggested Learning Experiences

10.41 We can tighten our belts anduse less energy or we Ham activity: Demonstrate that a short show- can improve our energy productivity. If we tighten er is more energy conserving than a bath, and our belts we will be driving fewer miles, turning that a lengthy shower wastes energy. down thermostats, turning off lights and taking Note: To 'neat one gallon of water, it takes shorter showers. If we get more productivitywe an ounce of oil, a cubic foot of gas, will get more useful work and activity from each or1/4kilowatt-hour of electricity. extracted Calorie of primary energy. This can be 210 211 102 Taxoncmy Suggested Learning Experiences 10.41 (cont.) accomplished by improving energy productivity and Devise a check list for a quick andeasy scan improving the efficiency with which we convert it of a hone to reveal possiblesources of ener- to our use and by decreasing waste. gy waste and potentials for energyconserva- tion. Make the checks and report. 10.42 A few examples of conservingenergy and preserving tha environment: List 15 (or as many as wish) things/or Reduce water consumption activities which would helpconserve energy. Buy fewer disposable items Categorize. Refuse to buy overpackageditems Use a tote bag instead ofpaper bags To what extent can self-sufficiencybecome a Return beverage bottles and coat hangers goal for America? Discuss self-sufficiencyof Use old newspapersor recycle them the individual as wellas self-sufficiency of Share magazines with friendsand institutions the nation. Refuse to use pesticides whichare hazardous to human life or widelife What five changes would you asan individual Walk or ride a bike when possible be willing to make in order toconserve ener- Have regular tune-ups ofcar gy and protect the environment? Watch researchon aerosol products and dis- continue use of dangerousones Set up an Energy Conservation Task Forceto Avoid setting open fires andburning trash lect and provide energy conservation informa- and leaves tion. Suggestions: Refrain from smoking Plant covercrops to preserve top soil news items for school or local newspaper Evaluate home insulation bulletin board displays ChecK and clean filters study school's consumption patterns and Turn the heat down and the electricity off make recommendations to administration Etc. - - - - !!! give demonstrations on conservingenergy when performing household act i vi ties sponsor field trips

10.43 Local problems tend to be similarto other peoples local problemsor state or federal problems. How- ever, sane situations may be more pressing because of the circumstances existing inparticular environ- ments. For instance some communitieshave more problens related to waste disposalthan other communi-

2;12 213 102A Taxonomy Suggested Learning Experiences 10.43 (cont.) tics. Others may have problemsrelated to a salt pond whereas sucha pond does not exist in another community. Such problems willrequire an individual to work in and with the community.In order to take any kind,of action, a plan needs to be deVelopedif an individual wishes to take an active role.For instance, if the student isinterested in helping the community to solve the problem ofwaste disposal, the following diagram isan example of how plans can be made.

For background investigate, read and study: For Action contact:

Literature Legislation, Other Comnunities Local Environ. Town Council AcTryic school library Attorney General Write Chamber Join a sub- public library Contact president Office of Commerce group local energy Energy Office office

Specific Ohjective Performance Indicators Level Suggested Evaluation 10.5 The student will be- 10.51 Describe four non-polluting Knowledge Short answer come aware of altern- energy sources. ative sources of energy and their use 10.52 Describe one effect ofhand- Abilities Essay for the future. ling the use of resources in a way that has the least direct cost.

10.53 Describe one nonpolluting Values Oral report energy resource which you 214 215 Specific Objective Performance Indicators Level Suggested Evaluation 10.5 (cont.) consider to have the most

potenti al.

Taxonomy Suggested Learning Experiences

10.51 Techniques vary from the second hand solar source-- What are sane measures that could be wind, water power, and photosynthesis--to taken to those minimize the economic effects ofan energy which convert the directenergy of sunlight. The shortage? most promising techniques for tapping the second- hand sources are those that involvethe production What roles do you think government should of methane for the direct burning of organicma- take in energy conservation, increasing terial. Sane pollution is involved thoughnot from energy production, finding new energy sulfur. Wind and waterpower would have minimalim- sources, protecting the envirorment? What pact on the environment. Solar energy farms would effects would each government action haveon involve many square miles of land covered with the economy and the people? Willanyone have solar collectors. There is possibility insolar lost their rights? seapower also by collecting energy from the temperature difference between surface and deepseawater. What immediate and future consequences could result if we fail to deal effectively with 10.52 Strip mining destroyed millions ofacres of land. our energy, ecology and economic problems? Disposal of home sewage can spoil the watersupply for many other people. Dumping trash inan old Divide the class into four groups, each to gravel pit may waste valuable materials.The list represent policy makers for government, for is seemingly endless. business and industry, for envirormentalists, and for consumers. Each makerecommendations 10.53 Thisisa value decision since there is no data for the following: available as yet to recommend one energysource as reduce America's dependence on foreign being the best. 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 216

217 104

SOME SUGGESTED ACTIVITIES FOR THE GIFTEDAND SLOW LEARNERS OF SOCIAL STUDIES

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

Gifted Slow Learner

Trace the rise of the consumer movement anal- Because this component, Basic Economics ogous to the labor movement or in the compare the Marketplace, involves considerable growth of big business and the rise theory, it may of the con- be the most difficult component forthe slower sumer movement. student to understand. It would probablybe better to select personal activities to helpthe Using any three items in the roan, chart how student understand buying and selling, each has been affected by four factors rather than of pro- attempt to teach too much about the economicsys- duction--land, labor, capital andmanagement- - tem. in the journey from the original stateto its present state. Find pictures of consumers and sellers.Combine the pictures to illustratepurchasing and provi- Scan newspapers and magazines tlbecome aware sion of goods and services. of economic trends. Follow the trend andreport to class. Draw or cut out pictures of food producesdby fanners. Draw a picture of howthat food gets to Choose three examples of government controls your dinner table. What foods are grownnear that affect the marketing of certaingoods. your onw home. Draw and find pictures and label Research why the controlscame about, when them. enacted, success of the controls andprovide an analysis of the necessity of the controls. Bring food to school that could havebeen grown at home but wasn't. How did you get the Prepare a chart to illustrate the develop- food? At a store? With money? Whywas money used? ment of money in the United States. Dothe same Wash and cut the food to eat in class. for another country. Developa cartoon showing the purpose of an economic system. Using the What are the names of the departments inthe cartoon, teach another group. grocery store? Set up some type of example. What is found in each department? Compare consumer problems of the1900's with those of today. Draw conclusions. Using newspapers, identify stores in thepaper and learn how to spell andpronounce the names. Do research on the economic system of another Locate where the stores may be found.

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1.1 (cont.) country, such as Britain, Sweden, Cuba,China, or South Africa. Explain whether it is a free market economy, a socialistor a communist economic system.

1.2 The student will develop an awareness of the interaction between supply, demandand the price mechanism.

Prepare a circle graph that shows the Gross Prepare a set of principles to followas a con- National Product for the pastyear. Data for sumer citizen. Role play situations where taking the chart may be secured through the public or too much of one item (hoarding) maycause someone school library. else not to have the item. If possibleillustrate how the price might increase. Illustrate the circular flow ofmoney in a free enterprise economy with a drawing showing Using actual clothing or pictures discusswhere the influence of taxes, savings, and invest- and how we get our clothing. Why issome clothing ments and spending. more expensive than other clothing even though they seem to look alike. The varied costof dif- Investigate the difference between a consump- ferent brands of jeans can illustrate howdemand tion-directed and a consumer-directedeconomy. causes prices to be higher.

Four students represent consumers, business, Set up a lemonade stand (or sell popcorn)for labor and government. Each studentpresent and three days at lunch. The first day, charge 10t defend his/her point of viewon a current con- above the cost of materials. The second day sell sumer issue. for 20t above cost. The third day sell for only 5t above cost. Keeva record of how much sold Research: Should we have tariffs to protect and how much profit made each day. Discuscon- American workers? clusions. or

Draw a series of sketches or a cartoon strip Using candy bars and tokenmoney, simulate the showing how the Federal government helps the market place by auctioning off candy barsto farmer, a small business man, and theconsumer students. The next day, double the'amount ofmoney and see what happens to the pricesbid. Discuss.

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1.5 The student will understand the interdependentnature of the market system.

Study farming changes since the turn of the Pretend you are a farmer. What doyou have that century and the relationship of thesechanges you do not need to buy? What must you purchase? to profit motive. Use the sane procedure for agrocer, a lawyer, a school teacher. What would happen ifone of three factors (products, merchants or credit) was not pres- An it an of clothing is soiled. Howcan it be ent. What happens if the availability ofone cleaned? Demonstrate washing by hand; or more is limited? discuss washing by machine; discuss a local laundry.In order to use any of the procedures,what has to Make a chart listingnew items which are be available and who needs to providematerials being tested in the market (e.g., disposable or services? paper garments, synthetic non-growinggrass, electrically heated sidewalks). Analyze how business would be affected. How wouldconsumers be affected? How would the nation beaffected ecological ly?

Write a scenario describing whatyour life would be like 2 years fromnow if the U.S. suddenly ran out of oil.

CREDIT

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

Determine the amount of crediton a national List all the items eoyed that would be scale. taken away if credit were not available.

Get facts and figures about chargeaccounts Find advertisenents on credit and bring than from local stores: to class to see how many kinds of creditcan be What percent of total salesare charged? found. How long do most people taketo pay? What extra services do charge customers get? Discuss: Does everyone use credit? Illustrateby Is there a discount for payingcash? "borrowing" an article and then returningsane- thing extra as a "thank you".

222 223 1 Gifted Slow Learner

2.1 (cont.) Write guidelines for the wiseuse of credit to be published in the school or local paper. Examine the yellow pages in the telephonedirectory to determine the types and nunbersof lending Make a survey of teenage creditbuying, (Lay- agencies in the community. away with or without parents approval, using parents' charge accounts, use of own charge Students give examples of credit extendedto accounts, installment buying, loans.) them by parents, brothers, and sisters.

Develop cartoons on credit, depictinghumor- Discuss sane definitions of credit: ous consumer credit situations. Place around - Credit is buying now and paying' later school building. If possiblemonitor the car- - Credit is a doctor bill toons to determine student reaction. Use everyday opportunities in the classroan to Develop a crossword puzzle using the follow- emphasize financial credit. Placea money value ing terms as answers. and interest rate on such itemsas borrowed pen- credit, creditor,repossess, charge cils, notebook paper or books. accounts, carrying charge, easy payments, character, capacity, garnishment, truth-in- Draw pictures or make posters which showthe lending, collateral, credit cards,install- functions of credit. ment.

Interview different groups of peopleto discover their attitude toward credit. Exanples: the elderly, businessmen, college students, house wives, etc. Compare.

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

Small groups work on a chart comparing oper- Use advertisements of credit and discussas to ati ng poli ci es, speci al i ties , types of credit type and source. offered and credit costs of differenttypes of lending agencies in ccnmunity. Use illustrated Recall the question asked of .the customer after chart to complete information. a purchase has been made, "Will this be cashor charge?" Discuss the factors that may influence Collect installment credit contracts from the custaner's reply.

224 225 108 Gifted Slow Learner 2.2 (cont.) stores and catalogues. Explain promises one Discuss the hidden meaning behind,"Bring no would make by signing the creditcontracts. moneyno down payment required," and "Takeas as long as you like to pay, and only $9.98a Find out about the laws governingloans in month." the state. What is the maximumpermissible rate for various kinds of loans? Make a bulletin board display ofprincipal sources of credit in the communityand their in- Find out whether a creditorcan garnishee terest rates. your wages if you are in default on a credit contract (varies from stateto state).

investigate community to discoverwhether banks have a credit plan for 18year olds.

Investigate where agencies get theirmoney, what it costs them, how theycompete and how under shifting conditions theinstitutions have changed and government hasmoved into the picture, with increasing guaranteesand regu- 1 ations.

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

Investigate the kinds andsources of infor- ' Discuss why a "good" name is important.Cite mation recorded and utilized by creditbureaus. examples such as borrowing books, school Visit a credit bureau. supplies, or personal articles and how important it isto return then on time. Other examplesare keeping Formulate guidelines for maintaininga good secrets and always telling the truth;Role play. credit rating. Place in schoolpaper or local paper. Explain "trust" as the basis for credit.

Invite a bank's loan officerto speak to a Discuss how others' (friends, group about how to establish employers, a good credit rat- ministers) opinions of a person'strust- ing when you are 18. (Or interviewa loan offi- worthiness can be checked. cer and report to the class.)

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2.3 (cont.) Identify personal habits and practices established early in life that are recordedon 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 explainwhy they asked you each question (how long at previous job? etc.)

2.4 The student will understand the use of creditin terms of present and future needs, wants,expenses and income.

Chart the family life cycle. Determinehow Discuss: Do families that buy on credit buymore credit capacity and uses for credit change. than those paying cash and if so, what effectdoes it have on next month's spending, the feeling of Prepare a display illustrating the changing security about money and family relationships. needs and uses of credit by a family at different stages of the life cycle. Place the dis- Look ahead to sane specific expenses expected in play where many peoplecan see it--in a church, the near future. How will you handle them? a store, a bank. Role play a consumer being pressured into making List and give explanations of the different a purchase. Stress taking time to think and asking types of credit that each of the followingmay for advice. have: - you or a classmate Role play a situation where there aremany - a young family things that could be purchased. Emphasize theneed - a neighborhood retail store to check the budget (or ask advice) before making - the local government. a purchase using credit. How does each determine when a debt limit is reached? Present the comparison toa group.

228 229 110

Gifted Slow Learner

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

Use rational decision making (inquiry, valu- Role play a "mini-drama" basedon life with ing, decision and action) to analyze several Grandpa, dad, mom and teenager and theirconcerns credit situations. with borrowing.

Apply the elenents in the process of inquiry Do a dramatization illustrating how Mrs. to credit decisions: Cash and Ws. Credit conduct their dailybusiness af- - Reco9nizi ng the -problem fairs. - Considering tentative solutions - Clarifying terms and concepts List things for the faMily and home thatare im- - Collecting data and evaluating data sources portant enough to buy on credit. - Analyzing data and developing a conclusion - Applying the conclusion to new situations

Establish a criteria for evaluatingcredit agreements.

Construct a chart illustratingan individual credit potential including incase, savings, debt record and personal characteristics.

231 230 Gifted Slow Learner

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

Prepare a paper, "Credit is like fire, so Discuss "The World is Just a Signature Away." long as it is kept under control it is a great Develop guides for use of one's signature. danger." Role play members of a family whose credit is Find articles in the newspapers concerning over-extended. Show how they intend to work personal bankruptcies to became aware of the things out. increase in the filing of bankruptcy among individuals. Compare number filing today to num- Given a case study about a person whose credit ber filing thirty years ago. is overextended, list his alternatives and explain what would be the best solution. 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 Coun- cil.

CONSUMER LAW/PROTECTION

3.1 The student will be able to understand the basic elements of a contract: offer, acceptance and consideration and mutual agreement.

Go to an automobile salesman and determine Grab bag. Teacher place examples of contracts the fol 1 owi ng: in a container. Each student gets to reach in - Who actually owns the auto until it is and select a contract which is used in discussion, paid for? giving good and bad' points of each. - What restrictions are put upon its use by the buyer? With a partner, write out a simple sales agree- - What happens if payments are not made ment to cover the sale of your used car to him. when due? Include the names of the buyer and seller, a full - If the car is repossessed, is there a description of the car, the price, the date, and

232 233 112

Gifted Slow Learner

legal claim by the seller for theunpaid both signatures. bal an ce?

Develop an exhibition of legaldocuments with explanations of the documents. Makethe exhibit available for anothergroup, either students or other interested persons.

Explore: What would be the effecton business if all contracts had to be in writing?If implied contracts were prohibited?

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

Write your congressman in Washington,D.C. This section needs to be handled carefully and your state congressman requesting with infor- the slow learner. Though "gyps and frauds"need to mation about recent and pending legisi ati on be understood, it is better to avoidscare tac- related to consumer protection. Sharewith tics which could add to the fears the student another group. may already be encountering. Try touse a positive approach stressing the protections against fraud Using Reader's Guide to find articles, which help the consumer. select one of the following schemesto investigate. Develop into a news story andpresent Use magazine articles, booklets, filmstrips to local newspaper for publication. and posters to introduce various gyps and frauds.Each - Door-to-door salesman - Mail fraud student may then select a type of fraud to illus- - Unordered merchandise - Magazine subscip- trate in a poster. - Telephone solicitations tions - Accepting C.O.D.'s for - Mane improvement Select a consumer law and makea poster to il- neighbors - Bait advertising lustrate the law. - Photography schemes - Referral racket - Charity gyps - Debt consolidation Check newspapers for reports of - Hanework schemes consumer fraud schemes or quackery and organize clippings under head- - Packaging deceptions - Business opportun- ing for bulletin board displayor class presenta- - Health quackery ity schemes tion. Headings could be items such - Career schools as short-chang- - Wholesale prices, ing, short weight, repair swindles, deceptive

234 Gifted Slow Learner

3.2 (cont.) - Correspondence schools sales, "free" packaging, mail frauds, etc. items, contests. Prepare a complete list of the products thatare Investigate the reliability of approval giv- advertised in a current issue of a popularmaga- en by various approving canpanies or organiza- zine. For each product indicate whether there is tions. any seal, label, certifi ed test or testimonial used to indicate the standard of quality of the Name 10 products and services you have used product, and any specific proof that it is given. recently, and indicate how regulations affect the production, sale, or use of eachone. Prepare a brief report on a group (or individual) which has been important in the development Certain areas of government regulationare of consuner protection. Some possibilities are: the subject of continuing controversy. Prepare - The Muckrakers - Rachel Carson a report on what has happened recently in one - Ralph Nader - Dr. Harvey Wiley of the following areas. - Consumers Union - Florence Kelley - Food and food additive safety - National Consumers League - 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?

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Gifted Slow Learner

3.2 (cont.) Plak a program dealing with fraudulentprac- tices and 1 egi sl ati on offering protection. Present to a school assembly, PTAmeeting, 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 fraudulentconsumer schemes.

Interview state health agency to find out the Looking at labels and packaging, discussgovern- function of the agency regarding food safety. ment standards under which industries mustoper- ate. Food labels and packagesare especially easy Collect accounts of actions taken by the FDA to work with and studentsmay wish to bring exam- over a period of a month or a year. ples to class.

Debate the issue:. Resolved: More monies shall Collect warranties, guarantees, seals, labels be made available to providemore agencies to and tags as well as information about protective protect the consumer and lessmoney made avail- agencies. Make a decorative display and study the able for information to the consumer." examples, grouping them so that studentscan remember the discussion. Leave the displayup long Study two of the recent News Summary reports enough to return to it, rediscuss and addto it. of the Federal Trade Commission. Reporton Encourage examples being added. the nature of the FTC activitiesas seen through these reports. News Summarymay be ob- Organize and canpile leaflets on government tained frail the Federal Trade Commission, Wash- agencies that provide protection forconsumers. ington, D.C. 20580. Make into booklets or into sane form that the leaflets are available throughoutthe year to If court cases involving consumer problems interested parties. Whether theprocess includes are being tried, attend court during timeses- the students actually writing for the materials sions and report back to class. is dependent on the ability of the studentsand the objectives of the teacher.

238 239 Gifted Slow Learner

3.3 (cont.) Prepare a list of recent federal consumer Using the catalogues of free booklets provided legislation designed to protect the consumer. by the Consumer Information Center, studentscan Describe the major characteristic of each piece fill out order blanks and send for materials. of legislation. Identify anyagency which is i n vol ved.

Prepare a "bill" on sane area ofconsumer protection that you think should be passed by the state or federal government. Or writeto your congressman about such a bill.

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

Prepare a guide for self protection against Use the "In-Basket," "Out-Basket" technique to contract and warranty problems. Make available solve probl ens presented by teacher. Read each of to another group. the situations described on the "In" sheet and decide what you would do. Write decision on "Out" Interview merchants to determine the best sheet and deposit in "Out-Basket." course of action for a consoler with defective merchandise. Organize the suggestions andpre- Roleplaya situation in which a piece of unsat- sent to another group. isfactory merchandise is returned to the retailer. Stress the protection a consumer has. Review consumer complaint fon-as supplied by various businesses and regulating agencies. Read and discuss the legal aspects of warranties and service contracts. Make a simple guide thatcan Make radioscopics about contracts andwar- be posted someplace at home to act asa reminder. ranties for other students to use. (A picture, real object, or symbol with a question on front Use radioscopics to summarize learnings regard- and answer on back.) ing warranties and service contracts. A radioscopic is a picture, real object, or symbol ,with a ques- Make a diagram for solving a consumer prob- tion on front and answer on back. lem. Each step should have a route to take when the question asked has a "yes" response and Review use and care instructions on various when it has a "no" response. For example: pieces of equipment. Stress need to do this before making a complaint. 240 241 116

Gifted Slow Learner

3.4 (cont.) Do you have a Do you suspect Get together the documents and items probl em with you need Yes fraud? Yes etc. before making a complaint something you or returning a product. bought? Make a list of sources available START HERE or locating the address of a business firmwhen you want to make a complaint by mail. No No Fill out a complaint form provided by Relax but Have you checked the R.I. Consumer's Office, imagining that thereis a stay alert. instructions, Yes etc. problem with which you need theirhelp. directions, warranty?

Look up recent CPSC decisions (orFDA, FTC) in CPSC Memoor other government publication. In which cases could/shouldconsumers or business recognizea danger and make the decisionon safety? In which cases would it bedifficult or impossible for theconsumer to recognize danger? Example- recall of water heater temperature/pressure controls which couldex- plode. This exercise couldbe used to set guidelines as to how muchgovernment protection is needed. When shouldconsumers be allowed to make decisionson the amount of risk they are willingto assume and when should govertment make sucha decision?

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

Obtain a financial statement froma local say- Using a shoe box for illustrationdiscuss ways s

Gifted Slow Learner

ings or lending agency or one published in a of saving money and why some waysare better than newspaper and answer the following questions: others. a. What are the kinds of assets in which the bank has its money invested? Role play selected activities taking place ina b. Now much cash does the bankhave on hand or bank to discover how you can get services. Visit on deposit with the Federal Reserve bank? a bank if possible. Where is the best place to get c. What are the different kinds of liabilities help in a bank? or mounts owed by the bank?

From the financial page of thenewspaper or any other source, obtain information in regard to bank clearings through the local clearing- house 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 individualconsuner. (Discount rate, reserve requirementsand open market operations).

Investigate community facilities to find the lowest priced method of paying five billsa month.

4.3 The student will learn how to selecta bankor savings and lending institution.

Visit banks, savings and loan associations, Prepare a bulletin board or sane illustrative credit unions and insurance companies to dis- area showing the functions of savings and lend- cuss plans in terms of safety, earnings, and ing agencies. liquidity. Report. Using an interest rate table, find out the dif- Investigate the services offered by savings ference between $1000 at 5% for 5 years and $1000 and lending institutions and discover whether at 8% for 10 years. there is a charge for the services. Preparea (Learning to read tables isan important skill for 214 118

Gifted Slow Learner

4.3 (cont.) chart indicating in one column the nature of slow learners, and it will illustrate the signifi- the services provided and in the second column cance of comparison shopping.) the fees, if any, assigned to each service.

4.4 The student will know the mechanics and responsibilitiesof maintaining a checking account.

Study check formats, bank books and other ' Using a Checkin Account by Sharon Bywater isa necessary materials for using a checking ac- splendid u dy booklet for the slow learner. See count. Design similar material's to be dupli- resource listing. cated to be used by other students. Using duplicated materials, learn how to write Make a display of each of the followingpro- checks, keep records and reconcile the account. viding information of when and how each is used: - cashier's check Money orders - certified check - postal - traveler's check - bank - personal check - American Express - telegraphic Cash - receipts for cash payments Bank drafts C.O.D.

4.5 The student will know how to developa sound savings plan.

Conduct a survey to find out why people save. ' Illustrate "saving" using simple objects at I ntervi ew: first such as saving cookies for futureuse. Move - A single man on to saving money, using make-believe money and - A single woman then illustrate interest. A piggy bank could be - A young married couple with no children used to illustrate non-interest drawing money. - A married couple with children - A couple with college-age children Develop reasons for saving starting with simple - A middle- aged coupl e suggestions such as saving food in case youare rHead of a one-parent family with children hungry later or saving a book in case you wish to

t Gifted Slow Learner

4.5 (cont.) Draw conclusions and report. read it later. Move slowly into more complex situations. Watch for a careful balance between "using Make a comparison chart listing the advan- now" and "saving" to be sure students do not get tages and disadvantages of the various kinds wrong impressions about what, how and when to of institutions in whichyou can invest your save. savings. The chart should include information on returns on your savings as wellas liquidi- Saving and Investing by Doug Weeks isan excel- ty and pertinent services. Draw conclusions. lent study guide for the slow learner. Seere- 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 differentiatebetween buying and comparison shopping.

Select a product to test, adapting thepro- Role play a situation in which the members of cedures used by Consumers Union. a family have different plans for purchase. Stress cooperative planning consideringresources, Read an issue in Consumer Reports and write satisfactions and preferences. an essay supporting: "Ratings frail consumer- s ponsored testing or g ani zati ons are reliable." Role play a discussion with a salesperson stressing kinds of questions to ask andhowto accumu- Write the Superintendent of Documents, Gov- late information. ernment Printing Office, Washington, D.C. and ask for their publication list in an area of Complete the sentence: "It is a pleasure to wait

interest or visit the local extension office on customers who . . . ." and ask about the publications they have available. Report on the amount and kind of informa- Using pictures of food--or better still, real tion it is possible to find. food--discuss how good a buy it is consideringnu- trition, season of the year, purpose in the diet and unit price.

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5.1 (cont.) Prepare a poster: "Tips for Used Car Buyers." Choose items (clothing, equipment, etc.) which ResearCh the subject first by contacting people have been purchased and proved to begood pur- who haye bought used cars, reading printed ma- chases and others which have not beenso satis- terialS,on the subject and visiting sane used factory. Discuss how the purchaseswere made and car latt. why the results were as they were.

Contact the AAA to find currentinformation Select an item which might be purchased and on driving costs. Information may also be found slowly, step by step role play theprocess of from 'Department of Transportation. making a good choice. Include interviewinga sales person, examining theproduct, making com- Compare the cost of travel betweentwo cities parative costs and organizing the information. 1000 miles apart, by car, bus, train, planeor other available means. Make a chart showing Illustrate a basic necessity (food) anda luxury the comparative costs. (jewelry). Discuss which would be purchasedfirst.

Ask a number of students to makea list of Make a display of nutritional labels from "junk unnecessary items bought in one week. Canbine foods" and foods that are high in nutrients. the lists into categories anddraw conclusions. Make a list of "do's" and "don'ts"- rules to Draw a cartoon strip contrasting wise and follm./ when grocery shopping- to help you to put unwise buying habits. an end to "impulse buying".

5.3 The student will be able to identify the different methods usedby 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 Make a poster illustrating "helps"a store may people to possibly make purchases theyhad not offer to aid the consumer. Grocery store items intended to make. What senses do you first ap- might include labels, special displays,unit pric- peal to- intellectual, visual, sensory? Why ing, brands, price displays and othersimilar did you choose the stimulationyou did? 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 itemson special display with the sane items on the shelves. Is 250 251 Gifted Slow Learner

5.3 (cont.) there a price difference? Draw conclusions.

5.4 The student will identify the different typesof retail outlets available to consumers.

Research: Study the cannunity (define the Make a large wall chart to compare shopping in "community" in small enough terms to makethe different kinds of stores--nei ghborhood,super- research feasible) to determine what is avail- market, other--stressing where it is possible to able: receive help in each. Visits to the storeswould - retail stores (department, specialty, varie- be very desirable. ty, discount) - non-store retailers (door-to-door salesmen, Go to three retail stores that sell bootlegged mail order services, vending mac;lines) cordoroy Levis (or Dickies, or---). Compare the - cooperatives prices. Make a chart to show the comparison. Present findings to anothergroup and draw conclusions with the group concerning shopping Using the newspaper ads before Christmas,com- techniques which are available for different pare the price of a popular toy advertised by 3 areas of purchasing. stores. (Or in April, the price of Scott's and Vigero fertilizer at 3 stores.) Select a pri vate business or industrialor- ganization and find out its functions andpur- Draw a picture or a cartoon to illustrate the poses. Present the information in a "question differences between types of retail stores. interview" television typeprogram or prepare an illustrated talk. Bring in newspaper ads for sales at various department stores. Discuss the differencesamong Study the items in a Health Food Store. Com- discount pri ces, manufacturer ' s suggested 1 i st pare with a standard grocery store. Are the price, special purchases, mark down sales, "ir- items which are available different? What regulars". differences appear in costs? If possible, study other health food stores.

Design a list of activities to complete ina 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 ties shoul d

252 2 5 3 122 Gifted Slow Learner

5.4 (cont.) include requests for service and complaints. They might also include theuse 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., insurance, health services, credit, recreation, etc.

Make a series of cost comparisons andpresent Rlle play a situation in which a service is to another group. For instance compare the cost needed. This might include takinga T.V. set to a of upkeep when a garment is cleaned by shop for repair, the services of a doctoror law- - professional dry cleaners yer, having eyes tested and glasses made. Discuss - coin operated dry cleaning the incidents and draw up some general guide - machine-washed at home lines. For instance: - coin operated washing machine - How to determine the cost - How to determine when and how paid Prepare leaflets describing services andhow How to agree on exactly what will be received they may be shopped for the same as goods. for your money, and when - The importance of understanding the terms of any Go to three credit institutions (acredit paper you will sign, etc. union, a commercial bank, a finance company) to compare tilL costs ofa one year, $1000 personal loan. Make a table to show the comparison.

254 255 Gifted Slow Learner

ADVERTISING AND OUR SOCIETY

6.1 Students will gain an understanding of thepurposes and techniques of advertising.

Study: why do some econoOists believe that Think through a day and discover when you are advertising gives an unfair competitive -ad- affected by advertising. vantage to large companies? Compile clothing advertisements that are di- Write a story about a supermarket which had rected toward teenagers. Discover the useful ideas no advertising-of any kind in evidence. that can be found.

Compare the need for advertising in the Sovi- Cut out different kinds of ads from newspapers et Union with the advertising requirements of and magazines. American industry. Try to discover whether the information in the Investigate: How much is spent rn advertising ads is useful or whether it is a "trick" to make each year? What manufacturing industry spends you think the product is better than others. Also the most per dollar of sales for advertising? describe how the ad is trying to influence your feelings. 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.)

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6.2 Students will be able to identify consumer needs, wants and interests basedon values. List the times you are most likely to suffer Try to determine howyou decide how many places from Parkinson's Lag. (Work willexpand to fit you feel you need to shop for a particular item. the time al l owed.) Upon what does the decision rest?

Produce a skit, or a set of visuals illustrat- Illustrate how needs and wants ing alternative life styles. Use change with dif- as an intro- ferent life styles--that livingup to the Joneses duction to a discussion. does not need to be a way of life.

How do financialresources and environmental resources affect a "way of life". Illustrate in chart form or developan illustrated talk.

Make a list of several issuesthat are being considered by your town, countyor state and state your position on the issues.How is your position related to values?

Concentrate on one particular periodin history and gather samples of ads duringthat period. Analyze them in terms ofhow they reflect the social trends and living standardsof that period.

6.3 Students will be able to recognizeand categorize emotional appeals in advertising.

Tape radio or T.V. Canmercials. Use with a Select different ads fromnewspapers and maga- group of students to help then distinguish how zines and discuss: each commercial makes an appeal. - What makes the ad appealing? - Does the ad also give good information? Develop specific ads which appealto speci- - Is it factual? fic audiences. Who can find the best ad--theone that gives the best information.

258 259 Gifted Slow Learner

6.3 (cont.) On a display board of sane kind,prepare an Collect the ads from several newspapers which arrangement of advertisements properlycap- are concerned with bargains. How can you tell tioned and labeled to illustrate the kinds of whether these are bargains? Wherecan you go for appeal made and use the display is presenting help to decide whether an ad really is abouta the material to an adultgroup. bargain?

Debate: Resolved: 'Parents shallcensor the Make a collection of ads that have rational T.V. viewing of their children."or "National appeals. Mount them and make labels to show why Guidelines should be set for T.V. programs." they are good.

When you see a false, misleading,or unde- Develop a checklist for evaluating ads. Use the sirable ad, write the manufacturer of thepro- checklist on ads which have been collected. duct advertised asking for an explanation.

If necessary follow through and requestinfor- Students develop posters to show emotionalap- mation from the local FTC office. peals used in advertising.

Study the ads in recent magazinesor newspapers. What claims can you find that you believe should be supported with scientificevi- dence? What kind of evidenceor 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.

6.4 Students will be able to identifyand classify motivational techniques in advertising.

Examine some marketing journals, suchas the Study the ads for a product in whichyou are Journal of Marketing and the Journal of Adver- interested. What information do they provide? How tisingTesearch. See what some of theauthors helpful are they? Are they accurate? Complete? writing in these magazines believe isnecessary Understandable? for successful advertising.

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Gifted Slow Learner

6.4 (cont.) Distinguish between informative and defensive Prepare an ad that has the kinds of information advertising. Find examples. and appeal you would like to have availablein an ad. Ads must get our attention, beremembered and move us to action. Check ads in both the print and broadcast media and listsome of the-techniques used for each one of these threepur- poses.

Read and report orallyon From Those Wonder- ful Folks Who Gave You Pearl Harborby Jerry Della Femina.

6.6 Students will be able to identify informational sources of advertising:ex. classified ads, periodicals, educational materials fran business,industry, and professional organizations.

Make slides, posters or a flip chart showing Study a display of the sources of useful infor- various sources of information. Develop into a mation for a consumer. Investigatesane of the discussion type presentation fora group. sources to see how they are best used.

Provide a script and videotapea scene of a Make collages showing various sources of infor- consumer searching for and/or using different mation. sources of information.

RESPONSIBLE BUDGETING

7.1 Student will understand the value of thebudgeting process.

Write and produce a skit fora group, "Where Discuss the meaning of "take home pay". Illus- Oh Where Does My Money Go?" trate with pretend money or with pay check stubs.

Study The Federal Reserve Bulletin, The Sur- Using the "take home pay", place in pilesor bud- vey of Current Ksiness, Business Conditions get envelopes to denote the amount needed forex- Digest, or The Monthly Labor Review to find penses. Illustrate the need to understand where 2C3 2°9 Gifted Slow Learner

7,1 (cont.) out what inflation has been during the past money is needed and where there is freedom to year or so. Different price indexes are used. spend for extras.

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 inor- der of importance. Report to anothergroup 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 Se- curity, insurance, or public assistance.

7.2 The student will understand the interrelationshipsamong budgeting of time, energy and money.

' Make a visual which compares a spending pro- ' Practice some routine tasks which illustrate how gram to a road map: identify destination, con- time and energy can be saved. For instance, set- sider alternatives and set priorities. ting a table, getting rubbish collected from the house, getting ready for a trip, etc. Illustrate Select a project, such as paintinga room, how the use of some time and energy can allow one which could be done by yourself or bysomeone to save money for another purpose. For instance, else. Design a worksheet which permits cost cleaning own home, shoveling the snow, preparing estimates and questions of time, effort,capa- more foods "from scratch". When might it be better bilities, etc. Using the sheet, make estimates to spend the money rather than the time and ef- of the outlays needed in each approach inor- fort? Come up wits some general work simplifica- der to complete the project. tion 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.

264 128 Gifted Slow Learner

7.3 The student will identify the steps involvedin constructing a personalbudget. Choose two or three lifestyles and calculate Display and learn terms what it costs to maintain to be used in budgeting: that lifestyle to- income, fixed expenses, day. Considering the flexible expenses,emer- present rate of inflation, gency funds, etc. what would it cost in eachinstance five years from now. Using a certain amount ofmoney (make believe bills can be duplicated) listways in which it Investigate the cost of living in different might be spent. Does each areas. Why do the costs differ? person want to spend it in the same way?

Examine a record of actualexpenditures and classify them under "fixed" and"flexible". Re- view the "fixed" expenses tosee what savings could be made without sacrificingany personal or family values or goals. Reviewthe flexible expenses to see which take priority and whichcould be reduced.

2"00 2c", Gifted Slow Learner

7.4 The student will unr4-irstand the mechanics of settingup a record keeping system.

sConduct a survey to discover how different Using a simplified format, practice keeping families keep financial records. records of expenditures. Use actual personal income and expenditures, or assume a part time job Develop different kinds of record keeping earning $30 a week and imagine how thismoney systems. For instance, one that gives immedi- would be spent. ate feedback, one that makes future projections easier, one that encompasses a "sliding" Using your own personal income (pretend you have pattern of -exchanges between colons.A com- a job which grosses $45 a week) work out a budget plete iiiwary search will be necessary, mater- including all of your expenses. ials analyzed and the best chosen.Alterations will then be necessary to suit personal needs Make a poster which has pictures of all types of and wants. 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 dueto changes in the economy, person- sonal life style and family.

Make instant slides concerned with flexible Use the budgets drawn up in 7.4 and role playing budgeting for use in the classroan. See Re- to show how changes sometimes have to be made ina source Section for instructions. budget and how such changes need to be considered at the time the budget is made.

INSURANCE

8.1 The student will understand the underlyingprinciples of insurance.

Select two nationally prominent politicians Develop the concept, "When there is a problem, and compare their stands on Social Security insurance is there to help you." Demonstrate with measures. simple role playing activities: Several people give coins or paper money to the "insurance agent" 263 259 130 Gifted Slow Learner

8.1 (cont.) What are some of the social and economic who holds the money until one person needshelp. changes of the last century which led tothe development of such programsas Social Security? Outline: Make an illustrated talk to give to another group.

Collect information about State lawsconcern- ing insurance regulations from theCommissioner of Insurance, Department of Commerce.

Write a skit illustrating differentkinds of risks a person might run into inone day, if he were unfortunate enough. Leada group discussion about the concept of insuranceand the types available for each risk.

8.2 The student will identify the various types of insurance and define thearea of protection each provides.

Develop some guidelines that would helpan Using illustrations which picture different inexperienced shopper select insurance wisely. kinds of insurance needs--a home and its Present to another group. contents, a car, a person (health), etc. Discuss how wise it is to insure in order toprotect, always stres- Research the )ackground for the Social Secur- sing the positive side. Stress theavailability of ity Act, why th,, act was passed,the philosophy people who can help in the making of insurance upon which it is based, the constitutional plans. grounds for such legislation and publicopin- ions concerning it. Make two lists, one of the kinds of property that need to be insured and one of thekinds of Investigate the laws in the state concerniii9 personal emergencies that should be coveredby in- workman's compensation. How doyou apply for surailce. benefits? Explain to anothergroup.

Develop a game in which contestantsmust identify the type of insurancehich protects each type of loss. 2'71 A 0 131 1.- Gifted Slow 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 andBritain's socialized medicine programs .)

8.3 The student will understand howto select the company, type of coverage, and level ofcoverage. Prepare a chart showing the major features Use the tel phone directory to discover different of the various forms of life, health and insurance agencies and companies. Discuss the dif- auto insurance and premium rates for each. ference between insurance compani es and insurance Use chart with a group of students. a encies. Develop lists of questions that might be as ea f each. Practice asking questions. Deter- Examine hospital statements fora broken leg, mine who might help in making a choice of insur- having a baby, etc. Research the provisions ance agents. for medical insurance provided by different groups. Canpare.

8.4 The student will understand the relationshipbetween financial status and need for insurancecoverage

Make a comparison chart for the insurance It would probably be better to help the slow needs of people of differentages and in dif- learner only for present conditions. Toomany al- ferent circumstances: a child, young single, ternatives could be puzzeling.

TAXES

The following objectives are combinedas a basis for the acti vi ti es which follow. 9.1The student will understand the reasons for and types oftaxes within each level of goverrrnet. 9.3The student will be aware of how tax dollarsare used to support various prograns. 9.4The student will be aware of ccmmunityresources which can assist then in using the tax structure to their best advantage. 279 273 Gifted Slow Learner 132

9.1-9.4

Using graphs show how federal, state and local Students imagine a salaried job for taxes are disbursed. Draw conclusions themselves from the such as cab driver, waitress,nurse. With play spending differences shownon the graph. money pay the student a week's wage. Thestudei:t should decide how much of theweek's salary goes Study the present federal administration's for state and federal taxes. tax and spending policy. How doesit differ or Discuss where the taxes are used afterit comes compare with the administration's of FranklinD. out of the paycheck. If possible Roosevelt, Dwight D. Eisenhower students might and James E. check their parent's paycheck to Carter? see the amount spent on taxes or teachercan provide sample paycheck stubs. Research: Who benefits from taxloopholes? Does the progressive tax system encourage tax Prepare a collage of grocery store loopholes? What are the present items for tax loopholes which a sales tax is charged. used and popular among businesses?

Prepare a collage of items (food,medicine, Research and compare New Hampshire,Massa- magazines, clothing) whichare exempt from sales chusetts and R.I. in the types oftaxes each taxes. state levies to raiserevenue for state expenses. Analyze the reasons for the differences. Make a list of 10 items you will buythis year all about $1. By using penniesstudents plan on how much extra money is needed to Study the problems of buy the 10 items a large city in rais- because of sales tax. ing enough revenue throughproperty taxes to provide for needed services.

ECC.OGY

10.1 The student will develop an awareness of challenges facing the U.S.and the resources economics. ecology and

Through some form of art expression (ceramics, Build a mock strip miningarea. The,: Jo some photography, painting) show howyou feel about coal strip mining. mining. Show how the land surfaceis disrupted because of coal mining. Gifted Slow Learner

10.1 (cont.) Make a survey of the community to discover Sketch a scene giving the effect of clean pure energy and environmental problems. Factory air. How do we keep it that way? waste disposal? Sewage disposal? Land fill? Polluted river? Walk around an area (the school yard for instance) and pick up trash. Howcan the condition Contact the local zoning board and discover be helped? what problems exist in the community in re- gards to land use. How can you make others' more sensitive, aware and helpful in eliminating the trash problem. 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.

10.2 The student will gain an understanding how supply and demandaffects energy, including its sources, patterns of usage, and predicted future outlook.

Investigate: (a) the source of the city's Watch a puppy play and relate its energy source water supply and (b) the source of electrical to food. Using a standard format such as thesen- energy. Are each adequate for now? For the fu- tence below have students list other things which ture? Does any action reed to be taken? Sug- use energy and state its source. gestions? How soul' such action be put into A works because its energy source is motion?

10.3 The student will identify the interrelationshipamong 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, 276 277 134

Gifted Slow Learner

10.3 (cont.) solar. Recannend ways in which moreenergy can Write to the. National Wildlife Federation and be conserved from your analysis. Correlate with the Consumer Information Center for materialson protection of the environment. saving the earth. Are there suggestions which could be made to other people? Study the National Energy Act to determine exactly what the scope of the act is. What is available from the Department of Energy's Edu- cation - Program to help the consumer? (See resource 1 isti ng).

Research and write apaper concerned with the cost of feeding the American public. This should include costs of growing, transporting, merchandi zi ng, etc.

10.4 The student as a consumer will make an individual plan of action to help in solving problemspre- sented by energy shortages, threats to the envirorment, andrelated conerns.

Investi gate the 1 atest energy efficient in- Fran the mcment you wake up to the time yougo venti ons for sale. Determine the number of to bed list how you individually use electricity. years it takes to reap the benefits fran mak- Canpare with other classmates. Could you have ing an investment in anenergy saving device. saved any?

Prepare a recipe for nuclear fusion.Include Students conduct a sample survey asking the the necessary ingredients and amounts topower question, "How Can We Keep Our Earth Clean?" Tab- 1 million hones. ulate the results and discuss.

Devise your own energy saving device. Drawa Take a "field trip" to sane area that is in need diagram to show how it would workor construct of volunteers to cleanit up (a deserted lot, a it as a project. How wouldyou use the American river bank, a beach, etc.) market system to sell your product?

278 270 Gifted Slow Learner

10.5 The student will become aware of alternativesources of energy and their use for the future.

Survey local colleges and universities. Deter- Grow a garden if possible, or plant some quick mine if research on energy alternatives is be- growing seeds. How does this help in an energy ing done. Describe. shortage?

Research one type of synthetic fuel. Sit in the classroom in various positions--in the sun, in a draft and in an area where no sun- Research how national agencies such as the shine reaches. Decide the comfort of each and why. ones listed below feel about nuclear power How can this knowledge be used? plants and breeder reactors. - American Petroleum Industry Using several garments such as a sweater, scarf, - Atomic Industrial Forum cap,. gloves, jacket, etc. study how clothing can - Center for Renewable Resources be layered to maintain comfort without increasing - Electric Power Research Institute the heat in the room. - Environmental Defense Fund - National Coal Association - Solar Energy Research Institute

2 S 21 m.

2 °ti Forward for English

The Consumer Citizenship Curriculun Guide for English has been developedto 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 EnglishGuide. 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 componentsor specific objectives; however, in this English Guide we have done so. English Philosophy The following philosophy, drawn fran the Tri-University Projecton Behavioral Objectives in English (Hook, 1971), was used in developing, the Consumer Citizenship CurriculunGuide 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 principlesof the English language.An English teacher must develop a student's reading appetite so hemay 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 themass media disseminates. With the' unexpedted ';hallenges which life offers a student, a knowledge of English is essentialfor an understanding and appreciation of the interdependence of the world's many facets. Had to Use This Guide 1. Study the Guide format whichgives,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 chare 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 ina specific order or sequence. 6. Some learning experiences for the gifted and slow learnerappear after component 1.0. 284 283 138 1. BASIC ECONOMICS IN. THE MARKETPLACE

Goal: Understanding the nature of the basic economic problem ofscarcity where people, with unlimited wants and needs, live in world of limited resources.

Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation* 1.1 The student will be 1.11 Define pertinent terms. Dicti onary Defi niti ons able to identify and explain the basi c 1.12 Describe three primary Library Oral report (see 1) elements of thecon- economic systems. temporary American market place. 1.13 Give characteristics of Oral Interview (see 2) the American Economic system. Provide exanpl es of major influences and probl ems.

1.14 Respond to the question, Writing Contest entri es "Do we still have a free (see 3) market place?" Indicate your own val ues.

* Check Suggested Learning Experiencescolumn for numbers in parentheses.

Taxonomy Suggested Learning Experience(s)

1.11 Terms and concepts pertinent to the marketplace: 1. Using the Reader's Guide in the library Economic freedom: Freedom of choice to buy or find examples of where the primaryeco- to reject. nomic systems exist in the U.S. Report Economic growth & stability: Total value of orally to class. all the goods and services produced ina year. (Gross national product ). 2. Students interview their parents to decide Inflation: Rapi d price increase that decreases under which economic system they are em- consumer buying power. ployed. Write the parent' s reactions in Economic stability: Monetary and fiscal poli- a paragraph. cies which help regulate money and credit. 2s 285 S 7rmonamy Suggested Learning Experience(s)

Economic security: Steady income, both present 3. Sponsor a contest. Judge contestants' and future. entries from essays entitled, "The Ameri- Economic justice: Distribution of wealth in a can Economic System, It's Power Over Me." fair and equitable manner. Give a priie for the best entry. Publish Monopoly: Rel ati vel y-com0 et e control over in the school newspaper. price and quantity of product produced is held by one or more sellers. 4. Play monopoly to show how moneycan be put Oligopoly: a market situation in which each back into the economy for building. 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 productionare 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 governmentserves 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 theirown money!).

287 283 Taxon any Suggested Learning Experience(s)

Profit motivation-- the desire for income left after paying allexpenses- can be either positive or negative.When positive it can lead to personal wealth and increasednational development. When negative it can lead to exploitation of consumers, businessesand even governments. Ccmpetition --'for survival,a business must be operated effectively and efficiently. Helps to keep qualityup and prices down, and reasonable quantiti es produced. Supply and demand-- necessary to answer how much is to be produced and at what priceto sell the products. There is continual bargaining between producers andconsumers in the marketpl ace. Ultimately, barring extreme controls or market restrictions, the price thatconsumers are willing to pay for goods will be close tothat which the producersare willing to produce and sell.

1.14 Business, governments, andconsumers should work together performing own functions to thebest of their ability. Business must be accountable to itself, to the goverment and toconsumers. Too often businessowners, managers and also the public, look to goverment for regulatoryguide- lines and enforcement. For example, if businesses make unsafe products, why is itnecessary for the Consumer Product SafetyCannission to issue regulations requiring businesses tonotify the government that the product testedis unsafe? Is. it true that business does not care?

289 Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation 1.2 The studentwill 1.21 Define the terms supply, Dicti onary Definitions develop an awareness demand. of the interactionon between supply, 1.22 Explain how the price ofa Reading demand and the price Bibliographic good or service is con- entries (see 1) mechanism. trolled by supply.

1.23 Explain how the demand for Writing Case studies a good or service controls (see 2) the price.

1.24 Denonstrate knowledge of Listening Complete sentences how price changes affect supply and demand.

Taxoncmy Suggested Learning Experi ence(s) 1.21 Definitions (Antell and Harris,Revised 1980, 1. Collect newspaper articles which p. 11-12) reflect the supply of a good or service. What Supply--anount of a good or service avail- are your predictions for the avail ability able for sale at a particular price. of the good or service. Summarize the in- Demand -- amount of a good or service that formation from the articles using Tm76 will buy at correct a particular price. bibliographic reference.

1.22 The supply of a product isapt to control prices 2. Imagine and write downa number of prob- if there are no other fattorsto consider such as l ens around the them of supplyand de- inflation or recession. A large supply of a pro- mand, e.g., you are the first to duct may cost less while with hear that a small supply a sugar is in short supply. Record your product will costmore. immediate reactions to the problems. Share with the rest Of the cl 1.23Demand for a product is apt ass. How to control prices if does human behavior tie in with supply and no outside factors enter the picture. A great demand. demand for a product will increasethe price. A small demand fora product will lower the price.

2130 Taxonomy 142 Suggested Learning Experience(s)

1.24 In 1.22 and 1.23 it is explained how supply and 3. View filmstrips on supply and demand.Jot demand affect prices; however, at times prices down key words and concepts fran the film- change and the affect is now on supply anddemand. strip.Write in complete sentences. If supply- goes up, so do prices. If demand goes up, the prices,drop. Although the laws of supply 4. ,Invite a utility company representative and demand seen difficult it is really nothing to speak about how utility ratesare af- more than common sense. People will want to buy fected by supply and demand. Evaluate the more if prices fall and buy less if prices rise. speaker's presentation.

Langeage Specific Objective Performance Indicator(s) Skill(s) Suggested Evaluation 1.3 The student will 1.31 Identify personal resources. Reading and Book report (see 1) understand how writing consumer decisions influence the use 1.32 Describe how a consumer Wri ti ng Story (see 3) of personal resources strives for maximum to maximize satisfaction. faction. 1.33 Describe how decision- Writing Thank you letter making- affects a life style.. (see 4)

Taxonomy Suggested Learning Experiences

1.31 One's own personal resources help in being a 1. Find examples of non-fictitiouscharacters better consumer. in literature who have an unusualamount Personal resources include: of personal resources,e.g., Thomas Edison Energy level Val ues and his s knowl edge of electricity. Pre- Personal ity Skills pare a book report using correct biblio- health- Time graphic ref erence. Income Family Knowl edge 2. Brainstorm on the problemsa consumer with the lack of personal resources will 1.32 In the U.S. a consumer will strive for maximum have. Discuss how the lack of one satisfaction by taking part in the economic personal resource is compensated by activities of the American market system. These an abundance of another. acti vi ti es are:

292 293 143 T axonany Suggested Learning Experiences

1.32 (cont.) Earning -- essential to most consuners 3. Write a story of a modern teenager finding Spending--earned income is used to spend on maximun satisfaction in his/her life by it ens which consuners want. taking part in American economic activi- Borrowing--most Americans borrow money at ties. sane time during their lives. It is usually paid back in installments. 4. Imagine you won $1,000. Write a thank-you Saving- -most people feel secure with part of note to your benefactor explaining howyou their incane saved. have decided to utilize the prize money, Investing--means one uses present income to and how this will change your life from add on to future income. now on. Utilizing - -an ongoing economic activity to which many consuners pay little attention. 5. Apply the decision making process to the Utilizing one's time is essential for maximun purchase of an item.Write a one page pa- satisfaction. per explaining what decisions you applied to the purchase of this item. 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, butwhen choices are made different life stylesemerge. Individuals and families have different resources available to then. Good management of resourcescan increase sati sf acti on.

Language Specific Objecti ve Performance Indicator(s) Skill(s) Suggested Evaluation

1.5 The student will 1.51 Point out the characteristics Oral Interview (see 2) understand the inter- of the market system. dependent nature of the market system. 1.52 Describe the factors which Writing Lyrics (see 3) 294 295 14-4 Language Specifi c Objective Performance Indicator(s) Skill (s) Suggested Evaluation 1.5 (cont.) control the interdependent nature of the market system.

Taxonany Suggested Learning Experience(s)

1.51 A consumer citizen should understandthat the 1. Write three well thought-outparagraphs following characteristicscomprise the Ameri can market system. stating which of the characteristicsof the market system is most Private property--Americans important to have a right to you. own private and business property.

2. Interview foreignersabout their market Free enterprise-- Americans have the right to systems.How does it compare with the produce and sell anything if it isnot harmful to the public. American market system?Take written notes and report orally. Profi t motivation - -this ctiaracteri stic pro- 3. Make up lyrics to duces the drive and a popular song about energy which businessmen circular flow. use in a free enterprise.

4. By using guide forperiodical literature, Canpetitionbusinesses strive to bebetter. research what economists Consumers get quality because of are saying about ccmpeti tion. resource availability for the future.

Supply and demand--theremust be harmony between producers andconsuners so the supply and demand are satisfied.

1.52 The interdependent nature ofthe market system works when the following ingredientsare present. Resources--(Production) Becauseof resources consuners get what they want. Since resources are limited, there are prioritiesfor allocating them. Supply and demand playan important role in allocatingresources. Circular flow--(Production andDistribution) This reflects the interdependentnature between the consumer and business. Circular flow gets a Cl'

29G Taxonany Suggested Learning Experience(s) 1.52 (cont.) produtt from the manufacturerto the consumer via business,A businegs needs the consumer to work; however, theconsumer deperds on business to hire him. A business needsconsumers to buy and consumers need business to supply thegoods 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 economicgoals.

Language Specific Objective Performance Indicator(s) Skill(s) Suggested Evaluation* 2.1 The student will 2.11 Define credit. Dictionary identify the role Definition of credit in personal 2.12 Identify who obtains credit Verbal Interview (see 2) money management. and for what purposes.

2.13 Give an opinion if credit is Writing Case studies (see 3) good or bad.

* Check Suggested Learning Experiences columnfor numbers in parentheses.

Taxonomy Suggested Learning Experience(s)

2.11 "Credit" means to trustsomeone. 1. Write a two pageessay. Topic - "Using 2.12 credit to purchase goods and services is Busineses borrow to acquiremore capital. a privilege." Governme0.s borrow to fund nationalneeds and to cover deficits. Consumers borrow to buy major 2. Hold a class discussionon credit. Decide articles, take advantage of sales,consolidate what it is, how it is obtained,how it is debts, level out monthlypayments for necessary good when used properly and badwhen

298 299 Taxonany 146 Suggested Learning Experiences 2.12 (cont.) goods or services or use as an emergency fund. misused. (Garman and Eckert, 1978,p. 195) 3. Interview people whouse credit in their 2.13 A student's opinion ifcredit is good or bad may personal money management. Decideif they be determined better byhis/her knowledge of the have a wise plan for using credit.Analyze advantages and disadvantages forthe borrowers, results. savers and society as a whole. (Garman and Eckert, 1978, p. 195) 4. Develop case studies in whicha decision to use credit must be made.Share case studies with rest of class. Tally the number who decide to use credit The borrower's advantages: or cash.

shop without carrying muchcash. act in an emergency when cashmay not be avail able. use goods and benefit from servicesat sane time that paymentsare made. consolidate costs of goods andservices and therefore budget for them. make purchases when the price isright.

The borrower's disadvantages:

tends to encourage overbuying. tends to reduce short-termbuying power, since interest costs must bepaid as well. decreases thrift and savingsand makes it difficult for consumers tohave cash for emergency expenses. obligations can result inbankruptcy if there is a sudden reductionof incase. often reduces goal settingby families saving for the future. cost of goods and services isincreased by finance charges, further reducingthe consumer's .. ;h balance. 300 301 0 Taxonomy Suggested Learning Experiences 2.13 (cont.) creates a false sense of securitybecause of the possession of goods.

The saver' s advantages:

Can make money availablefor borrowers and thus benefit frcrn the intereston their loans. In short, if it were not for theborrowers, the savers would have no place in which to investsavings.

Advantages and disadvantagesfor society as a whole:

Credit extension can lead to increaseddemand and therefore increased productionof goods and services, thus helping to maintain full enploynent.On the other hand consumer creditmay contribute to economic instability because it must takesomething away frcm investment spending orconsuner spending on nondurable consuner goods and thus contributes toa lower rate of economic growth. The overextension of creditmay also lead to inflation,extravagance and general lack of prudence. An increased demand for goods and services can pull up vices.

Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation 2.2 The student will 2.21 Define ten terms related to Di cti onary Definitions recognize types, credit. sources and costs of credit for dif- 2.22 Denonstrate knowl edge about Writing Comic strip (see 1) ferent purposes. three types of credit.

2.23 Describe four sources of cash Writing Descriptive brochure loans. (see 2) 302 303 148 Language Specifi c Objective Performance Indicator(s) Skill (s) Suggested Evaluation 2.2 (cont.) 2.24 Decide on own use credit. Writing Opinion summary (see 3)

Taxonomy Suggested Learning Experience(s)

2.21 Terms related to types ofcredit: 1. Develop a comic strip. Use your knowledge of the types and sources of credit Credit card - -an identifying card to con- which allows the vey a message. Pay attention to grammar. holder to charge goods andservices. 2. Imagine you have been Finance company hired by a bank to - -a company in the business of work in the public relations department. making loans. Your first task is to writedescriptive brochures telling the public aboutthe Installment credit--"closed end"type of credit types of cash loans the bank offers. Com- arrangement in which the buyeragrees to make pay- pare brochures. ments of a specified mount Decide on the most de- to be paid at a give.. s cri pti ye. time each month or week, fora given length of time. 3. Decide on an item whichyou want to buy. Liability-- any obligation one must honor. Develop a list of pros andcons whether you should pay cash or borrow. Maturity date--the day the last Which payment in a credit list carries more weight? contract is due. Write a one page summary on your decision. Noni:Istallment credit--credit involving single 4. Search throughnewspapers and magazines payment transactions. for advertisements on credit.Classify then accorcFna to the type and Op_en accountpayment made in source. thirty to ninety days. Write a rer . on your findings.

Open-end credit (revolvingcredit) -- customer is 5. Decide on the purchase ofa large item provided with a "line of credit" up to a certain (car, boat, house). Shop for credit amount, usually with the privilege of repaying in being aware of different rates, terms full at the end of each billing and period and avoiding conditions. Write up findings in finance charges. a report stating which credit termsyou would use.

Optional charge account--a chargeaccount canbi ning features of regular and revolving chargeaccounts

301 305 Taxonomy Suggested Learni ng_ Experience (s) allowing the consumer a choice of payingthe full amount of the bill, or payinga portion of it and carrying the balance over to the. nextmonth. Original balance--theamount of a debt before any payments are made. Outstanding--obligation not yet paid. Overdue--not paid by date payment is due.

Overextendedowesmore than can pay.

Pledge-- somethingof value given by a debtor to a creditor as security forpayment of the debt.

Sales Finance Can an --a business whichpurchases t e accoun s receiva le of otherbusinesses and then makes collection of theamounts due. Savings and Loan Association--an institutionset up to make loans, usually for the purchaseor improvement of real estate, and tooffer incentive to members for saving.

Secured- loan--a loan forwhich- the cons user putsup sane form of security. Short-term credit--creditrepaid in a single transaction. 2.22Types of credit Service credit.Doctor, dentist, plumber, etc.; Usually no cost when paidon time. Sales credit.From retail stores -- regular charge account. Paid for in specified time and usually no charge.

3CM Taxonomy Suggested Learning Eg2pc eriences ,2.22(cont.) -- revolving credit. Given maximun amountcan spend based on credit record.Monthly payments made on portion ofoutstanding debt with interest on unpaid balance. -- credit card account.Combine features of 30-day charge account and revolvingaccount. No charge if paid within statedtime.Must pay a portion ofwhat is owed each monthand a monthly service charge. -- installment account. Used for large purchases. A contract is signedon an agreement made for regularpayments over 'a period oftime. Down' payment usually made attime of purchase. Payments include portionof 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 interestin one payment.

2.23 Sources of cash loans

Banks and Savings and LoanAssociations Finance Companies Credit Unions Life Insurance Carriers Pawnshops Illegal lenders

These sources differ ininterest charged, mounts of money they willloan, the amount of security they require and thelength of the repayment period.

3v 1 Taxonany Suggested Learning Experiences

2.23 (cont.-) Because of variations within each lendingagency, 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) whatthe best source of credit may be.

Borrowing is a typical andessential activity in the American econany. It is important to know why, how and from whomconsumers borrow.

Languege c Objective Performance Indicator(s) Skill (s) Suggested Evaluation

2.3 The student will 2.31 Define credit rating. Dictionary Defi ni ti on understand the benefits of establishing 2.32 Describe and interpret the Library Article summaries a sound credit Fair Credit Reporting Act. (see 1) rating. 2.33 Explain the criteria used Oral Literature example for granting credit includ- .(see 2) ing the point system and make conclusions concerning the maintainance of a good credit rating.

2.34 Itemize the pros andcons of Oral Debate (see 3) establishing a credit rating and defend a position.

303 309 Taxonany 152 Suggested Learning Experience(s)

.31 A credit rating shows howone uses credit. It 1. Search through recent periodical shows a "credit trust" litera- . Ratings for indi vi du- ture for articles relating to the Fair als are accumulated and provided by credit re- Credit Reporting Act. Summarize the arti- porting agencies. Paying cash will not helpa cles and report to the class. rating. 2. From literature give examples 2.32 of charac- Fair Credit Reporting Act: ters who would have been credit worthy. The name and address of an agency submitting a Discuss the reasons why. negative credit rating report must begiven by anyone denying credit. The discredited person 3. Debate, "Resol ved: Americans can 1 ive may then ask for the information the credit without credit." reporting agency hason file. If there is false information, the discredited person has the right 4. Imagine ,you are establishinga credit rat- to know who verified it and what was said. The ing for a foreigner. How wouldyou ex- original source can then be checked. plain to the foreigner whya credit rating is needed. 2.33 Criteria for granting credit: 1. General behavior, attitudeand personality 5. Outline the steps needed to of person establish a good credit rating. Develop 2 complete 2. Person' s earning power paragraphs fran your outline. 3. Net worth of the individual 4. Items of value the person can use as security 6. Invite a panel of guests froma credit investigation company, a bank anda finan- The point system allots points for various criteria cial loan company. Discuss how peopleare that tend to make for good credit-risk (e.g., evaluated for credit. Students analyze occupation, job tenure, income, etc.). and assess these sources in light of their 2.34 own needs. Present conclusions in 3 well One must understand what creditis, what it can written paragraphs. and can't do, credit obligationsand responsibilities. Only then can decisions bemade concerning the use of credit and thedesirability of establishing a good rating.

31i 310 Language Specific Objecti ve Performance Indicator(s) Skill (s) Suggested Evaluation

2.4 The student will 2.41 Define debt limit. Dicti onary Definition understand the use of credit in terms 2.42 Interpret debt limit for Wri ti Summary (see 1) of present and specific situations. future needs, wants, expenses and income. 2.43 Specify debt limit you would Oral Oral report (see 2) assume personally given an incase of $10,000 (or sane specific amount).

Taxonomy Suggested Learning Experi ence s

2.41 Debt limit--the amount of moneyone can borrow when 1. Students develop and write the problens present income and responsibilities are considered related to the debt limit for aconsumer as well as future outlook. For instance a person in a specific situation. Other students with r'sing income mightassume more debt than one find a solution to the problem and de- who is planning tc retire soon.One must consider scribe their reasons why in a well the ability to handlean added expense in view of written summary. the present budget. 2. Question fri ends and relatives aboutthe 2.42 Sane financial experts suggest a debt limit of 10- debt limit 'they-have accumul ated. Report 15 percent of your income after taxes. However, general impressions to the cl ass. this is inaccurate in thatmany extraneous factors must be cons i dered-- age , future anti ci pat ed income, 3. Write an essay on the topic, "creditas family size, financial obligations beyond those the present use of future income:" normal, etc. 4. Interpret Shakespeare's quotation in 2.43 Sane fifty years ago, few peoplewere willing to Hamlet, "Neither a borrower nor a lender assume credit burdens.Credit, however, has be- be." cane 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 individualcan assume. 19+ Language Specific Objecti ve Performance Indicator(s) Skill(s) Suggested Evaluation 2.5 The student will 2.51 Define borrowing, using Dictionary Definition understand the de- e anples of at least six cisions that come possible loans. into plan influencing borrowi ng. 2.52 List six consumer "do's" and Wri ti ng Biography (see 1) six consumer "don'ts"concerned with credit.

Taxonany Suggested Learning Experience(s) 2.51 Borrowing (or credit) is obtaining the means by 1. Write a short biographyabout a person which goods and services can be made available. who abuses credit. With the move toward a cashless/checklesssociety the consumer can more and more simply "sign" when 2. Set up a "correct a purchase is made. your credit" agency in This charge sales type of cl ass. Sol ve credit problems. borrowing may now be added Write an to the many ether forms opinion essay- from your experiences of borrowing which have previously with existed. Among the topic "The biggest credit problem installment 1 oans are those for automobiles, other is...." durable consumer goods, repairand modernization and personal. Among the non-installment loansare 3. Prepare bulletin boards which single payment, charge accounts, spell out revolving credit consumer "do's and don'ts." plans and service credit. 4. Personify a credit card. 2.52 Some do's: Students write short paragraphs about "Charlie Credit's know how payments will be met before signing Capers." a credit application. know how much you will have left after all of 5. Analyze exampl es of credit necessary expenses and payments contracts. Dis- are taken out. cuss which credit contract is the most know what the cost of the credit will be. easily understood. determine how muchmore the item will cost because of the credit. shop for the best creditarrangement. analyze the deal beforeyou sign for it.

Sane don'ts: be pressured bya smooth talking salesman.

31.4 315 Taxonany Lggcsted Learning Experiences 2.52 (cont.) be pressured by the emotional pleas ofa sal eman. be stampeded into signing immediately to take advantage of a "hot deal". buy anything that you don't want justbecause 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".

3. CONSUMER LAW/PROTECTION

Language Specific Objecti ve Performance Indicator(s) Skill (1 Suggested Evaluation 3.1 The student will be 3.11 Define the elements ofa Dicti onary Defi ni ti ons able to understand contract. usage the basic elements of a contract:offer, acceptance and consideration and mutual agreernent.

Taxonany. Suggested Learning Experience(s) 3.11There are four basic elements ofa contract. 1. Write complete sentences for the elements Offer--When a buyer states what he iswill- of a contract. TETTo make available topursue the contract. 2. Review various contracts.Rewrite them

316 31.7 Taxonomy 156 Suggested Learning Experience(s) 3.11 (cont.) Acce tance--With an acceptance of an offer to be more clear and two par les becomelegally bound. understandable. 3. Write a letter toa retailer stating Consideration--A promisegiven by one for you the promise of another. have a problem with thecontract which was offered. Develop your first draft using the word "is" inevery sentence. Then, Mutual agreement--Acontract which is prop- erTy executed and legally binding. rewrite the letter eliminatingthe word "i s" to enphasize how much more effective written communicationcan be wi thout the word " i s ."

Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation* 3.2 The student will 3.21 Explain 3reasons for social Library understand the need Surney Report controls. skills for social controls, (see 4) e.g. , warranties and

consumer 1 &is, rel a- ti ve to consumer credit, deceptive trade practices, truth -in- lending and debt collections.

* Check suggested learning experiences fornumbers in parentheses.

Taxonomy Suggested Learning Experience(s) 3.21 Social controls are geared to help theconsumer. 1. List consumer protectionagencies in your Consumer laws and protectionagencies are direct local area Stress capitalization and social controls;however, a warranty, a traffic correct spelling whilepreparing the list. light, spaces for handicapparking are also forms

318 319 Taxonany Suggested Learning Experience (s1 3.21 (cont.) of social control . Reasons for having soci al 2. Telephone a consumer protection controls are to agency with a canpl ai nt. help the financially Report on the advice disadvantaged, the you received i n writing paying attent', handi capped and the misinformed . to using quotations.

make an attempt to gain more quality over 3. Use the Reader's Guide to quantity in one's life. Periodical Lit- erature to find articleson social controls for theconsuner. make it easier to fightfor consuner rights: - the right to choose 4. Sunmarize reports from - the right to be informed Reader's Guide in - the right to be heard one well-written paragraph. - the right to safety . 5. Write a letter of complaint - the right to act to a company on a defective product or an unacceptable service. Provide for individual economicgrowth and a higher level of living.

Language Specific Objecti ve Performance Indicator(s) Skill (s) Suggested Evaluation 3.3 The student will be- 3.31 List 10 Consuner Protection Grammar List (stress on cane acquainted with Agencies. agencies of protec- capitalization) tion from fraudulent 3.32 Identify consuner protection Readi ng and consuner schemes. Development of agencies which help with writing Brochure (see 1) contract problems.

Taxon any Suggested Learning Experience(s) 3.31 Because of the length,each consuner agency cannot 1. Students preparea brochure to introduce be discussed here. It is suggested that the Con- consumer protection agenci es eliminating sumer's Resource Handbookbe obtained from the Con- specific names. Students guess what sumer information Center, Dept. 532 G., Pueblo, agency has been described fran the infor- Colorado 81009. mation in the brochure.

320 321 Taxonomy 158 Suggested Learning Experience(s) 3.31 (cont.) Sane federal government agencies which helppro- tect the consumer are: Dept. of Agriculture Dept. of Ccmmerce (NationalBureau of Stand- ards, Office of TechnicalServices, Patent Office, Office of BusinessEconomics, Weather Bureau, Bureau of Public Roads) Dept. of Health andHunan Services Dept. of Justice Dept. of Labor (Bureauof Labor Statistics) Post Office Dept. Treasure Dept. (Comptrollerof the Currency Coast Guard) Civil Aeronautics Board,CAB Federal Aviation Agency,FAA Federal CarmunicationsCcmmission, FCC Federal Power Ccmmission,FCC Federal Reserve Board,FRB Federal Trade Commission,FTC Department of Housing andUrban Development, HUD Interstate Commerce Commission,ICC Consuner Advisory Council, CAC Dept. of Education (Officeof Consuner Education) U.S. Office of ConsunerAffairs

3.32 Consuner protectionagencies (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 3.41 List 4 contractproblems. Writing and became acquainted with 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 probl ens. sales pitch (see 2) problems.

3.43 Give information about 10 Writing Questi onnai re consumer laws. (see 3)

Taxonany Suggested Learning Experience(s)

3.41 Contract problems are as variedas contracts 1. In 3 ccmplete paragraphs expressyour thems elves. Problems exist if the contract: opinion about a person who tries topres- Is unconscionable and unfair. An unsuitable sure you into signing a contract. contract in which one of the parties feels cheated is unconscionable. 2. Listen to a salesman sell an item and offer you a contract. As a listening Includes a confession of judgment. This exercise repeat what you think the sales- clause excludes the right of a consulter to seek man said. Discuss ways in which you can legal help if a problen arises with thecon- listen to a long talk effectively. tract. Has an add-on clause. In a repossession 3. Develop a questionnaire for parents and case the creditor may take items owned by the faculty on their knowledge ofconsumer consumer if they were purchased at his place of laws. Tabulate results and publish. business.

Excludes necessary provisions.When one buys a hone there are many provisions which should be written into the purchasecontract. Sane include - Being able to cancel a purchase contract. If financing can not be obtainedyou 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 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-offperiod. Any contract signed withouta previous appointment is al lowed a 3-day cool ing- off period i n which time the contract can be cancelled. A door to door salesperson selling booksmay attempt to make an appointment to cane back later. He is in effect cancelling the consumer's cool ing-offcl ause.

Is noncancel able.

In the case of health insuranceexcludes a guaranteed renewable and/or noncancelableclause.

Is forced on you with suchstatements 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 ifyou don't understand the language.

Get help from a lawyeror the legal aid society if more explanation is needed.

Read and completely understand thecontract terms before signing.

326 Taxonomy Suggested Learning Experience(s) 3.42 (cont.) Check that all blankspaces are filled in before signing.

Do not rush.

Do not let your emotions take over yourcommon sense and better judgment.

3.43 Sane Consuner Laws. A generalconsumer education text will explain thesein detail.

Credit: Truth in lending Law Fair Credit ReportingAct Equal Credit OpportunityAct Fair Debt CollectionPractices Act Food: Fair Packaging and LabelingAct Wholesome Meat Act Whol esome Poultry Act Food Addi ti ves Amendment Nutritional Label ingRegul ati ons

Clothing: Wheeler-Lea Act Wool Products Label ingAct Fur Products LabelingAct Flammable Fabrics Act Textile Fiber ProductsIdentification Act Trade Regulation Rule

Heal th: Occupational Safety andHealth Act Poison PreventionPackaging Act Federal HazardousSubstances Act Noise Control Act Cosmetic Labeling Rul ing

31)"" rt Taxonomy, Suggested Learning Experience (s ) 3.43 (cont .) Housing: Hane Mortgage Disclosure Pri vacy Act Auto Recall Repair Lai/ Energy Pol icy and ConservationAct

Language Specific Objecti ye Performance Indicator(s) Skill (s) Suggested Evaluation 3.5 The student will be 3. 51 Defi ne 10 vocabulary words Dictionary Definitions able to define re- rel ated to consumer 1 ow and 1 at ed terms including protecti on. the following: col- 1 at eral, conditional , default, declining bal ance, promissory note, installment buying and repossession.

Taxonomy Suggested Learning Experience(s) 3.51 There are many relevant words to include in the 1. Students list words rel ated 1 ist. to consumer Add words other than the f of 1 owing which 1 aw and protection. are pertinent to your study. Use the words from the list to recognize prefixesand suffixes . How do the words change their Contract- -An agreement legally mean- enforceable beings with the prefixes and suffixes. tween two or more persons.

2. Write a short script usingwords perti Cancel--To make void or invalid. - nent to consumer 1 aw and protection. Per- form the script fora suitable audience. Agency - -4n establishment for executingbusiness

in behalf of others. 3. Write a humorous storywhich incorporates consumer 1 aws and protecti on terms.

328 3`19 Taxonomy Suggested Learning Experience(s)' 3.51 (cont.)

CollateralSecurity which ispledged to makesure tnat a contract is fulfilled.

Conditional - -A term which expresses certainmethods in which a loanor 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--Topossess again.

Competition- -When business firmsrival for profit.

Ombudsman--An officialrepresenting the government who investi gates consumers' canpl aints againstthe goverment.

Declining balance--Asthe consunerpays on a loan the principal mountdecreases.

Installment buying--Refers to a type of credit plan whereby the consuner pays a specific anount ata certain time of the monthor week for a given number of months. The consumer signsa contract to enter into an installmentbuyi ng pl an.

330 4. BANKING SKILLS (CHECKINGAND SAVINGS ACCOUNTS) 164

Goal: Understand the role of banking and lending institutionsas the bridge between savers and borrowers, those paying andthose saving money.

Language Specific Objecti ve Performance Indicator(s) Skill (s) Suggested Eval uati on* 4.5 The student will 4.51 Describe what ismeant by, know how to develop Wri ti ng Essay (see 1) "Money makes money and the a sound savings plan. money that money makes makes more money." (Benjamin Frank- lin. Poor Richard's Almanac.)

* See Suggested Learning Experience colon for numbersin parentheses.

Taxonany Suggested Learning Experience(s) 4.51 People investmoney. Money well investedpro- 1. Write a brief duces a profit. essay interpreting the quo- The reinvested profit makesa tation, "Money makes greater profit, etc. money and the money that money makes makesmore money."

5. COMPARISON SHOPPING FOR GOODSAND SERVICES

Goal: Developing the skills, understandings andtechniques of sound shopping services. habits for goods and

Language Specific Objective Performance Indicatorisl Skill (s) Suggested Evaluation* 5.1 The student will be 5.11 Define impulse buying. able to differenti- Dictionary Definition usage ate between impulse buying and comparison 5.12 Define comparison shopping. shoppi ng. Dictionary Definition usage

4.0 3o1 3" Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation* 5.1 (cont.)

5.13 Give 4 ways to comparison Writing Personal 1 etter s hop. skills (see 4)

5.14 Denonstrate 4 ways to avoid Listening Interview (see 6) buying a necessity, such as skills food, on impulse.

* 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 andsynonyms 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 2. Students give a short speechon an item analysis of need and comparisons of quality and purchased on impulse. Class suggest ways cost in relation to need. the student could have done comparison stopping instead of impulse buying. 5.13 When you want tocompare products and their prices ask sane of these questions first: 3. Read the following .poem and commenton Who makes the product available? If you know whether the people described are impulse a retailer, comparison shoppingcan be easier. buyers or ccmparison shoppers.

What do I want to buy? Be specific. Know Money - author unknown what features, optionsor extras you will con- Workers earn it, sider. It makes a difference in your final Spend thrifts burn it, analysis. Bankers lend it, Warren spend it, Where is the product located? Vacuum clean- Forgers fake it, ers located 50 miles from you, but advertisedat Taxes take it, $10 less, may not bea good purchase because of Dying leave i t, transportation cost. Heirs receive it, Thrifty save it, 30 333 t.. Taxonomy 166 Suggested Learning Experience(s) 5.13 (cont.) Why do I need the product? In many cases a Misers crave it, product that is needed will receive bettercom- Robbers seize it, parison shopping attention. Rich increase it, Gamblers lose it, When will I buy the product? Perhaps a 2 I could use it. month wait will meana savings. Check with a retailer to determine the best time to buy a 4. Write a letter to product. a relative telliug how and why you finally decidedto buy a par- 5.14 ticular product. Use ,:orrect letter form. Guidelines to avoid buyinga necessity, such as food, on impulse: 5. Make up questions about Plan your menus in advance. your own spending habits. Use a shopping list. For example, on what doyou spend most of your money? How often do you buy Buy or shop aftera meal or when you are not hungry. on impulse? Answer in complete sentences. Understand the psychology of a supermarket. 6. Invite food shoppers to speak Items are strategically placedto get you to about their buy more. buying habits in the supermarket.Stu- dents interview the speakersto determine Establish a food budget. If you don't have the money you won't spend it. their good and bad shopping habits.

Shop alone. .. Never feel hurried in lineor in the aisle.

Language Specific Objective Performance Indicator(s) Skill(s) Suggested Evaluation 5.2 The student will 5.21 Define warranty. understand the basic Dicti onary Definition provisions and respon- 5.22 State the difference between Readi ng Completion n test sibilities contained warranty and guarantee. in warranties and guarantees. 5.23 List and define key words Dictionary Word usage which appear in warranties and guarantees.

3°'Jt.) Specific Objective Language Performance Indicator(s) Skill (s) Suggested Evaluation 5.2 (cont.) 5.24 Explain and describe the 2 Oral Game responses types of warranties and (see 7) their purposes.

5.25Outline consuners' responsi- Writing bilities in using warranties. Essay questions 5.26 Point out acourse of action Writing and Mock action line if warranti es causea probl en. or al (see 6)

Taxonomy Suggested Learning Experience(s) 5.21 Warranty is definedas "a legal agreement where. by a seller or manufacturer 1. Obtain warranties andread through then. guaranties the per- Select all the verbs and changefrom the formance and quality of itemsoffered for sale." active to the passive voice. 5.22Although both termsare usedinterchangeably there is a slight difference in 2. List provisions stated ina warranty.Use the warranty andguaran- a dictionary to define wordsyou do not tee. Replacement of parts is offeredby a warranty. understand. Replacement of parts and laboris offered by aguarantee. 3. Rewrite warranties whichare not satisfactory or could be improved. 5.23As of 1975 recent legislationfrom the Magnuson- Moss Warranty Act requires that the words used in 4. Discuss "If a guaranteereads, 'satisfac- a warranty be clear and well understood.Sane key words found in warranties tion or your money back,' whatresponsibi- are: lity does the consumer have?"Write results of discussion. warrants affixing defects attachment 5. Review guarantees before1975 and those material s voi d after 1975.List the differences ingrarn- workmanship consequential mar. repl ace authorized defective 1 egal ri ghts 6. Solve warranty and guaranteeproblems through an action line in class. An

uoQ9-7 168 Taxonany Suggested Learning Experience(s)

5.24 Types of warranties : action line welcomesconsumer problems. The personnel investigate the complaint Implied--A consumer has the right to expect and find the appropriate sol uti on. that his purchase will do what it implies. A vacuum cleaner should vacuum. 7. Divide students intotwo groups. Ask questions about typesand purposes of war- Express- -The consumer is promised the product ranti es. The objective for each group is will perform to a certain standard. An express to answer most questions correctly. warranty usually includes parts replacementfor a specific time.

Purposes of warrant i es:

Full warranty--Covers allparts, installation costs and for all who own the product.

Limited warranty--Covers onlya portion of the product, for example, parts but not labor.

5.25 A consumer has some responsibility inusing warranties. He must Fill in proper informationon supplied forms. Mail forms when necessary. Understand if it is a fullor 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 fora consumer he shoul d Read it well to understand his rights. Get in touch with theproper person to hear the conpl aint. Contact any local consumer bureau to gain in- sight into a buyer's rights. Use a small claims court to settle the dis- pute.

File a lawsuit if the need arises . 339 340 Taxonany 169 Suggested Learning Experience(s) 7 5.26 (cont.) Contact the Federal Trade Canmissionto report viol ations.

Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation 5.3 The student will be 5.31 Point out the competitive Listening able to identify the Advertising listening sources most often used by exercises (see 1) different methods retailers to attract busi- used by producers and ness. retail ers to al ert than to comparative 5.32 Itemize the pros and cons of Oral Auction (see 2) value, e.g., unit the competitive sources which pricing, labeling, retail ers use. adver tisi ng, store brands, sal es , etc .

Taxonomy Suggested Learning Experience0 ) 5.31 Retailers and the advertising agencies are constant- 1. Listen to advertising ly thinking of on the radio. Write a better and a different way to 5-10 key words you remember. attract customers. What type of Some methods used are: retail outlet is providing the Trading stamps advertising? Sales What factors would makeyou decide to shop at a particular retail Contests outlet? Coupons 2. Plan an auction. G ive-aways Use sales gimmicks retailers employ to help sell Non-advertised specials an item. Ana- lyze which sales gimmick Midnight sales was most popular. Which sold most items? Buy one and get one free 3. Visit a supermarket. Consumers may use other, less Compare one or two glamorous methods to products by their unit prices. Which make compari sons is , such as , unit pri ci rig, label the best buy? information, no name brands andstore brands.

341 342 Taxonomy Suggested Learning Experi ence(s )

5.32 Pros Cons

Trading Can trade them for Food may be more expensive. Stamps an item you desire. You may not care to trade them. You may throw them out.

Sal es Items are less ex- You may not need the items on pensi ve. sal e. You can plan menus Non-food items on sale, e.g., around items on shampoo, may still be moreex- s ale. pensive in a grocery store.

Con- You may win! Taxes must be paid by the re- tests cipient. 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.

Cou- Can be used to save Coupons may be for items you pons money. 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 A gradual way to Must spend a certain amount of give build up a set. money to get a place setting. away China quality questionable. China may not match withpres- ent set.

343 Taxonomy - Suggested Learning Experience(s) 171 5.32(cont.)

Pros Cons

Non-ad- Saves you money. May pick up an itemyou did not vertised intend to get. specials

Mid- Saves you money. You must be in the storeat night midnight! sal es

Buy one Good way to stock up. Beware that the price ofone and get has not raised. one free You may want onlyone or none!

Language Specific Objective Performance I ndi c ator (s) Skill (s) Suggested Evaluation 5.4 The student will i den- 5.41 Identify 5 types of retail Writing tify the different Interrogati ve state- outl ets. ments (see 2) types of retail outlets available for 5.42 Explain the factors tocon- Writing consumers. Concise paragraph sider when selectingan out- (see 3) let or a place to buy.

5.43 Predict how future retail Writing Poem (see 4) outlets may differ.

344 315 Taxonomy 172 Suggested Learning Experience(s) 5.41Types of Retail Outlets: 1. Students write an opinionessay on the Department store type of retail outlet in which they would Chain store rather shop for a sweater. Discount store Door-to-door salesman 2. Write and answer 5-10 questionsa foreign- Speciality shop er might ask regarding the types of retail Variety store outlets in the United States. Whol es al e stores Catalogue showrooms 3. Divide your city or town into sections. Manufacturers' outlets Search out what kinds of retail outlets Vending machines are in each section.Write a clear, concise paragraph stating why you would shop actors affecting choice of outlet in one section of town in preferenceto Income the others. Heal th Age 4. From an artist's view of whata retail Personal values outl et wi 111 ook 1 ike 50 years from Time now, write a poem or draw a picture. Life style The outl et' s location, layout and atmosphere Avail able transportation, publicor private

5.43 One's imagination about the future retailoutlets caul d be positiveor negative . They may differ by: Offering more services Ccrnputerizing every purchase to aid ininven- tory control Offering day care services Offering pl aygrounds Providing secluded areas for relaxation(soft cushions, music)

31G 317 173 Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation 5.5 The student will apply 5.51 Explain how to comparison Writing Character sketches the techniques ofCom- shop for professional ser- (see 1) parative shopping when vi cqs. selecting services, e.g.,- insurance, health services, credit, recreation, etc.

Taxonany Suggested Learning Experience(s) 5.51 These 6 considerations should be thought through 1. Fran literatureyou have read write a in selecting a professionalservice (doctor, dentist, lawyer ) character sketch of a doctor,lawyer, dentist, etc. Would Check the professional's you like to hire credentials through this individual? local medical, dentalor bar associ ations, 2. Interview parents, When it is not an friends, neighbors to emergency, establish a determine how they pick relationship with the professional. a professional for service.

Discuss fees and methods ofpayment ahead of time. .0"

Ask neighbors or friendsif they knowor have heard about theprofessional's reputation.

Ask yourself ifyou have a high regard and trust for the professionalyou wish to hire.

Do you get suitableanswers to questions?

348 3/19 6. ADVERTISING AND OUR SOCIETY 174

Goal: The student will be able to recognize and discriminate betweeninformational advertising, selling aids, and motivators which meet the needs, wants and interests ofthe consumer.

Language Specific Objecti ve Performance Indicator(s) Skill (s) Suggested Evaluation* 6.1 Students will gain an 6.11 List 3 reasons for advertis- Wri ti ng understanding of the Summari ze ref erence ing. (see 1) purposes and techniques of advertising. 6.12 Determine 3 techniques of ad- Grammar List descriptive advertising. skills jecti yes

* Check Suggested Learning Experiencescol unn for numbers in parentheses.

Taxonany Suggested Learning Experience(s) 6.11Reasons for advertising: 1. Students analyze the techniquesof adver- Inform you about new products. tising used in popular magazines,radio Tell you the price of a product. and television. Describe product features. Make a product easily available. 2. Write personificationessays using tech- Sell you saneth:ng. niques of deceptive advertising to Make the product competitive. personify. Read the essay and let classguess Build a favorable image of theproduct. what technique is personified. Maintain customers. Build a greater custaner base. 3. Write a letter to the editor aboutdecep- tive advertising tecniques in the 6.12 market- Techniques of advertisingare used through the place. mass media, brochures, direct mail. 4. Write an opinionessay with 3 well thought Descri pti ve advertising techniques include: out paragraphs. Topics of essay: My Life Bait and switch--This occurs when an item Would Be Better Without Advertising: is advertised at a low price. When a customer shows interest in buying the low priced 5. View filmstrips or filmson advertising item he is told it is inferior or not avail- purposes and techniques. Compile a list

330 e 351 Taxonomy Suggested Learni ng Experience (s ) 6.12 (cont.) able. The " swi tch" results when the salesman of descriptive adjecti ves used i tries to sell the customer n the a "higher priced" narration. (see audio visual resources) item.

Deceptive Pricing--Occurs whenthe original price is increased to makethe 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--Itis usually the individual least able to purchasean item who gets taken by easy creditadvertising since the individual's ability topay is rarely checked. The high risk credit issubject to the sane terms as the lowrisk credit. Conse- quences and chances of missed paymentsand finance charges are great witheasy credit advertising.

False testimonialsas endorsementsMost retailers desire famous people,animals or items to be associated with theirproducts. Stating or implying that saneone endorsesa product or part of a product is illegalwithout proper consent. A consumer must watch for phrasessuch as "Award winner", " bl ue-ri bbon i ten"or "pri ze- winner" when no contestor ccmpetition exists.

Forei gn origin--Aconsumer should see the country of origin on the productand the package. Not all wines and perfumescome from France. Not all oriental rugs are Persian. 353 352 176 Taxonomy, Suggested Learning Experience(s) 6.12 (cont.) Free estimate not free--Hiddencharges not revealed to a customer prior to consentingto have work dome is an example ofa free estimate which is not free.

Free goods--A consulter must be absolutely sure there are no strings attached wherea product is advertised as free.It is the responsibility of the advertiser notto increase the price of other products tobe sold when the free i ten is cl aimed.The quality of a free item must remain thesame. Final sales--The idea ofa final sale is no refund, no exchange.A retailer must state the conditions of a final sale if thereare to be no refunds.

Substitution of goods--It is deceptiveto substitute an gen believed to be anotheritem purchased by the customer.

Specific Objective Language Performance Indicator(s) Skill(s) Suggested Evaluation

6.2Students will be able 6.21 Identify the differencesamong to identify consulter Verbal Game, "I couldn't basic consulter needs, wants camtunication live without ..." needs, wants and in- and interests. terests based on values. 6.22 Determine 3 factors whichre- Writing TV Report (see 8) late advertising with the consulter.

6.23 Describe 3 factors whichcause Verbal Ethnic fair (see 7) value differences among consumers.

5 Language Specific Objective Performance I ndi cator (s ) Skill (s) Suggested Evaluation 6.24 Describe and interpret regula- Library Research report lations concerning advertising. research (see 6)

6.25 Give 3 conditions by whichad- Oral and Survey (see 9) vertising can help a consumer written make intelligent purchases.

Taxonany Suggested Learning Experience(s) 6.21Basic human needs can be better understoodby re- 1. Play the game, "I couldn't live with- viewing Masi ad' s Hierarchy of Needs. out..." to determine if the item namedis a need, want or interest. Maslow (Motivation and Personality, 1954)states that man has a pressure within him to press toward 2. Read poems which reflect human needs,such a fuller and fuller being. This means pressing as "Birches" by Rober Frost, "Ozymandi as" toward what most people would callgood values, by Percy Shelley, "A Noiseless, Patient toward serenity, kindness,courage, knowledge, Spi der" by Walt Whi tman. honesty, love, unselfishness,and goodness. Cate- gories of needs are identified whichare placed in 3. Select classic characters from literature. a hierarchy, which is an arrangement ofstages Study how these characters satisfied their or steps, each higher than the precedingone. needs, wants and interest. Higher Aestheti c 4. Write an essay on the topic,"How you f- actu al i zati on spend money is an expression ofyour val- Esteem ues."Concentrate on punctuation. Love and belonging Safety 5.Invite people of different Lower ages to talk to Physi of ogi cal the class about their values.Make this a listening assignment.Students take notes Maslow believed that one would not beseeking to and canpare what they heard. self- actual ize (realize hi ghest potentials)while living in hunger or fear.In other words, lower 6. Research through periodical literature in needs such as physiological and safetyneeds must the library advertisements used in the be met before higher ones couldcone into play. 1950's, 1960's and 1970's.Draw sane conclusions about societies' values,about

tr.:7ti Taxonomy 178 Suggested Learning Experience(s) 6.21 (cont.) Examples of basic consuner needs are shelter, consuners' values, about families' clothing and food. values. What regulated advertising inthe 50's, 60's, 70's? Examples of basic consuner wantsare a nice hare, nourishing and interesting food and attractive 7. Sponsor an ethnic fair with the sole clothing. purpose of gaining knowledge and understanding about the values of othercultures. Examples of consuner interestsare decorating the home, sewing clothing and gourmet cooking. 8. Invite an advertising expert toexplain 6.22 Factors which link the consuner with advertising how advertising relates closely to the are: consuner way of life in the United States. Mass medi a- -few forms ofmass media are not As a TV reporter what would supported by advertising you write in a sponsors. one minute report on the expert's speech?

Standard of living--It is raisedby the ad- 9. Survey the faculty to determinehow they vertisements bombardinga consumer's life. use advertising to buy clothes.Tabulate results. Credit card--Society allowseasy access to goods and services and tempts advertisersto 10. After watching a current movie, TV plug even harder. progran or play, examine it for values. Write a short essay on the values heldby Ccrnpetiti on--When usedamong businesses it one of the personalities. means advertising will again be used to attempt to get the consuner to buy Brand X over Brand Y. 11. Ask the librarian to helpyou in selecting a book about a famousperson who has 6.23 Value differences among consuners will be reflected impressed you, e.g., The Diary of by: a Young Girl by Anne Frank. Write an essay on the Ethnic background. Each culture has different values you feel that person held. val ues. Where did the values originate? How do the values reflect his or her life style? Environment. Different values will bere- flected from an individual's environment: city, 12. Watch 1V shows at different times ofthe urban, suburban, small town, rural,north, day. List the ads shown. Determine south, east or west. what sex, age, social and economic groups the

353 338 Taxonomy Suggested Learning Experi ence (s ) 6.23 (cont.) Religious beliefs. Protestant, Catholic, Jew- ads are appealling to. What isyour ish and other religions play majorparts in opinion of certain shows and the ads which shaping values. are used?

6.24Regulations concerning advertising rest withthe Federal Trade Commission. The FTC oversees advertising to make sure it is reliable andacceptable. The Unfair Trade Practices andConsumer 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 advertisersnow realize that they must raise their standards and watch for deceptive advertising. The National Agencies and the Associ- ation of National Advertisers have setstandards. In recent years, radio,newspapers, magazines and TV stations have added consumer hotlineprograms 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 advertisinginfor- mation. Does not allow emotionsor ego to play a part - in spending. Does not buy on impulse.

360 361 NOTE: The one performance indicator in 180 this section combines specific objectives6.3, 6.4 and 6.5. The objectives have all been listed to correspond with the Rhode Island ConsumerEducation Guide.

Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation 6.3 Students will be able 6.31 Discriminate among advertis- Readi ng One sentence message to recognize and cate- 6.41 ing techniquesas a matter of (see 3) gori-ze Emotional ap- 6.51 accurate reading. peals in advertising.

6.4 Students will be able to identify and classify motivational techniques in advertising.

6.5 Students will be able to identify propaganda techniques used in advertising in all types of media.

Taxoncmy Suggested Learning Experience(s)

6.31 Advertisers want one thing- to sell a product or 1. Collect ads fran magazines, 6.41 service. newspapers, The information relayed through thewords brochures. Read through them eliminating 6.51 needs careful attention. Some questions a student all descriptive adjecti ves. can ask as he reads through an advertisement Does the ad- are: vertisement have the same appeal with only What is the ad. rtisenent saying? nouns and verbs? Now is the adverVsenent appealingto me? Through color, images, language,association? 2. Debate, "Resolved tiat advertising should Is there any significant information in the use less emotional appeal." advertised message? Do I accept or reject the informationwritten 3. After bl ocki ng out all the words in in this advertisement? an ad- vertisenent show the picture to the class. Because of the written message willI decide In one sentence write the to buy this product? message which the picture conveys.

30 362 Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation 6.6 Students wi 11 be abl e 6.61 Identify 3 informational Grammar I nf orm at i onal adver- to identify informa- sources of advertising. tional sources of ad- tisement (see 1) vertising, e.g., classified ads, periodicals, educational mat eri al s from business, industry, and professional organi zati ons.

Taxonomy Suggested Learning Experience(s) 6.61 Some of the most popular forms of informational 1. Pretend you are a retailer ofa popular advertising are: T-shirt shop.What forms of educational- Classified ads i nformati onal advertising wouldyou use? Magazines Write an ad using correct spelling and Educational materials from business,profes- punctuati on. sional organizations and industry. Direct mail 2. Secure issues of magazines, for example, Bill boards Time, Fortune, Better Hcmes and Gardens, Posters fird)7ays s Education. Review the adverti Leaflets, brochures se- , pamphlets ments.is there a difference in the in- Mass media: radio, TV, newspapers formational advertising used in each type of magazine? Discuss. 182 7. RESPONSIBLE BUDGETING

Goal: Developing the ability and concept of personalbudgeting to satisfy the wants and needs groups and individuals. of

Language Specific Objecti ve Performance Indicator(s) Skill (s) Suggested Evaluation* 7.5 Be aware of the need 7.51 Compare the concepts "budget" Writing Bibliographic entry for flexible budgeting and "flexible budget." (see 2) due to changes in the econany, personal life style and family.

* Check Suggested Learning Experience colonfor numbers in parentheses.

Taxonany Suggested Learning Experience(s) 7.51 A "budget" follows rigid rules forallocating money 1. Discuss the concept of "robbing Peterto to different channels.Little to no variation oc- pay Paul" as flexible budgeting. curs. Write A "flexible budget" allows greater variat i on conclusion in a one pagesummary. in how the manly will be spent.In both cases the consumer spends according to the budget which he 2. FInd an article in a magazineor newspaper planned to best suit his needs. 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. Ana- lyze the material presented in the article.

3 C 3 ("7 8. INSURANCE

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

Language Specific Objecti ve Performance Indicator(s) Skill (s) Suggested Evaluation* 8.1 The student willun- 8.11 Define insurance. Dicti onary derstand the underly- Defi ni ti on ing pri nci pl es of in- 8.12 Give 3 principles ofinsurance. Writing surance. Questionnaire (see 2)

* Check Suggested Learning Experiences column for number inparentheses.

Taxonomy Suggested Learning Experience(s)

8.11 Insurance is a way of reducinganxiety by sharing 1. View Traveler's LifeInsurance films, risks. Insurance ccmpani es operate by collecting Widow and Fran the Judge's Bench. Both small amounts ofmoney film individuals. When show the need for insurancein a debt saneone suffers a loss, payment is made from the society. LiF.ten for key ideas. amounts of money collected. Outline Insurance companies what was heard. count on the fact that not Compare outlines. (See eve.'yone will suffer a audio visual resources) -loss at the same time. 2. Develop a questionnaire 8.12 Principles of insurance: to survey the area's insurance canpanies.What needs Individual can feelmore secure in a society are being served? where perils are ever present. Mcney is provided for beneficiaries. 3. Imagine that two people in In a debt society it allows cl ass have had survivors to a car accident - one with insurance and clear the debt left by the deceased. one without. Discuss the losses, gains and Insurance can be usedas a means for borrowing money. alternatives in each situation. The individual is forced to understand his current financial position and torealize the maximum potential loss if deathoccurred.

3 3 `; 1/4,`4 184 Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation 8.4The student will 8.41 Explain the need for addition- Verbal Panel Discussion understand the real insurance protection as (see 1) 1 ati ons hi ps between one' s income increases. changing financial status and need for insurance coverage.

Taxonomy Suggested Learning Experience (s ) 8.41 When income increases more insurance protection is 1. Invite speakers to class to discusstheir usually needed because: insurance needs and how theyare taking More debt may be assumed. care of these, needs. Follow with panel More valuable goodsmay be attained. discussion, "Everyone needs some form of Should a catastrophe occur the potentialloss insurance." would be greater. 2. Ask an insurance agent tocompare 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 withan insurance agent is important.

Language Specific Objective Performance I ndi cator (s ) Skill(s) Suggested Evaluation 8.5 The student will de- 8.51 Define 10 words related to Dicti onary Definition velop an understand- ins urance. ing of the vocabulary and language of insur- 8.52 Demonstrate the ability to Readi ng ance agreenents. Interpret at i on of interpret the language of written paragraphs insurance agreements. (see 5)

370 371 0 taxon any Suggested Learning Experience(s) 8.51 Words closely related to insurance. 1. Obtain insurance policies ,and develop Insured--the person who is being insured, lists of vocabulary words peculiar to irifFrimes the major moneyearner. the policy.Define and canpare the list with other class members.Write the Cash value--what a policy is worthasa result words in complete sentences paying atten- of payment of preniums.The longer you own tion to spelling and punctuation. a policy the greater the cash value. 2. Develop a crossword puzzleusing key words Beneficiary--the indi vi dual namedto receive from insurance agreements. insurance money when a death occurs. Complete. 3. Develop a list of antonymsfrom key words Owner--the person who buys the policy. used in insurance policies. Policy--the word used for tract. an insurance con- 4. Rewrite an entire insurance policyusing ordinary vocabulary for thenouns and verbs. Face value--the mount ofmoney which a policy is worth when death occurs. 5. Read through insurance policies.Identify the types of sentences used in the policy. Premitmthe dollar amount paid toan insurance company for protection. Interpret the policy.

Dividend--refund made to a policyholderfrom i nsurance canpany profits.

Options- -extra considerations whichmust be written into a policy if the insuredso desires. Coverage -- refers to the amount ofprotection.

Benefit--refers to the amount ofmoney the eligric'i ary will receive .

Renewable- -to make a policy non-cancel able.

Assets--one' s total worth andan important TOO-aeration when attemptingto determine insurance needs. 373 372 186 Taxonomy Suggested Learning Experience(s)

8.51(cont.) Liabilities--one's total debt and an impor- ant consideration when attempting to determine insurance needs.

Surrenderterm used to end the policy.

Agent--a representative of an insurancecom- 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 underliningwords, terms or phrases which you do not comprehend. Find a simpler phrase or word for thediffi- cult to understand words. Reread the insurance agreement. Verbally interpret the agreement tosomeone, preferably your agent.

Language Specifi c Objective Performance Indicator(sl Skill (s) Suggested Evaluation 8.7 The student will be- 8.71 Demonstrate the ability to Writing CASE studies (see 1) came aware of where find a solution to an insur- they can seek a reme- ance problem. dy to unsatisfactory company/vendor practices.

3'75 Taxonany Suggested Learning Experience(s) 8.71 A consumer with an insurance problem may take the 1. Students develop fictionalcase studies following steps to seek a solution. Call your about consumers facing insurance problems. agent. Ask questions. If the agent does not Use correct writing format. Sharecase answer your questions to your satisfaction, call studies with the rest of the class. another agent. Decide Address your problemto the T551 on the course of action to pursue. Consumer Protection Bureau,the Attorney General's office or to the director ofan insurance associa- Tiori7 A consumermay find a solution to an insurance probl en from radio, televisionor newspaper consumer action 1 ines. There is an answer for al 1 insurance probl ens if the consumerpursues a course of action through theproper channels.

9. TAXES

Goal: Understanding the consumer's role andresponsibilities in the 1 ocal, state and federal tax structure.

Language Specific Objective Performance Indicator(s) Skill (s) Suggested Ev al uati on*

9.1The student will 9.11 List 5 taxes which consumers Li brary Guide sheets (see 1) understand the rea- pay on each of the government search sons for and types levels: federal, state, local. of taxes within each level of government. 9.12 Define and give an example of Di cti onary Defini ti ons progressive, proportional and regressive taxation.

9.13 Point out 4 reasons why taxes Writing Two page summary are needed. (see 4)

9.14 ()aline 4 new sources of tax- Writing Question and es or revenue used by the answer (see 8) government.

376 377 188 Language Specifi c Objective Performance Indicator(s) Skill (s) Suggested Evaluation*

9.15 Select 3 qualities whichmake Verbal Survey (see 5) a good tax.

* Check Suggested Learning Experiencescolon for numbers in parentheses.

Taxonomy Suggested Learning Experience(s) 9.11 Taxes which consumers pay include: 1. Invite tax experts to speak to the class. Taxes paid on the federal level Ask then to describe what taxesconsumers income tax pay on all levels of government. Stu- estate tax dents, working i n committees, develop soci al security tax guide sheets describing federal, state and tires (for use on highway) 1 ocal taxes. Further information shoul d airplane ti ckets be sought from libiary. diesel fuel, gasoline, lubricating oil tel ephone, tel egrams 2. Debate: "Resol ved: The state sales tax alcoholic beverages should be el imi nated." cigarettes, cigars corporate income tax 3. Define the terms pro§,essive, proportional excise tax and regressive taxation. Give an example fishing equipment of each. firearms, shells Taxes paid on the state level 4. Write a 2 page summary, "Whywe need income tax taxes ." Focus on transi sti ons. sales tax gasoline 5. Survey school personnel on 3 taxes which alcohol ic beverages are good and 3 which are bad. Summarize cigarettes results and report to class. utilities hotels and motels 6. Make up a crossword puzzle using key terms real estate transfer tax and phrases about taxes paying attention corporate income tax to spell ing. inheritance tax auto licenses 7. Play a word associationgame asking stu- 1 ottery dents to list the first word whichcomes insurance premiums to mind in connection with a specifictax 378 379 Taxoncmy Suggested Learning Experience(s) 9.11 (cont.) Taxes paid on the local level word or phrase.Write words in complete property tax sentences. earnings and income taxes sales tax (often a % of state sales utility tax tax) 8. Answer: From what new sources does the government seek revenue? Imagine how this amusement tax will be done in the future. hotels and motels, parking,auto stickers animal licenses 9. Debate, "Resolved that propertytaxes are business licenses the best way to fund education." 9.12Definition and examples Progressive Tax--The effectivetax rate increases as a person's income goesup, e.g., federal income tax. Proportional Tax-- Effective tax rates stay the sane regardless of income,e.g., licenses and fees.

Regressive Tax--Effective taxrate decreases as inccrne goes up, e.g., sales tax. 9.13Reasons why taxes are needed. To operate governmentprograms such as education and social agencies.

To maintain government operationssuch as buildings and equipment.

To add revenue to furtherincrease defense measures. To maintain decent standards ofliving for all, especially, the disadvantagedthrough subsi di es.

To subsidize research, inventionsand experiments which benefit all U.S. citizens. 381 3b0 Taxoncmy Suggested Learning Experience (s 9.14State and local- governments seekmore revenue through: Grants-in-Aid--This program givesstates money fran the federal goverment to be used for specific purposes.The states are required to contribute financiallyto the project. Revenue Sharing--Allowsa no-strings attached idea for the federalgoverment to give individual states money. A National Value-AddedTax--This tax is the sane as a state sales tax.

Lotteri es--G anbl ing, slotmachines, off-track betting and Bingo exemplifyanother method of revenue for states and cities.

Putting People To Work--Anon-working adult strains the governmentrevenue twice.He does not pay income taxes buthe does need assistance. Programs which concentrateon putting people back to work are a positiverevenue source for the goverment.

9.15A good tax will havesome of these qualities: Fairness--Most Americans which is fair. willingly pay a tax

Easy to understand--Whatyou owe, when you owe it and the consequencesfor not paying makea tax easy to understand. Easy to collect. Paid directly--A tax whichis paid directly is easier to assess and collect.

Beneficial--Everyone shouldsee the value of paying a tax.

300 Language Specific Objective Performance Indicator(sj Skill (s) Suggested Evaluation 9.2The student will have 9.21 Define words and phraseson Di cti onary Definitions the knowledge to com- the U.S. Individual Income Tax plete various tax Form - 1040. forms and schedules.

Taxonomy Suggested Learning Experience(s) 9.21Words and phrases which appear on the 1040 Form. 1. Write a comedy sketch using 5-10words Gross income--One's total income. found in Form 1040.Act out. Bonus--Income given to you over and above 2. Play hangman using words andphrases from your usual salary.Must be included in gross Form 1040. income on Form 1040. 3. Students fill outa 1040A Form. Commissions--Money given toa broker or agent for transacting business between 2parties. Must be included ingross income on Form 1040. General deductions--Expense itemsone subtracts from gross income when preparingForm 1040.

Net incomeTotal income afterdeductions. Taxable income--Whatone pays taxes on after deductions and exemptionsare subtracted.

IRS--Abbreviation for InternalRevenue Service Which collects incometaxes for the U.S. government.

Joint return--Whena married couple file incane taxes together.

Exemptions--On Form 1040 exemptionsallow the Taxpayer lo reduce taxableincase.Dependents are children, spouse, blind. 384 383 Taxonomy 192 Suggested Learning Experience(s) 9.21 (cont.) Interest income--Money paid tosomeone for saving and investing thatmoney.

Dividends--Money paid to stockholdersof stocks and bonds.

Alimony --Money received bya spouse from his or er spouse after a divorce.

Occupation--The title of your job,e.g., teacher, tanner, cab driver. .

Language Specific Objecti ve Performance Indicator(s) Skill (s) Suggested Evaluation 9.3The student will be 9.31 Demonstrate knowledge of2 Wri ti ig aware of how tax TV script federal tax supportedprograms. (see 1) dollars are used to support various pro- 9.32 Discuss own values about areas Reading Poem (see 2) grams. in which taxes should be used.

Taxonomy Suggested Learning Experience(s)

9.31 Some federal tax'supportedprograms include: 1. Select one tax supportedprogram. Develop National Defense--In 1979 25t ofeach dol- a script for an educational TV program lar went for national defensemade up of per- showing your knowledge about both thepro- sonnel in the Army, Navy, AirForce and Marine gram and the taxes supporting theprogram. Corps. Equipment like sutmarines, missles and airplanes account fora laege share of the 2. Read the poem, "I Paid My Taxes"and dis- national defense budget. cuss.* International Affairs--Helps maintaingood public relations. Peace Corps and United Na- I've paid my taxes, I'm proud tosay tions are examples of programs supported by I bought some civilization today International P.ffairs. I helped build a bridge anda highway, too Space Research In 1979 these I bought my three children Agriculture a park and a programs used 22(t zoo - 386 3c'" Taxon any Suggested Learning Experience(s) 9.31 (cont.) Natural Resources of every dollar When I paid my taxes. Canmerce and Transpor- spent by the fed- tation er al government. I helped build a library and paid formore Housing books Health, Labor and I paid for having the streets cleaned, Welfare improving their looks Education--This also includes social programs I helped put drinking founts inmy home to improve an individual's future. town Veterans' Benefits--Many speci al considera- I paid for new street lights in thesane tions are given to veterans and theirdepen- old town dents. When I paid my taxes.

9.32 Students will have a variety of valuesreflected I helped hire a doctor and firemen's in a discussion concerning crew what programs should I paid for a nurse and a policeman,too be supported by taxes. Sane will feel only the I helped buy a young man avery fine job poor should receive help; some will say taxes are I helped buy a bathing beach formy Doro- much too liberal in what theysupport. Sane key thy and Bob concepts to listen for include thejustification When I paid my taxes. for the tax and fairness.

I helped build a school and hireteachers, too, I helped buy a golf course formy son to pl ay thru I helped build a museum of music andart Now, friends, don't you really think Iwas 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 Language Specific Objective Performance Indicator(s) Skill (s) Suggested Evaluation 9.4 The student wi 11 be 9.41 Select 2 communityresources Verbal Inf onn ati on state- aware of community consi dered benefi ci al. ment (see 1) resources which can assist them in using 9.42 Defend a tax which needs Verbal Pleading a case the tax structure to support. (see 3) their best advantage.

Taxonomy Suggested Learning Experience(s) 9.41 The following community resources can be consid- 1. Each student preparea 30 second public ered as benefi ci al: information statement to be readover the Free services and resources (Library) intercom in your school. The statement Low cost services and resources (recreation will inform students of communityre- centers) sources which can assist then and their Public services andresources (police, school) families. Private services andresources (utility companies) 2. Conduct a community resources hunt. Each student will hunt through the library, 9.42 Students may defend taxes which support: town hall and telephone book to canpilea Library list of resources available in theircom- Public schools munity. What community resources should be Health centers added to the list? Recreation centers Pol ice 3. Set up a panel of judges who will decide Government agencies on 5 communi ty resources about to recei ve Hospital s tax support. Each student should repre- Highways sent a different community resource. Mass transportation 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.

389 0

Taxonany Suggested Learning Experience(s) 9.42 (cont.)

5. Invite a town official- Mayor, Town Mana- ger or Council person - to speak aboutac- quiring and allocating taxes in histown.

10. CONSERVATION OF ENERGYAND RESOURCES

Goal: Increasing the student's core of information related toenergy, ecology andeconanic issues upon which student'scan base further inquiry, researchand value judgcaents.

Language Specific Objective Performance Indicators Skills Suggested Evaluation 10.1 The student will 10.11 Make conclusions concerning Writing A report (see 1) develop an aware- the use of three sources of ness of chal len,,,s energy, for example, coal, facing the U.S. and wood and oil. the resources, ecology and econan- 10.12 Summarize what radio, tele- Listening, cs. Oral report (see 3) i vi si on and newspapers report reading, about the local ecology. oral communication 10.13 Give six reasons whyevery- Results of family one should receive sane Writing experiment (see 9) education on energy.

* Check suggested learning experiencescolumn for numbers in parentheses.

Taxonany Suggested Learning Experience(s) 10.11 Sources of energy and conclusions which can be 1. Prepare a reporton various U.S. energy made. resources. Coal

Available in great quantity in the U.S. 2. Write interrogative sentences by develop- Not expensive to use i ng a list of questions concerningenergy 391 392 Taxoncmy 196 Suggested Learning Experience(s) 10.11 (cont.) Not difficult to transport use in the future.Discuss. Keeps men employed Pollutes the air when it is burned 3. Sift through localnewspapers or listen to Difficult to extract froma mine the radio or watch televisionnews and Mining can be hazardous programs for ecology concerns.Report to Land erodes in strip mining class. (3 il Diversified usage (cars, homes, industry, 4. Invite a local plastics) newspaper reporter who in- vestigates and writes about ecologycon- Little pollution cerns _to speak to the class and tell about Highly efficient his findings. Students develop questions Non-renewable resource to ask speakers. Limited U.S. supply' U.S. demands must relyon imported oil 5. Study the choice of words used in Expensive newspaper articles about energy, ecology and Natural gas economics. See how semantics help or Efficient hinder the truth. Not a great pollutant Supply limited 6. Watch current filmsor TV programs, such Transportation can be difficult and as, China Syndrome. Write a one page dangerous opinion paper on the use of nuclear Nucl ear fuel energy. Is it safe? Readily available Clean, efficient 7. Imagine that within oneyear the U.S. will Radi oacti ve waste have depleted it's oil supply. Write a Waste needs special storage story which reflects your feelings about Uses same materi als as atom bomb Wood the day the U.S. will no longer have it's own oil supply. Readily avail abl e Renewable if trees are replanted 8. Hold an energy resources fair.Use proper Land used for pl anti ng treescompetes written invitations and telephone communi- with other land uses, for example, wheat cation techniques to attain fairsponsors cotton, grazing and participants. Rel at i vely inexpensive Wood for fuel competes with wood used for 9. Each student should use his familyas an other products, for example, furniture, experiment for saving onenergy. paper Develop a daily, weekly and monthly plan. Share and report to the class.

309ti 1/4, 394 Taxoncmy Suggested Learning Experience(s) 10.11 (cont.) Wind/Sol ar 10. Study the Solid Waste ManagementCorpora- Large supply ti on of Rhode Isl and. Write Does not pollute an analysis of its present 3peration. Renewabl e Free to user Needs to be stored Needs more technology to perfectits use Water Doesn't pollute the air Dans or waterfallsare needed for energy making Geysers (Steam heat found inthe earth) Available only in certain locations Difficult to harness May pollute air and ground water Renewable Already used in sane businessesand homes

10.12 Mass media may include reportson the following topics concerned with the ecology: Effective pollution controlmeasures for air and water Modern methods of solid wastedisposal End to open burning Effective sign and billboardcontrol Junkyard screening and control Adequate open space Playgrounds, parks and otherrecreation areas Protection of watercourses, natural areas, especially in or near cities Protection of wi 1 dl ife Trail systerns for walking, hikingand biking Underground utility lines Conservation education in schools

Oki11011 J 3 95 Taxonomy 198 Suggested Learning Experience]

10.13 The study of energycan be a positive experience for students if they appreciatehow energy affects i their 1 i ves and if they understand the importance of energy for all facets of lifesuch as food, clothing, shelter, industry, personalcare and recreation.

Lan ua e Specifi c Oktecti ve Performance Indicator(s) ki Suggested Evaluation 10.2 The student will gain 10.21 Define 10 words related to Dictionary Definitions an understanding of supply and demand. usage how supply and demand affects energy i ncl ud- 10.22 List at least 4 sources of Writing and Oral report (see 8) i ng its source, pat- energy used in the U.S. verbal terns of usage and predicted future out- 10.23 Identify 3 sources of energy Verbal Questionnaire (see 4) look. most often used in a hare. communication

10.24 Point out 2 factors which Writing Letter of inquiry predict the future energy (see 6) outlook in the U.S.

10.25 Predict the consequence ofa Writing Descriptive para- short supply of energy with graph (see 5) a large demand.

39S 397 Taxonany Suggested Learning Experience(s) 10.21 Words related to supply and demand concept: 1. List 10 words relating to supply and Supplygoods and services made availableto the demand. public. Define each word and write it in a complete sentence.Ccmpare list with other class members. Demand - -the mount of a goodor service consumed If a parti cular pri ce. 2. Make up an originalgame showing the concept of supply and demand. Circular flow--the econanic activityof consumers and business in the production and distribution 3. Write a short essayon the advantages or process. disadvantages of a particular energy source. Producers--businesses which supplyconsuners with gooks and services. 4. Develop a questionnaire andsample a group of haneowners. Ask them what sources of Consumers--people who demand goods andservices. energy are most often used in the hcme.

Price--the amountconsuners agree to pay for prod- 5. Imagine that the U.S. istic longer able ucts which business is willing to manufacture and to use oilas a source of energy. Write sell. descriptive papers about people'sreac- tions. Submit most innovative tonews- Demand schedule--shows the relationshipbetween paper for Publication. quantity and price to determinethe demand for a product. 6. Find the appropri ateperson and address and then write a letter toone of the Resources- -raw materials, labor, technol cgy and large oil companies (Mobil, Esso, Texaco). capital needed to produce goodsand services. Ask what they are doing toensure that oil. will be available for use in the U.S.for Free enterprise systemallows individualsto own the next 50 years. and operate a business, largeor small. 7. interview a person who isbetween 70-80 Constant--a factor which shows the sane demand on years of age. Ask questions about energy Ipt-7-5-dirct from year to year. usage when this person was a teenager. What were the greatest energy demands of 50 years ago? Outline the discussion.

8. Investigate the sources ofenergy used in your carmunity. Report findings orally.

399 400 Taxoncmy Suggested Learning Experience(s) 10.22 Of the followingsources of energy used in the U.S. 1-8 are renewable, 9-12are 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 usedsources of energy in a home are oil, gas and electricity. 10.24 Factors which predict thefuture energy outlook are: Inflation.Consumers may need to paymore for energy. Spending on energy may became top priority. a Supply and demand.If the supply of anenergy resource is in great demand, the amount available will deplete quickly. Conservation.Is one method for prolonging the use of nonrenewableenergy sources. Population demands. "Witha larger r population and more hones, goods and serviceswill increase the demands for energy. Goverment controls.Laws, restrictions and incentives may help or hinderfuture energy supply and demand.

401

(,) Taxonomy -Suggested Learning Experience (s ) 201 10.25 Consequences ofa 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 anda large demand on any resource will: Increase price Establish priorities for allocation Increase government intervention Cause a feeling of panic where .hoarding could result.

Lanuae Specific Objecti ve Performance Indicator(s) Skill s) Suggested Eval uati on 10.3 The student will 10.31 Explain the interrelation- Library identify the interre- Research report ship of energy, ecology and research (see 1) lationship among ener- economics with four steps in gy, ecology and eco- the manufacturing of a nomic problEMSand product. solutions in terns for the consumer. 10.32 Give 3 examples how economics Wri ti ng EEE newspaper (see 2) and energy affect the U.S.

Taxonomy Suggested Learning Experi ence (s ) 10.31 Steps to consider in tracing a product from start 1. Select a product often used in to finish. the home. Trace it from start to finish. Research Raw materi als-what ones are needed? Where do the strain on the ecology? they originate? the demand for energy and the economic picture of supply Production-what is theprocess? Is it lengthy? and demand.Write findings in a report. Packaging -what is the process? How many Present to class. resources are used? Distribution-what mode(s) oftransportation 2. Develop an EEE Newspaper (Energy, is used? Ecology, Economics). Show how yourschool uses rEE.

402 403 202 Taxonomy Suggested Learning Experience(s)

10.32 The American market system relieson 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 forclean air and water in the manufacturingprocess. In the role of the federal, stateand local governments as fiscal _policies are made.

Language Specific Objective Performance Indicator(s) Skill(s Suggested Evaluation 10.4 The student as acon- 10.41. Give four ways to conserve Writing Energy chart results saner will make an energy in the hone. (see 1) i ndi vi dual pl an of action to help in 10.42 Decide on one plan for sav- Oral Energy saving deci- solving problems pre- ing energy in own life. si on (see 2) sented by energy shortages, threats to the environment and related concerns.

Taxonomy Suggested Learning Experience(s) 10.41 Some ways in which home energy can be conserved: 1. Prepare an energy chart showingways home- Use proper ins ul ati on, weather stri pping, owners conserve. Survey friends and caulking and storm windows. neighbors on their energy conservation Lower the thermostat a few degrees. habits and record on the chart. How do Keep heating and cooling equipment clean. the results compare between winter and Insulate hot water pipes. Reduce the hot water temperature to 140 degrees Fahrenheit or lower. 2. Brai nstorm ways in which each class member Use cold water to wash clothes. can save energy. Analyze the impact on

40.1 405 Taxon any 203 Suggested Learning Experience(s) 10.41 (cont.) Fix leaky water faucets. energy conservation if each person saved Open refrigerator doors only when necessary. in only one way.Decide and implement one Turn off the range a few minutes before the energy saving plan. food is cooked. Preheat the oven only whennecessary. 3. Keep a journal which emphasizeshow you Use a timer to avoid overcooking. are personally effected by energy problems Fill the dishwasher before washing. and cost. Don't overload automatic washers ariddryers. Use a clothesline. Turn off lights not needed. Use cold water to operatea food disposal.

10.42 Sane plans to saveenergy might include: Walking instead of riding. Driving at 55 mph or less tosave fuel. Wearing warmer clothing in coldweather and turn down the thermostat. Using fewer electric appliances. Air drying hair. Taking care of clothing to requireless cleaning or pressing. Taking a shower instead ofa bath. Double dating.

Lan ua e Specific Objecti ve Performance Indicator(s) Skill Q Suggested Evaluation 10.5 The student will be- 10.51 List 3 alternativesources Writing Letter (see 1) came aware of altern- of energy. at:ye sources of energy and their use 10.52 Point out 3 reasons for the Verbal Oral Report (see 2) for the future. value of nuclear power. communication

10.53 Describe and interpret Reading Essay questions sources of energy used in (see 3) science fiction.

406 407 Taxonany Suggested Learning Experience(s) 204

10.51 Alternative sources ofenergy for the 1980's: 1. Write a letter to the U.S. EnergyCatmis- Sun si on requesting i nformation on alternative Wind sources of energy. Geothermal Nucl ear 2. Report orally on field trip to sitesusing alternative sources of energy: e.g., nu- Refer to taxonany 10.11 formore information on clear power plant. sources of energy. 3. Read novels or view movieson science fic- 10.52 Sane values of nuclear power include: tion. What sources of energy are used? Inexpensive Imagine what the sources ofenergy are if Efficient they are not mentioned? Clean Plants can be built in many locations 4. Read and discuss a novel or magazine arti- Technol ogi cal advances cles written about energy shortages,energy waste and environmental problem. 10.53 Sources of energy used in sciencefiction will vary with the student's reading level and back- 5. Decide on a local environmental issue ground. A student should be able to imagineor which needs attention, e.g., dumping of speculate on sources of energy, for example, hazardous wastes. Through letters, tele- energy from the stars, from light rays, from phone calls, news releases or visits vibrations in the Black Hole, from chemicals, motivate a community organization to take from special clothing. action on the issue.

40 409 J

205

SOME SUGGESTED ACTIVITIES FOR THEGIFTED AND SLOW LEARNERS OF ENGLISH

Gifted Slow Learner

Find examples of the economic systems which Fran recent magazines andnewspapers cut out existed in British and American literature in pictures of one product, for example, candy. the 1800's. Note the source using correct bib- Through oral discussion decide whichkind of liographic entry. candy bar is most popular. Relate the decisionto competition. From library references andliterature sources research the reasons for popularity in To show supply and demand set-uptwo mock stores roller skating. Relate it to the concept of which sell pencils. One store hasmany and the supply and demand. Present your findings in a other very few. Students then buy the pencils. term paper with footnotes and bibliography. Notice what happens when the store witha few pencils runs out. With the newly purchased pencils For a one month period graph your family's students write words supply, demand. economic activi ti es. Presentyour findings visually and orally. Students touch soft, furry, rough, scratchy, dry, wet, etc. objects. Decide whichthey like Study the interdependent nature of the Amer- best and least. Relate this vale judgment to the ican market system in Ayn Rand's, Atl as reason why people buy what they do. Write 5 Shrugged. Invent three major questions for things which students like, for example,bed, w i ch you will find answers from the reading. toys, candy, play and cars. Write a one act play showing how credit is Set-up a mock situation where students borrow used in the lives of two main characters. play moneyRelate this to credit. Site examples Perform. of how student's parents use credit.

After researching the do's and don'tson Decide on a secret among 5-6 students. Writeit credit, create a videotape to informmembers on paper and give to the teacher. Make of your cl ass. a contract not to tell anyone the secret fora day. Discuss obligation in relation toa contract. Assume you are the president ofyour own canpany. Draw up a contract with the employees. Reproduce a savings account passbook. Pwiodi- Include a paragraph which explainshow an em- cally, allow students to make deposits their ployee can break the contract. in passbook. With each deposit write theamount of money deposited.

410 411 206

SOME SUGGESTED ACTIVITIES FOR THE GIFTEDAND SLOW LEARNERS OF ENGLISH

Gifted Slow Learner

Invent a word game using vocabularyperti- Clip coupons fran magazines and nent to consumer law and protection newspapers. such as Categorize into items such as cat food, the words listed in Taxonomy 3.51. cereal, soap. Reproduce the coupons using correct spelling. Personify a $10 bill. Take itthrough ten humorous excursions ina personification essay. Distribute examples of advertising to class. Publ ish. Ask each student to discuss how heor she feels about the advertisement. If possible read aloud With knowledge about comparisonshopping for the message in the advertisement. goods and services conducta thorough investigation of your favorite and least favorite de- Make a collage fran pictures which showwhat partment stores. Devise a set of standards we waste, for example, the cup from a Mac Donald's which each store must meet. Include the differ- shake. Draw a bright circle around itemswhich ent methods retailers offer to theconsuner some students in class do not waste. for comparati ve value. Afteryour i nvesti ga- ti on write to the store manager informing him/ Start a recycling center in her about your investigation and your classroom. Ob- how the de- serve the many uses for the recycled items. partment store scored. Take a school grounds field tripto collect With three spzcific examplesexplain why a litter. budget should be flexible. Tie inadvertising, emotions and consuner wants and needsbased on values. Present your explanationto a panel of experts who feel budgeting shouldnot be flexi ble.

Write lyrics to a song statingyour views of the present energy-ecology conflict.

Develop a cartoon characterwho advocates a specific message about the environment. Write 10-12 messages and publish inyour local or school newspaper.

41'3 41.2 414 Forward for Science 208

The Consumer Citizenship Curriculum Guide for Science has beendeveloped to help Science teachers incorporate sane parts of the Rhode Island Consumer Education CurriculumGuide in their subject matter area. All of the objectives covered in the R.I. Guide have not beenincluded in this Science Guide. Grid may be found in the Appendix. A It gives a detailed picture of theobjectives chosen for Social Studies, English, Mathematics as well as Science. Hopefully, as the student subject matter areas the objectives moves through these four will be adequately covered. The R.I. Guide does not assign numbers to any of the componentsor specific objectiv:.:; however, in this Science Guide we have doneso. Science Philosophy

The following philosophy, drawn froma 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 CitizenshipCurriculum Guide for Science. Science students should know fundamentalfacts and principles of science such electricity and magnetism, heat and simple as characteristics of. kinetic theory, nature of chemicalreactions and ecology. Students should also possess the abilities and skills needed toengage in the processes of science such as having the ability to identifyand define a scientific problem. All students should understand the investigative nature of scienceas well as have the right attitudes about the appreciations ofscientists and science on a whole. As a result it is hoped the student will learn to think throughdaily problems, recognize and this place in a scientific society accept and develop sane personal interestswhich are scientific in nature.

Hew to Use This Guide

1. Study the Guide format which givesthe main component, the goal, objectives. Science contribution and specific 2. Each specific objective lists performance indicators, the Scienceobjective used and the suggested evaluation for each performance indicator. 3. The taxonomy will help teachers understand the consumer knowledge relatedto the performance indicator. 4. Suggested learning experiences provide activities whichare directly or indirectly related to the specific objective. No effort has been made to providea complete list of learning activities; however, we have made an effort to suggest some of the more unusualactivities. Study the performance indicator and then select,rearrange and add suitable activities to provide the learning experiences desired. 5. No attempt has been madeto place the suggested learning experiences sequence. in a specific order or 6. Sane learning experiences for the gifted and slow learnerappear after component 10.

a.J 4 1 (3 3. CONSUMER LAW/PROTECTION

Goal: Increasing the students' understanding and knowledge of their roleas consumers especially the legal rights and responsibilities that insure the bargainingpower of all parties. Specific Objective 3.3: The student will become acquaintedwith agencies of protection from fraudulent consumer schemes.

Science Contribution: It is suggested that the following science knowledge be incorporatedinto a program on consumer science. Dozens of other relevant experiences or problemsmay be added to further enhance the students' knowledge thatScience and a wise consumerare related. Performance Indicators Sci ence Objective Suggested Evaluation 3.3.1 Describe 3 ways in which the Consumer Science application. Essay type questions Product Safety Commissionuses science.

3.3.2 Describe how the Food and DrugAdministra- Science application. ti on uses science. Multiple choice

3.3.3 List 4 waysinwhich science can Utilize science in Listing contribute to wise consumerism. everyday life. 3.3.4 Describe 2 science principlesrelated Utilize science in to drugs. Completion type test everyday 1 ife. 3.3.5 Describe 2 science principlesrelated Utilize science in to cleaning agents. Results from lab everyday life. experiments 3.3.6 Describe 2 science principlesrelated Utilize science in to food. Results from lab everyday 1 ife. demonstration 3.3.7 Describe 2 science principlesrelated Utilize science in to the automobile. Essay type questions everyday 1 ife.

41S 210

Taxonomy Suggested Learning Experiences

3.3.1 The Consumer Product Safety Commission realizes Conduct research on the Consumer that science principles and conceptsare needed Product Safety Commission and the to explore the safety of consumer products. The Food and Drug Administration. CPSC uses science to Determine what productsare being Analyze the chemical makeup of products. tested for possible risks to the Paint, for example, containing high levels public. Discuss the role of science of lead has been banned to reduce the risk in each of these agencies. of lead poisoning. Plan a field trip to a CPSCor FDA Conduct research and develop test on the agency. Report how you saw evidence the potential risk a product might have. of science used. Firecrackers with more than 50 milligrams of powder have been banned and other Analyze the chemical makeup of fireworks must conform to specific safety of paints - leaded and unleaded. requirements. Apply general principles of science Design superior safety packaging. Safety by testing various consymer packaging is required for containers of products. For example, evaluate potentially dangerous drugs and household cigarettes by using an aspirator to chemicals. The number of childhood poisonings collect tars, to determine quantity by aspirin, for example, dropped 55 percent of smoke produced, to collect between 1972 and 1976. products on the filter, mouth end and tobacco end. 3.3.2 Virtually every product in a supermarketor drugstore is in some way regulated by FDA. The Test detergents to determine FDA-physicians, chemists, nutritionists, micro- biodegradeability. biologists and phannacologists-conduct the necessary scientific research solely for the Compare the effects of caffeine on protection of the public. the body's pulse rate before and after consumption. 3.3.3 Science can contribute to wise consumerism because it presents an opportunity to Make comparisons for effectiveness evaluate products between deodorants and antiperspirants. instigate awareness of the product's use in society Research scientific evidence about the use of brand-name and generic drugs.

41D 420 Taxonomy Suggested LearningExperiences 3.3.3 (cont.) relate a product tooneself Ccmpare USDA quality gradesfor eggs. analyze, compare andrate products. 3.3.4 The principles of solubilityand acidity can be used in testing drugs. For example, antacids can be used to test forsolubility by dissolving antacid in water and the acidity ofaspirin is determined with phpaper.

3.3.5 Science principlescan be applied to clearing agents through tests suchas checking for water hardners and for the amount of watercontent in soap.

3.3.6 Science principlescan be applied to food through test for foodcomponents and for quality of food suchas the quality of eggs. 3.3.7 Science principlescan be applied to the automobile by testingfor volatility of gasoline and viscosity ofoil.

10. CONSERVATION OF ENERGYAND RESOURCES

Goal: Increasing the student'scare of information related upon which student's to energy, ecology andeconomic issues can base further inquiry, researchand value judgements. Specific Objective10.1: The student will developan awareness of challenges and the resources,ecology and economics. facing the United States

Science Contribution: In order to better understand the challengesfacing the United States it is suggestedthat the following science and energy knowledge be incorporatedinto a program. science teachermay wish to add dozens of The Energy is a major topic other relevant scienceexperiences or problems. for which a great dealof knowledge is needed.

A 0 0 42,1 .1. A., ...... 212

Performance Indicators Science Objective Suggested Evaluation 10.1.1 State the U.S. challenge facing the Identify a scientific Research paper scientist concerning energy usage. problem.

10.1.2 State the U.S. challenges facing the Identify a scientific Research paper scientist concerning .use ofenergy probl en. resources.

10.1.3 State the U.S. challenge facing the Identify a scientific Research paper scientist concerning the environment. problem.

10.1.4 Write a definition for energy. Fundamental fact. Essay exam

10.1.5 Define potential and kinetic energy. R el ate mechanical True&false test potential and kinetic energy to thermal energy.

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, Check logical consistency. Complete science work and power. 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 Read scientific material Essay exam transferred. critically.

10.1.11 Describe solar energy as one of the 5 Atmospheric science. Multiple choice test sources of energy.

10.1.12 Express how fossil fuelswere formed. Fossils and geological Science report history.

10.1.13 Distingish between continuous and Fundamental f act. Report frcm field trip and depletable energy sources. or reading assignment 424 0 423 o

Performance Indicators Scien:e Objective Suggested Evaluation 10.1.14 Illustrate electricityas a form of energy. Characteristics of Experiments results electricity.

10.1.15Define vocabulary relatedto electricity. Fundamental fact. True & false quiz 10.1.16 Explain how electric current is conducted Characteristics of in wires. Observation report electricity. 10.1.17 Explain D.C. and A.C.voltage and current. Characteristics of True & false quiz electricity. 10.1.18 Interpret the meaning of resistance in Characteristics of electricity. Completion-type test electricity. 10.1.19 Express electricpower as a formula. Characteristics of Results from science electricity. problems 10.1.20 Express how electricity is generated, Characteristics of transmitted and distributed, Diagrams electricity.

Taxonomy Suggested Learning Experiences 10.1.1 The challenge facingenergy usage reflects the In reference books readabout the consumer's need for massiveamounts of energy challenges facing U.S.energy, with greater and greaterdemands daily. Answers are needed for the question, energy resources and the environ- "How will the U.S. ment. As a young scientist, what supply industry and individualswith the energy they want?" would you suggest be doneto help A scientist, perhaps, wouldsuggest that more research, solve energy problems ofthe experiments and technology future. are necessary to erase thepresent problems of usage and demands. Solve problems for potential energy using the formula 10.1.2 Challenges facing U.S. resources: p.e. = w x h or mgh they are quickly depleting. when p.e. = potential energy they are being misused. w = weight h = height. m = mass 4 2 5 4 2 G

I' 211+ Taxonan ested Learnin. Ex eriences

10.1.2 (cont.) Always sure of an abundance of natural resources Solve problems for kineticenergy in the past, the U.S. sees that this is no using the forTul a longer true. A scientist might meet the challenges k.e. = w x1/4=1/2mv2 by saying greater efficiencymust come from natural 2g resources, greater technology is needed toimprove when alternatives and inventions mustcreate new chemical k.e. = kinetic energy and mechanical forms ofenergy. w= weight v = velocity in meters/sec. 10.1.3 The challenge facing the U.S. environment is one of g = acceleration due to gravity. healthy, clean air, water and land.Meeting energy m = mass demands has created environmentalpollution beyond comprehension. Scientists need to improve technology Illustrate how kinetic energy may and to develop harmony between the environment and be changed into potentialenergy. energy users. Explain the meaning of the Laws of 10.1.4 Energy (Fowler, p. 224) - a quantity having the Conservation of Energy. dimensions of a force timesa distance which. is conserved in ell interactions within a closed Solve problems about work and power system. It exists in many forms andcan be con- using the formulas nected from one form to another. Common units p = wwhen are calories, joules, BTU's and volts. T p = power 10.1.5 Forms of energy: w = work T = time to do the work Kinetic - mechanical energy thata moving body possesses. For the consumer to use energy it To better understand the relation- must be converted to usablg form.The formula ship of work, power and energy for kinetic evergy = w xv4when w = weight, answer the following questions: - How are work and energy related? v = velocity in meters/sec., - If a force acts on a body 9 = acceleration due to gravity. perpendicular to its motion, is work accomplished? Explain. Potential - stored energy. It must be converted - Explain the difference between to kinetic energy before theconsumer uses it. work and power. Gasoline, batteries, coal and woodare examples of potential energy. The formula is potential Describe how falling watermay do energy = weight x height. work. 4°8 427 Taxonomy Suggested Learning Experiences

10.1.6 L aws.of Energy: Prepare reports on different units First Law of Thermodynamics - Also called the of energy measurement, for example, Law of Conservation of Energy: Energy can calorie, BTU, joule, watt. Answer neither be createdor destroyed. questions such as - How do calories measure the Second Law of Thermodynamics- One of the two quantity of heat? "limit laws" which govern the conversionof - How is the joule related to energy. Referred to as the "heat tax," it mechanical energy? can be stated in several equivalent forms, all - Why do users of coal refer first of which describe the inevitablepassage of to the BTU's per pound of coal sane energy from a useful to a less useful than the price per ton? form in any energy conversions. To better understand solar 10.1.7 Work is mechanical energy. energy It is man's way of through photosynthesis conduct rearranging, distorting or transporting things. experiments on.germination. Power is the rate at whichenergy is used. Considering the proper envirorment, Power is equated by the formula P = w place one seed sample neara window when ' .-- power, w = work, T with ample sunlight. Place another and T = time to do the work. sample away from sunlight. Observe the number of days it takes for both At the same time w (work) = power x time. Energy samples to germinate. What does plays an important role in work andpower. If your observation conclude about the energy was not present, both would not exist. sun's role in energy production?

10.1.8 Energy is measured in units which applyto the work or power exerted. Write the chemical formulas for min- Sane units for erals in depletable and continuous measuring energy are:(Fowler, pp. 223, 226, 228) sources of energy. For example, Calorie - a unit of heat energy equal to uranium- U, uranium oxide- 0308, the amount of heat that will raise the natural gas (pure methane) CH4. temperature of one kilogram of water 1 Celsius degree. It is approximately equal to 4 Plan field trips to investigate BTUs, (In scientific terminology thisis the areas where primary sources of kilocalorie, 1,000 small calories.) energy are being used. Note the process of using and the end Watt - a metric unit of power usually used in result from the primarysource. electric measurements which gives the rateat which work is done orenergy expended. One watt After researching the primary equals one joule of workper second. sources of energy, diagram or 420 430 216

Taxonany Suggested Learning Experiences

10.1.8 (cont.) Kilowatt - a unit of power, usually usedfor graph an important fact about each, electric power, equal to 1,000 watts,or to for example, graph the number of oil energy consumption at a rate of 1,000 joulesper wells drilled in the U.S. between second. 1950-1980, show major coal deposits in North America or diagram the Joule - a metric unit of workor energy; the earth' s interior to understand energy produced by a force of one newton geothermal energy. operating through a distance ofone meter. Plan a solar science week. Con- British Thermal Unit (BTU)- a unit of heat energy centrate on solar energy and the equal to the quantity of heatnecessary to raise sun as the main source of energy the temperature of one pound of water one flow to the earth. Each day explore Fahrenheit degree. It is equal toone-quarter one fact about the sun. Explain the of a calorie. fact and show your knowledge through demonstrations, discussions, charts To convert these units ofenergy refer to recent and di agrams. science texts. l., Observe the sun's motion viaa 5" 10.1.9 Primary sources of energy: solar, tidal radius circle on a flat surface in and geothermal, nuclear, fossil fuels. direct sunlight. A 10" stick must be placed in the middle of the Solar will be described in taxonomy 10.5 circle. Mark the stick's shadow on the circle hour by hour along Tidal - This form of energy relates to the earth- with the measurement of the angles moon rotation. As the ocean rises and falls between each shadow mark. Fran this because of the gravitational pullon the water, observation a student can infer if tidal energy is formed. Since high tides are the sun changed position in the sky, needed for tidal energy there isnot much hope and how many degrees the sun moved in using it for commercialreasons. each hour.

Geothermal- Geologists call the earth's hot Conduct an experiment to observe the interior magna. Scientists believe radioactive angle of the sun's rays to the materials in the earth keep tie interiorhot. amount of heat the earth gets. Uranium, potassium and radiumare three radio- First, fill 2 boxes with sand or dry active minerals found in the earth's interior. soil. Place a thermometer in each with the bulb buried slightly. 431 4"

1 Taxonomy Suggested Learning Experiences

10.1.9 (cont.) Nucl ear - This form of energy is derived from Record temperature of the thermo- the nucl eus of an atom. Protons and neutrons meter. Position one box so the make up a nucleus. When they rearrange their sun' s rays strike it ona slant. position in the atom fusionor fission occur. The second box should be placedon a slant so the sun' s rays strike it Fossil fuel s - Possess forms of potential vertically after 15 minutes. chemical energy such as coal, oil and Record natural the temperatures. Answer questions gas. Fossil fuel s are made up of carbon atoms related to the seasons of the which when burned produce year, energy. and the sun's energy potential in relation to its position to 10.1.10 the The greatest capacity of earth's energy fl ow earth. comes from the sun. 173 trillion kilowatts, 173Tkw, of power beams toward earth'supper Discuss electron movement whena atmosphere daily. Sol ar energy diffuses in spark occurs after pettinga cat or its journey to the earth's surface. 30% is walking across a rug and touching reflected by the atmosphere and 47%is absorbed something metal. by the atmosphere, the land andoceans. Approximately one half of the sun's energy Compare the ckarge ofone electron reaches the earth' s surface where another 23% to the number of el ectrons in is used to evaporate water. one The remainder of coulomb. Why is it simpler to earth' s vital processes use less thanone percent measure electric charge in coulombs? of the total energypower released by the sun' s rays. What form of energy is lighting? Is lightning electricity? Compared to the sun's powerfulenergy force, fossil fuels (coal, oil, natural gas) appear Conduct experiments which show how rather insignificant; however, 90% of our present parts of an electric ci rcui tare energy needs come f ram fossil fuels or chemical connected, how series and parallel potential energy. Part of the earth' s energy connections differ, what happens to fl ow can be attributed to geothermal, tidal and current when resistance is increased nuclear energy. or when the vol tage is increased, what happens in a short circuit and 10.1.11 Sol ar energy is radi ant energy. The most cannon how a fuse safeguards a circuit. forms of sol ar energy are vi si bl e light and ul tra- Recent science textbooks describing vi of et radi ati on. Two essenti al chemical reactions how el ecti cal energy is supplied occur because of sol ar radiation- ozone production to our homes offer the specific and photosynthesis. procedure. 493 4°4 218 Taxonomy Suggested Learning Experiences

10.1.11 (cont.) Ozone, Oz, forms when an oxygen molecule splits Show the conversion of mechanical into 2 oxygen atans andone of these atoms combines potential and kineticenergy to with another oxygen molecule. In the earth's upper electrical energy when water isused atmosphere ozone formsa protective coating against to turn a turbine. Explain how ul travi of et radiation. electrical energy is delivered tothe home and how it is finallyconverted Photosynthesis is common since it isthe major source to thermal energy to be used in doing of food energy for human beings and animals. The work for us, e.g., heating water, photosynthesis reactioncan be described as: Carbon toasting bread, etc. dioxide (CO2) + Water (H20)+ Energy Carbohydrates (Cx(H20)y) + Oxygen (02).The Explore the effects of flourocarbons resulting carbohydrate molecule is found in plants. on the earth's ozone layer. It supplies simplesugar. The formula is 6 CO2 + 6 H2O Sunlight C6 H12 06 + 602 Chlorophyll

The sun produces an array of nuclearreactions to Conduct an electric field plotting send earth radiantenergy. The nuclear reactions laboratory exercise to illustratethe occur when "Bare hydrogen nuclei, protons, stripped effects of field action on a charge. of their atomic el ectrons by- countl ess co'1 isi ons, combine (fuse) to form heliun. In the process some Perform experiments to illustrate of the massof the hydrogen is converted into the conductive properties of various energy." (Fowl er, p. 107) metals and their thermal effects. 10.1.12 Over 300 million years ago the sun played an Calculate how much hot water is used important part in the chemical reactions which per day in your home. Compa,e costs occurred to form the fossil fuels. Through of heating it with oil,gas (natural photosynthesis the sun helped huge amounts of or propane), wood and electricity. vegetation to grow. When these plants died and decayed in the Paleozic coal swamps an aerobic Canpare various hot water systems (air) bacteria attacked the decayed matter and for your home. Which is best suited released hydrogen asa gas. In time the heat for the future in light of present and pressure derived from the hydrogen gas energy supply? Which system do you escaped and left carbohydrates whichchinged to prefer? pure carbon of coal.When coal is burned oxidation occurs releasingenergy. C + 02 = CO2 + Energy.

436 4r0 --'_ Taxonomy Suggested Learning Experiences 10.1.12 (cont.)

Petroleum went throughmuch of the sameprocess as coal except hydrogen mixedwith the carbon to form hydrocarbons.

10.1.13 Continuous sources ofenergy will ccme from the sun and the tides. Depletablesources of energy are chemical (fossil fuels),nuclear and geothermal. Although coalseems plentiful today it should be remembered that all possiblesources of coal have been discovered. Oil hasmany reserves which have not yetbeen discovered. Natural gas, oil shale and tar sandsare also depletable energy resources. Becausenuclear energy uses uranium and thorium, both rare minerals, itis considered a depletableenergy source. Although the use of geothermalenergy has little popularity thus far, it isconsidered depletable since the available energy could be used faster thanit takes to produce theheat in the earth's interior. 10.1.14 Electric energy must beconverted before itcan be used since it isin the form of electrical potential energy. Thiselectrical potential energy is derived when electriccharges are moved by electric forces. Work is done on thecharge as it is moved against an electric field, and this energy is stored as electricalpotential energy. 10.1.15 Vo-ibulary for electricity:(Fowler, p. 107) El ectron - An el ementary particle witha negative charge thatorbits the nucleus ofan atomx Its mass at rest isapproximately 9 X 10-2° grams, and it compares to onlya tiny fraction of themass of an atom.Chemical reactions consist ofthe transfer and rearrangement of electronsbetween atoms. 1J i111M

Taxonomy Suggested Learning Experiences 10.1.15 (cont.) Proton - An elementary particlepresent in all atonic nuclei. It hasa positive electric charge. Its mass is approximately1,840 times that of an electron.

Neutron - An elementary particlepresent in all atcmic nucleiexcept for the most common isotope of hydrogen. Itsmass is approximately that of a proton, but it hasno electric charge. Neutrons are releasedin fission and fusion reacti ons.

Coulanb -a 1 arge unit of charge.

Ohm -a common unit of resistance.

Ampere - a unit ofmeasure for electric current. The charge flow per unit time. Itils equivalent to a flow of approximately6 x 10" el ectrons per second. (1 anpere = 1 coulomb) 1 sec.

Voltage - the potenti al differencemeasured between two points inan electric circuit field. The work per unitcharge required to move an electric charge between thetwo points in an electric field.

10.1.16 Electricity usually is carried throughwires made of copper or aluminium. Metal atoms are struc- tured so that sane electronsmove freely from atom to atom. These free electrons moving from atan to atcm form the current ina wire with the result being thatelectrical potentialenergy is deli vered to the machine,appliance, etc. Which converts it to a useful form.

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 pasta given circuit. in a conductor of uaifonn resistance will be determined by the applied voltages. ResistanceI 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 conductorI the heat loss will increase due tomore 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.

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 mechanicalenergy 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 understandingof how supply and demandaffects energy inc u ing its sources, patterns ofusage,and predicted future outlook. Performance Indicators Science Objective Suggested Evaluation 10.2.1 Calculate the demand for electrical energyTo obtain scientific Results from a survey in the U.S. data. 10.2.2 State two main problems facing the Identify scientific Debate supply of coal, oil andgas. probl en. 10.2.3 State 3 methods by which energy from Select validating Essay questions coal can be supplied in the future. procedures. 10.2.4 Predict the length of time the U.S. can Reason quantitatively. Completion -type test rely on fossil fuels and uraniumas energy sources.

Taxonomy Suggested Learning Experiences 10.2.1 The demand for electricenergy in the U.S. falls into four main areas:1 Conduct a scientificsurvey in your community to determine what Transportation- 25.2% percentage of electricalenergy is used for transportation, residential, Residential- 19.2% industrial -and commerci al. How does Industrial your community compare with the U.S. - 41.2% percentages? Commercial- 14.4% How many kilowatts of electricity are cons used by your school per In 1965 the U.S. used 15.3quadrillion calories month? of energy. In 1974, 18.5Q calories were used. A scientist willsee the need for greater Interview officials from utility scientific advances inelectric energy generation. plants. Try to determine where Two thirds of the energy used toproduce greater scientific technology is electricity is lost in theprocess. needed in the area of electric supply and demand. Electric energy is used in over 100different

440 441 Taxonany Suggested Learning Experiences

10.2.1 (cont.) ways. The top 12 users account for 97% of the Determine the percentage of carbon electricity consumed. Of these 12 the top 4,account in different types of coal- for 71% and all are related to heat energy.' liquite, bituminous and anthracite. 12 major end uses of energy include: Transportation 24.9 Invite a geologist to talk about (fuel, excludes Tubes & grease) rock and mineral formation in North America. Tie in with Space Heating, 17.9 questions about coal formation. (residential, commercial) Set up a panel debate. Resolve: Process Steam (industri al) 16.7 that strip-mining of coal be esculated to meet energy demands. Direct Heat (industrial) 11.5 to coal, review the properties of sulfur. Research the chemical Electric Drives (industri al ) 7.9 process which occurs when coal burns and releases sulfur. Discuss Feedstocks, Raw materials 5.5 sulfur in relation to acids, and ( commercial, industrial, b ansportati on) the pouring acid rain problem in North America? What are the many Water Heating 4.0 uses of sulfuric acid? (resi denti al, ccmnerci al ) Scientists have determined that coal Air - conditioning 2.5 gas will have a lower density than (resi denti al, ccmnerci al ) natural gas. Fran the definition of density, D = M/V (where M is the Refrigeration 2.2 mass of a sample and V is its (residential, ccmnerci al ) volume), write an expression relating pressure (P) and volume (V) of Lighting (residential, commercial) 2.2 a gas at constant temperature.

1 Figures are based on the only reported thorough study made bythe Stanford Research Institute for the U.S. Office of Science and Technology, 1968.

442 443 224 Taxonomy Suggested Learning Experiences

10.2.1 (cont.)

Cooking (resi denti al, comnerci al) 2.2 Pretend you are a piece of coal; write a story about howyou were Electrolytic Processes (industrial) 1.2 formed. Include your initial environment and the changesyou TOTAL 97.1 went through. You can get your information from an encycl opedi 10.2.2 a Sane main problems facing thecoal supply are: or any resource book. Environmental opposition whichstates that high sulfur coal cannot be burned. Scientists Make a facsimile of a fossil. and other experts are still in the early Grease a 6 X 9 inch pan. Mix stages of developing technology to eliminate plaster of paris in a separate the sulfur from the gas which is emitted container until it is about the frcm burning coal. consistency of putty. Then pour Opposition to strip mining. into the greased pan. Pressa good-sized leaf into the surface Lack of safety in coal mining underground. of the plaster. As soonas the imprint is clear, remove the leaf An historical lack of interestand future gently and let the imprint dry. development in the coal industry. Make several different fossils using different type, of leaves. Lack of miners. Paint the dried plaster with black, water-based paint and display as Problems facing oil andgas supply are: coal fossils from the Carboniferous Fewer explorations for oiland gas reserves. era.

Lack of drilling rigs available. Larger more Examine lignite and coal samples advanced rigs are needed for drilling in under a microscope. Fran the coal deeper Icean pools. samples, find a sample of peat, lignite, lituminous and anthracite Expense and time to develop techniques for and arrange according to their drawing out the secondary and tertiaryoil hardness. Take a piece of coal and reserves in existing oil wells. scratch it, taste it, and with the teacher's help, burn it in a Environmental protection. As nobleas their barbeque pi t. intentions might be, environmentalists have lessened the supply of oil andgas.

414 4,j5 0 Taxonany 'Suggested Learning Experience

10.2.3 If science technologyprogresses and shows that energy can still be derived from the oldresources but in a better, cleanermanner, 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 caloriesper cubic foot as compared withthe 250 calories per cubic foot of natural gas. The future users will be industry and electricpower plants.

Synthetic natural gas from coal- SNG needs a great deal more technology to perfect the methane gas which is the desired endproduct.

Oil from coal- The desi red end product from research in this area is solvent refined coal, SRC. SRC is a solid whichcan easily be melted and usedas a liquid fuel. The combination of high pressure, hightempera- ture and a solvent added to coal produces SRC, a liquid. Ash and sulfurcan easily be filtered out and the solvent evaporatedwith the resulting SRC.

10.2.4 Based on the rate of consumption inthe 1970's, the supply of fossil fuels willquickly deplete if the demand remains thesane. Oil - With the hope that secondaryand tertiary drilling will producemore oil from U.S. wells, the supply will last for 35years. If oil is used fran foreignsources, the U.S. supply will last longer; however, the worldoil supply is predicted to 1 ast less than 35 years.

4A.1 CI'J 226 Taxoncmy Suggested Learning Experiences

Natural gas- The supply of natural, gas is expected to last 13 years ifwe 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 693years. It is difficult to judge theconsumption pattern since it has jumpedup and down since the early 1960's. If coalis used to produce gas and oil, the supply will deplete even sooner.

Uranium - At the present rate of consumption uranium will last for 27years. Scientists see this as enough time to developa new nuclear energy fuel, for example solar npnerated electricity or fusion. This 273, rs also counts on fresh uranium U308 used to refuel reactors. Chemists feel plutonium which is generated 'n the fuel rods ofa nuclear reactor is recyclable. Uranium supply would be prolongeditthis case.

10. CONSERVATION OF ENERGY AND RESOURCES

Specific Objective 10.3: The student will identify the interrelationshipamong energy, ecology and economic problems and solutions intermsfor the consumer.

Performance Indicators Science Objective Suggested Evaluation

10.3.1 Identify 4 environmental problems f-ing Identify a scientific Results from experi- energy usage. problem ments 10.3.2 Detail 2 major environmental threats to Ecology True and false test clean air fran energy usage.

417 448 Performance Indicators Science Objective Suggested Evaluation 10.3.3 Describe 2 major environmental threats to Ecol ogy Research paper water use from energy consumption.

10.3.4 Explain 2 major environment al threats to Ecology Essay exam 1 and use f ran energy consumption.

10.3.5 State the 2 major environmental threats Ecology Report from a special to the oceans f ran energy consumpti on. project 10.3.6 Predict 2 major environmental threats Ecol ogy Cornpl et i on-type test f ran nucl ear energyusage.

10.3.7 Detail the environmental threatsposed by Mineral s and rocks coal mining. Matching test

10.3.8 Express the environmental threats derived Mineral s and rocks True and false test f ram uranium mining.

10.3.9 Write the environmental threats due to oil Ecology Research paper drilling.

10.3.10 Describe 3 possible solutions to the Reason quanti tati vely Multiple - choice test "energy usage- environmental t hroat" issue.

Taxonany Suggested Learning Experiences

10.3.1 The overall ecological problems associated with Conduct a water pollution experi- energy usage are in ment. Col lect water samples from Air pol 1 uti on streams, ponds, puddles, etc. In Water pol luti on cl ass shake the sampl e and pl Land abuse ace 1 teaspoon on a separate 1 abel ed Water abuse dish. Let the sample evaporate. Radiation Observe how much residue is1 eft Hazardous waste disposal on the dish. Answer these questi ons: Most of the popul ati on understands that the envi- 1. How did the residue get there? ronment needs attentionas the U.S. attempts to 2. Is the residue harmful? 419 450 228

Taxonany Suggested Learning Experiences

10.3.1 (cont.)

supply energy. 3. What can be done to remove residue fran water? 10.3.2 The worse offenders of air pollution are the automobile and industry. 4. How does regaining residue con- Automobile emits hydrocarbons, nitrogen oxides, tribute to the energy consunpti on carbon monoxide and lead. These air pollutants and waste problem? are referred to as photochemical smog since it is the sun's reaction to the hydrocarbons and 5. What will the water you collected nitrogen oxide that the pollutants are formed. be like in 10 years? 100 years?

Industry produces sulfur smog mainly from com- Research ways in which water is pur- panies which burn coal . ified. How does rater purification use energy? 10.3.3 Water is threatened by heating it and consuming it. Electric utility plants are major users of water as Test for air particles following a cooling medium. Heated water from steam turbines these procedures. returns to a stream, pond, lake or river. Marine 1. Mass a piece of filter paper. life is affected by the change in temperature be- 2. Place filter paper in selected cause the solubility of air varies with temperature. sites (any place where dust collects). The amount of water used to generate electricity is 3. After 3-7 days examine and mass staggering. In an average electric energy plant filter paper. 16,000 gallons of water per second are used for 4. Use a magnifying glass to note cooling. Scientists predict that 350 billion gal- different sizes, colors and lons of water per second are used for cooling. Sci- shapes of particles collected on entists predict that 350 billion gallons per day the filter paper. be needed by 1990. This number represents over 5. Put sane distilled water in a 3/4's of the available fresh water in the U.S. to- beaker. Test the pH of the water day. Seawater may be used in the future. Recycled with litmus paper and save. water is a possible alternative to using fresh 6. Rinse particles off the fil ter water. paper into the beaker. Observe particles again under the magni- 10.3.4 The way land is abused for energy demands presents fying glass. some major threats to the environment. Strip min- 7. Test the pH of the "dirty" water. ing destroys the land surface and leaves it barren. Compare litmus paper with sample Underground mining produces acid water which de- from clean water. stroys marine life as it drains from a mine. 8. Make conclusions about airborne particles and pollution. 451 452 Taxonomy Su gested Learning Experiences

10.3.4 (cont.) Using present day wild land for commercial use 9. Check the Ph of a pool before and presents another threat to the environment.The after a heavy rain. mining and on-site processingto refine resources or produce energy are choices of the future. Hold a "Get To Know Your Oceans" Fair. 10.3.5 Make displays of Using the oceans to transport oilposes threats of plant and animal life which oil spills. Offshore drilling and oil rigspre- live in the ocean. Show how sent threats to fisheries, spawning groundsand pollution threatens these forms commercial fishermen. The related activities sur- of life. Review ocean currents rounding oil drilling (larger ports, refineries, and how it relates to meteorol- increased population) are also environmental con- ogy. Keep in mind how a heal- sideration for the sake of energy. thy ocean benefits the world. 10.3.6 Many scientists feel theuse of nuclear energy will Survey your community for solve pollution in the air andon land; however en- ways in which the environment vironmental threats are possible through is threatened because of energy Radioactive materials at the reactor (obtaining the resources, pro- Radioactive materials at the fuel processingand cessing raw materials, distri- reprocessing plants buting and consuming). Publish Radioactive waste at the disposal site results in a local newspaper. Nuclear power plant accidents Discuss the molecular struc- 10.3.7 It was expected the U.S. would mine830,000,000 tons ture of a gas like radon.Why of coal in 1980. The land surface, disrupted by is it heavier than air? strip mining, appears to be the most popularform of mining coal. Strip mining is similar to plowingex- Conduct a controlled experi- cept much deeper. A trench is dug and the coalre- ment with shell fish or polly- moved. Another trench is dug to catch the soilon wogs. Keep scme in clean wa- top of the coal. The amount of soil turned is vast ter and scme in polluted water. and it leaves the soil sterile. Tree roots and Observe for signs of failing grasses die, erosion occurs from wind and water; health. Relate this experiment lakes and streams are filled withunwanted silt; to oil spills in bays, streams runoff contains sulfur which ifconcentrated de- and estuaries. stroys plants and animals. Flat or hilly, the topography is destroyed fran strip mining ifsteps Devise a mock Arctic Region are not taken to restore the land to its original with ice. Follow with an oil state. spill. Notice what happens to

4 5 3 zi 5 1 230 Taxonomy Suggested learning Experiences 10.3.7 (cont.) Cave-ins present problems with underground mining. the ice. Make conclusions Rural use of caved in land is lost. Groundwater about all spills in the Arctic. levels are threatened by acidwater. Do you agree with meteorolo- gists that oil spills in the Coal fires occur in underground mines consuming Arctic can have long range cli- other valuable resources while it burns. matic effects?

More environmental threatsoccur in processing Offer a prize for the best coal. Mineral waste comes chiefly fromwashing it idea related to a clean envi- to remove impurities. Vast heaps of coal waste ronment. A student might think surround urban areas. The dust spreads into the of an invention or developa air causing pollution. model of a gadget to keep the environment clean. 10.3.8 Be crea- Uranium is mined in thesane way as coal, underground tive. and on the surface. Since uranium is radioactive another environnental threat enters the picture. Make an electrostatic precipitator Radon, a radioactive gas heavier than air, is to demonstrate how particulatescan released in uranium mining. Both the minerand the be removed frcm:power plant waste environment are threatened fromoverexposure to radon. gases.

10.3.9 Oil wells cause damage when accidents (blowouts or pipe breaks) occur. Beaches and shorelineare washed with oil which takes years to clean. Thegreatest threats to marine lifeoccurs when oil spills enter shallow coastal areas, salt marshes, estuaries and bays. It is in these areas wheremarine 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 delicateenvironmental balance in the Arctic region. MeteorologiLs now state that changes in the Arcticicecover will have large scale climatic alterations (wind path rainfall, drought) for the Northern Hemisphere.

455 4'5C Taxonan Suggested Learnin x eriences

10.3.10 Sane possible sol uti ons to the environmentalprobl ems caused by energy usage are: Burn clean fuels. Natural gas is the cleanest but in shortest supply. C alis 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 makean individual plan of action to help in solving problems presented byenergy 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 Obtain and interpret re- Experiment results energy. quisite data

10.4.2 Explain 3 long range methods for using Obtain and interpret re- Checklist less energy. quisite data

10.4.3 Explore energy efficiency in terms of Reason quanti tati vely True and false ques- stopping energy shortages. and symbolically tions

10.4.4 Detail the concept of irreversibility Discontinuities of mat- Multiple choice ques- and energy. t er tions 10.4.5 Describe a heat engine andenergy con- Heat and simple kinetic Canpletion type test version. energy

10.4.6 Explain the Laws of Thermodynamics with Relation of structure of Essay questions energy effi ci ency. matter to behavior 457 elt.J., :R 232 Taxonany Suggested Learning Experiences

10.4.1 Short term methods for using lessenergy are all re- Conduct a "Day Without Energy." The lated to individual comforts and attitudes. rule is do not consumeany commer- Use less gasoline. Lowering the speedlimit from cially-produced energy for 65 mph to 55 mph has shown that as long gasoline can be as you can. Set up a points list saved. Closing gas stations on Sunday, driving for the energy used, for .example, less and carpooling are other measures. 500 points if you rode ina car out of town. The person using the least 10.4.2 Long range methods for using lessenergy are mount of energy wi ns. In transportation which has 2basic jobs- to move people and things. Moving peopleuses 60% Prepare a conservation checklist to of transportation's total energy. Long range help you determine how wellyour pl ans for 1 ess energy usage in transport ati on hone is conserving heat and coolant are: energy. - Improve engine efficiency to get more miles per gall on of gasoline. Go on a field trip to a havecon- - Increase loads as in carpooling. Also avoid- struction site. Observe the insu- ing overlaps in scheduling of airplanes, lation and notice how it is in- trucks and trains. stalled. Take notes on the design - Switch frcm high to low energy intensive modes of the house, its orientation, and of doing things. Use a bicycle or walk in- construction methods in regard to stead of a car. energy conservation.

In reducirg hone comfort levels Practice reading the watt-hour meter - Heating and cooling. Thermostats can be low- gauge. ered, insulation improved, sealinga house to prevent escape of heat through the roof,win- Keep a record of the watt-hour meter dows and cracks. readings at your home fora week. - Lighting can be reduced in many instances at Find out your dailyaverage consump- home. Careful attention toturning off lights tion, total weekly consumption and is all that is needed. the average amount of energy used by - Appliance inefficiency. Many of the household each member of your family for one appliances used in the average American hone week. Record your findings in a b, are i neff ici ent energy users. Home air condi- graph. ti oners are a prime target for efficiency.

In industry. Much of what has beendescribed in Have a scavenger hunt in school to transportation and the home can also be applied see how many electrical lappliances to industry. However industrycan also learn there are. Try to guess which 5

459 460 Taxonomy Suggested Learning Experiences

10.4.2 (cont.) greater efficiency through improved production appliances use the most energy. De- technology. Using waste materials as fuels and termine the efficiency of these recycling are two strategies which industry appliances. could pursue to save on energy use. Smoothing out the peaks and valleys of electricity demand Explain why the melting of an ice can also save on energy usage overall in cube is an irreversible process even industry. though it could easily be refrozen.

10.4.3 More consumers are demanding energy efficency or the Determine the cost of operating an most for the least. In scientific terms energy ef- air conditioner for a 24 hour period ficiency is the ratio of the useful work or energy using the formula P = IV and the cost that is derived from the conversion to the work or of electricity for 1 KwH. energy put into it.

EO E = x 100 when E = efficiency El 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 Taxonomy Suggested Learning Experiences

10.4.4 (cont.) 'n thermal conversions, heat leaksout through the system. In electrical conversions, heat leaksout in the resistance.

10.4.5 A heat engine is any device whichconverts heat energy into mechanical energy. Although it wastesa great deal of heat, the heat engineconverts over half of the energy demands in the U.S.,a definite proof of inefficiency. The importantwork 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 theprocess of converting heat energy to mechanicalenergy is explained by the law of physics in the SecondLaw of Thermodynamics.

10.4.6 It :s in the Second Law of Thermodynamicsthat energy efficiency is considered. An interpretation of the actual law can be paraphrasedas "in any conversion of energy from one form to anothersome of it becomes unavailable for further use." More precisely the law states no devicecan be constructed, which operating ina cycle (like an engine) accomplishes only the extraction of heatenergy from a reservoir and its complete conversion to mechanical energy (work). Simply stated, "You can'tbuild a 100 percent efficient heat engine."

I 4S3 10. CONSERVATION OF ENERGY AND RESOURCES

Specific Objective 10.5: The student will becomeaware of alternative sources of for the future. energy and their use

Performance Indicators Science Objective Suggested Evaluation 10.5.1 Describe 3 new methods of obtaining ener- Heat and simple kinetic Research paper gy from old sources. theory

10.5.2 Detail how hydrogen can be usedas an in- Nature of chemical reac- Completion-type test termedi ate source of energy. tions

10.5.3 Explain the fuel cell and energy produc- Nature of chemical reac- True and false test tion. tions

10.5.4 Explore the possibilities of windpower Elements atmospheric Multiple choice test as an alternative. science

10.5.5 Investigate 3 ways of producing energy Diversity of living Results from experi- from photosynthesis, things ments 10.5.6 Review geothermal power as an alterna- Internal constitution Essay exam tive for the future. of the earth

10.5.7 Explain how power from the sun will be Stars and galaxies Matchinq test harnessed.

10.5.8 Predict how fusion will play a role in Nature of chemical reac- Research reports energy supply. tions

Taxonomy Suggested Learning Experiences 10.5.1 Three new methods of obtaining energy from old sour- Discuss the steps needed to ces are: convert chemical energy to electricenergy. MHD (magnetohydrodynamicl generatorwhich would How is chemical cut some of the steps which converts chemical energy converted to electrical energy in an autanobile. energy to electric energy. The MHD generator is

4L'._1 4 236

Taxonany Suggested Learning Experiences

10.5.1 (cont.) designed to burn a fuel (coal,gas, oil) and to Diagram a stew engine which shows produce hot combustion gases which are ionized how steam under pressure entersa inside the generator. The action of theionized cylinder and pushes a piston upward. molecules converts thermal energy directly to Relate the diagram to the heaten- electric energy which bypasses the steam tur- gine bottoming cycle and heat waste. bine and generator steps ofa conventional system. List several actual effects, both benefizial and undesireable of the Heat engine bottoming cycle. Considerableat- steam engine and of the gasoline tention is being given to the heat engine bot- internal combustion engine. How toming cycle or to the heat wastedat the end could the undesirable effects be of the heat energy cycle. The stew exhausted changed to help energy use? frcm a steam turbinemay be 300-500 Fahrenheit degrees, a considerable mount of heatenergy. Study an energy-level diagram for This hot exhaust can boila low-boiling point the hydrogen atom. Review the Ruth- liquid like ammonia andcause it to expand. The erford-Bahr model to show the exist- hi gh pressure vapor can then turn a small ence of stable electron orbits and turbine to generate more el ectri city. compare this model to present day atomic concepts. Explain the emission The Liquid Metal Fast Breeder Reactor (LPFBR) spectra of the hydrogen atom. Why does is an upgraded version of nuclearpower which the study of the hydrogen atom help in effect creates or breeds itsown fuel. This understand future energy sources? would prolong the use of uraniumas a non-renewable resource. Plentiful, inexpensive elec- Design a chart to show some develop- tricity would result. On the otherhand LffBR's ments in nuclear science and tech- would produce an extremely dangerous radioac- nology since 1896 when H. Becquerel tive poison. di scovered unstable (radioactive) atoms. 10.5.2 Hydrogen can be stored by a simple technique and would then be used to produce electricity. Through Perform an experiment on electroly- the process of electrolysis hydrogencan be separa- sis of water. Relate the experiment ted frcrn oxygen in a water molecule. Theenergy it to hydrogen storage. takes to separate hydrogen andoxygen can be re- claimed by burning the hydrogen. Power plants which To better understand how a fuel cell produce hydrogen from water could producelarge a- works review the battery and how it

4S6 4C7 Taxonomy Suggested Learning Experiences

10.5.2 (cont.) mounts of electricity. Because it isa very light converts energy. gas hydrogen presents sane problems in storage, for example, it diffuses into metals and weakens them. Observe a weather map on television or in the newspaper and predict the 10.5.3 A fuel cell is a device that generates electricity wind direction that shouldaccanpany from chemical energy. It is scmething like a bat- the incoming weather. tery except that the chemicalenergy is continuous- ly fed rather than being stored. A singlefuel cell Record the wind patterns in your does not hold a great deal of power; however, a mass community for 2-3 weeks. Discuss the of fuel cells can be connected to buildup power possibility of harnessing wind power levels of 100 Mw Megawatts or greater. Fuel cells to produce energy. Check a wind pat- are efficient, quiet and produce no air pollution. tern map.

10.5.4 Wind carries much energy. The winds of the North Sketch the mechanical structures of American Continent average 100 billionkilowatts, a windmill. Make up problems to show about 5 times the U.S. demand forpower. With the how many kilowatts of power are pro- use of aeroturbines there is a possibility ofgen- duced from a windmill. erating more electricity than is needed. The drawback with wind power is the unreliability.Tech- Build a pyrolytic converter which nology has invented a system which wouldstore can change combustible waste into hydrogen and then provide electricity frcm that fuel. Answer questions such as hydrogen by using fuel cells to regenerateelec- - What is meant by pyrolysis? tricity. - What fuels are produced in a pyrolytic converter. Wind power is also being testedon ships. Germany - What wastes produce the best and Japan have designed a Dyma-Ship with stainless fuel s? steel sails and hydraulically turnedmasts. Saving Build a model of the earth's inter- on oil to transport huge ocean going ships couldbe ior showing geothermal energysour- a considerable mount. ces. Answer questions such as - What kinds of potential sources lie underground? - Is geothermal energy related to 10.5.5 Much of the organic materials (newspapers, food and geographical 1 ocati ons. agricultural waste) used in the U.S.pose a solid - What examples of geothermal energy waste problem. Attention to use of this photosyn- occur on earth? thetic energy as an energysource for the country

4"ii,. 4.8 238

Taxonomy Suggested Learning Experiences

10.5.5- (cont.) is underway. Appreciablq,amounts of the uranium The pyrolysis process in Californiaheats organ- isotope 063.5 do npt,occur outside ic waste in an oxygen free atmosphere to produce the laboratory; U is fornd af- oil. In St. Louis garbage is burned with coal in ter the thorium nucleus Th4J4 the power plants. Hydrogenation is another' has pro- captured a neutron. Give pgproba- cess which converts organic waste to usable ble2i5eps leading from Th-a4 to fuel. Producing methane isone of the simplest 92U ways of obtaining energy since methanegas occurs naturally. Methane is produced byanaero- Why are the high termperatures bic (oxygen-free) digestion of pro- organic materi- duced by the explosion ofa fission al s by micro- organisms . bomb necessary to initiate fusionin a thermonuclear device? Energy farming refers to thepossibility of growing plants for their energy content. Indus- With the help of a physics textbook trial alcohol has in the past been produced demonstrate a model of a nuclear from cereals and molasses. Sugar cane is an chain reaction. ideal plant for energy conversion.The rubber plant offers an interesting potential sour'a of Construct and experiment with energy since it produces a pure hydrocarbon and a solar collector thatuses air to not a "carbohydrate containing oxygen that re- transfer the sun's energy to usable quires fermentati on. heat.

Trees as fuel. Some contend that tree farms Take a field trip to the site of could serve as a primary a source of fuel for en- solar collector. Review how solar ergy production. As trees grow they serve to energy is stored for future need. prevent erosion, provide recreationareas, supply fertilizer from the wood ashesand are l cm Write an essay on in sulfur. - the various ways a citizen can help assure that technological in- 10.5.6 Geothermal energy is presently in use providing San novations will be made and used in Francisco with half of its electricity.These Cali- a manner benefiting society asa fornia plants use dry steam, steamso hot that there whole. is no water in it. The steam is fedinto conventional steam turbines. - the responsibilities of scientists to society.

4 7 1 239

Taxonomy Suggested Learning Experiences

10.5.6 (cont.) Large amounts of thermal energyare available in wet Research how the sea would be the steam or dry rocks; however, the technology to uti- fuel source for breeder reactorsus- lize these sources of energy is not fullydeveloped. ing fusion. Besides generating electricity geothermalenergy can be used to heat and cool homes andindustry. A water supply can also be obtained fromgeothermal sources.

10.5.7 Energy from the sun is abundant,however, the problem is in storing it fornecessary use. Heat energy is the most simpleway to convert the sun's radiation. Much is being doneto harness the sun's warmth in homes and industry.Hot water storage, heated rocks and salts which meltand solidify are techniques presently underway.Most scientists see large scale application of solar heating and cooling inthe future.

Solar cells (photovoltare cells)are a sophisti- cated technique for converting radiantenergy directly into electronicenergy through the photovoltaic process (on striking certain materials solar radiation is absorbedand causes a separation of the electrons from the atoms).

The high cost of producingone solar cell hampers commericial use. One experiment is usingsolar cells in the roof of a residence atthe University of Delaware and M.I.T. in Boston. Central power stationsare a way of harnessing the sun's energy. Scientists are suggesting that a large array of solar cells be put into orbitto collect and convert solarenergy and beam it back to earth by microphone. Because ofits constant exposure to sunlight a satellite solararray could be expected to receive at least 6 andmaybe as much as 15 times moreenergy per square foot than 472 473

1 Taxonomy Suggested Learning Experiences 10.5.7 (cont.)

a ground location. The major drawback is inthe cost of producing solarcells from silicon. Cadmium is one less expensive alternativeto silicon.

Solar energy farms are an idea whichproposes to trap and focus solarradiation by rows of transparent collectors,pump the heat to a central plant, generate steam,and produce electricity in the conventional manner. The core of thesystem is in the collector where liquid sodium willcarry the heat energy to the generating plantby being enclosed in a pipe thathas a very efficient absorbent coating on it. To increase theamount of energy collected, there isa curved mirror under the pipe that focuses sunlight on the pipe.All this is enclosed ina vacuum to reduce heat leakage.

10.5.8 Fusion is a big if for scientists whoare considering energy sources for the future.The breeder reactors give promise of fuel for as longas thousands of years if the proper technologyis developed to tam the nuclear energy of light nuclei. Thebiggest problem facing fusion isto hold enough deuterium together long enough and get it hotenough. The sea would be the fuelsource. 24-1

SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOWLEARNERS OF SCIENCE

Gifted Slow Learner

Develop a chart showing what products the Collect pictures of aspirin bottles, cleaning Consumer Product Safety Commission has tested fluids, detergents, etc. Bring in examples of in the last year. Write a reporton the-re - bottles and packages from home. Explain how the sults of the test and describe how science products are packaged for safety. played a part in determining the results. Develop a chart with the student's names Research the role of a physician, chemist, cl ass. Put a mark after each name during cl as- nutri ti onist, mi crobi ologists and pharmacol o- ses on safety in which the student suggests ways gists in the Food and Drug Administration. to practice safety at home. .What strong scientific background is needed to perform these jobs? Which seems most appealing Show how salt and baking soda can put out grease to you? fires at home.

Design an experiment to test the soluability Test for soluability by showing how cl othes de- and acidity of cannon over-the-counter drugs. tergent acts in water. Some brands will form suds. Set up certain standards for the drugsyou Biodegradable brands will not. test. Convey results in a well written report. Do experiments with the many uses of a product Write a science fiction story. Deal with the such as baking soda for indigestion, absorbing consumer in the year 2,050. Will he/she use a odors and for cl eansing. great deal of science technology for day to day chores. How could science improve the fu- Conduct experiments on acidity with litmus ture consumer's life? paper. Use common goods and household items.

Diagram the present automobile engine. Ima- Show how air affects food products through gine ways in which the automobile may operate browning on apples, bananas and papaya. without oil or gasoline. Rediagram the auto design and explain the science principlesyou Test for egg freshness with a 2 day old and a 2 employed to make the automobile operate. week old egg. Relate how oxygen deteriorates fresh f ood.

475 476 2)+2

SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOW LEARNERS OFSCIENCE Gifted Slow Learner

Imagine ten energy issues which the U.S. will To better understand thatenergy is a form of face from now until 1990. Refer specifically to work perform arm and leg exercisesor turn on a energy usage, resources and the impact on the lightbulb. Explain how energy is used. environment. If were the chief scientist to the Energy Commission, what steps would you To explain potential and kinetic recommend the U.S. follow? energy secure a huge box. Allow 2-3 students to standvery still in the box as an example of potentialenergy Develop an experiment to show theentrophy and 2-3 other students to change of ice, water and the universe. run aroo-d the box as an example of kinetic energy. Relate thisto a piece of wood as potentialenergy and when it burns- Construct a solar collector model.Determine kinetic energy. the number of BTU's collected.Describe how heat is transferred tospace and water. Depending on the level of understandinghave students list sources of stored andmoving energy. Determine the chemical compositionof fossil 'fuels such as coal and oilbefore and after On a cold day allow students tohold their hands burning. What by-products result from burning? out the. window. After 5 minutes close Which are harmful? the window and warm hands near heatsource. Students should understand that a heated building getswarm from sources other than the sun. If possible study the heat source in your school.

Show picturesque, colorful diagrams ofthe earth's interior. Point out thatheat is inside as well as outside the earth.

477 478 SOME SUGGESTED ACTIVITIES FOR THE GIFTED AND SLOW LEARNERS OF SCIENCE

Gifted Slow Learner

Do an indepth study of the world energy re- Invite scnieone from the Lung Association tocon- sources. By a color code on a world map indi- duct air pollution tests. cate where oil, coal, gas and uranium are found. Is there a concentration of resources Plant flower seeds. Watch them grow. Relate the in certain parts of the world? plant growth to energy and the need for the sun in every day life cycles. 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.

479 480 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 EducationCurriculum 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, Scienceas well as Mathematics. Hopefully, as the student moves through these four subject matterareas the objectives will be adequately covered. The above average Mathematics high schooler may not be challenged by the performance indicatorsand learning experiences developed in the Mathematics Curriculun Guide; however,students with difficulty- in Mathematics will . profit from the real life experiences whichare offered. For the above average student refer to the section, Mathematics for the Gifted, whichfollows 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 MathematicsEducation 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 focuson problem solving where the student can gain experiences in canputationalskillsand 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. appropriatecomputationalskills 6. geanetry 7. measurement 8. reading, interpreting and constructing tables, chartsand graphs 9. using mathematics to predict and 10. computer literacy. liathenatics students should learn communicationskills,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 anda taxonomy to help teachers understand the consumer knowledge related to the performance indicator. 3. A section for the gifted follows component 10. 2. CREDIT 246

Goal: Understanding that credit properly used is a tool to reacheconomic 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 abilitymust be accomplished. Performance Indicators Basic Skill(s) Taxonomy 2.2.1 Compute the simple interest a Percent, time The simple interest fonmula is borrower will payon a loan for one year; six months; 3 months; Interest = Principal X Rate XTime (I = PRT). 24 months, when the rate, Time = # mos. /12 or princi # weeks/52. pal, and time are given.

2.2.2 Given two loans withdifferent Percent Principals, Times and Interests, . R = determine which has the lower PT rate.

2.2.3 For a promissorynote, compute . Percent I = PRT the total amount due atmaturity Amount due at maturity= P I when the principal, timeand rate are given.

2.2.4 Compute the interest on a loan Percent and fractions I = PRT. for a period involving Time = # days/360or a part of # days/365. a year.

2.2.5 Compute the interest for time in Percent and fractions The time is given as days when the principal, rate a fraction and using 365 as the derlminator. time are given.

2.2.6 Compute the interestfor time in Percent and fractions days by the banker's interest The banker's interest methoduses 360 days for the denominator. It also formula when the principal,rate uses 12 months of 30 day, and time are given. -h. (Sometimes called ordinar, loterest)

40 1 485 Performance Indicators Basic Skill(s) Taxonomy

2.2.7 Use a table to find the interest Tables Interest tables show interest on $100 to the nearest cent. 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 divid- ing the principal by $100. Multiply the interest for $100 by the number of hundred in the principal.

2.2.8 Compute the total payment madeon Percent For installment credit you may re- an installment loan when the ceive the full face of the loan at amount financed and the rate once. This is called the "amount and time are given. 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.

2.2.9 Compute the amount financed when Percent With a discount loan you receive the the installment loan is madeon face amount less the finance charge. a discount basis.

2.2.10 Compute the monthlypayments on Percent A service charge may be made to cover an installment loan when a ser- the lender's higher cost of making vice charge is made in addition the loan. The sum of the service to the interest. 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.

2.2.11 Determine the finance charge Division Finance charge Finance per $100 of amount financed. per $100 of = Charge x 100 amount financed Amount Financed 436 487 24-8 Performance Indicators Basic Skill(s) Taxonomy

2.2.12 Campute the real cost ofa loan Percent R _ 2mI in terms of the percentage of P (n 1) interest charged for both "dis- coUnt" type loan and an "add-on" when: type loan. 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 institutionsas the bridge between savers and borrowers, those paying and those saving money.

Specific Objective: 4.4 The student will know the mechanics and responsibilitiesof maintaining a checking account.

Mathematics Contribution: All baking skills require a considerable degree ofcompetency 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.

438 4O( Performance Indicators Basic Skill(s) Taxonany 4.4.1 (cont.) a check and record on a check register.

4.4.2 Prove a checkbook balance, Addition and The monthly report of the bank (bank and reconcile a bank statement. subtraction 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 developa sound savings plan.

Performance Indicators Basic Skill(s) Taxonany

4.5.1 Ccmpute simple interest paid Percent Simple interest is ccmputed: I = PRT annually.

4.5.2 Ccmpute simple interestpaid Percent and fractions The same formula is used. semiannually, quarterly or or decimals daily.

4.5;3 Ccmpute balance when interest Percent, division, A =(1+ i)nt is compounded. 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.

490 491 Performance Indicators Basic Skill(s) Taxonomy 250

4.5.4 Compute compound interest Reading compound The table shows the compoundamount using a compound interest interest tables table. of $1 for various rates and interest periods. For interest compoundedan- nually the interest foundon the table may be multiplied by thenumber 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 thenumber of annual periods andone half the rate. 4.5.5 Define: Terminology Shareholder Shareholder - One who owns shares of corporation stock; Stock certificate a stockholder. Dividend Stock certificate Par value - A paper is- sued to a shareholder which Market price shows Broker on its face the number of shares it represents. Stockbroker Dividend - Earnings distributed Common stock Preferred stock to shareholders ofa corporation or to holders of participating insurance policies. Par value - The face value ofa 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, payingno specified rate or amount of dividend. 492 493 251 Performance Indicators Basic Skill(s) Taxonomy

4.5.5 (cont.) Preferred stock - Stock that gets first choice in distributed profits and a stated rate of dividend.

4.5.6 Interpret a stock market report. Tables, fractions Prices are quoted in mixed numbers and decimals 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. 4.5.7 Determine the rate of income on Percent Rate of Annual Dividends a stock investment. Income Total Cost of Stock

4.5.8 Determine the proceeds from the Subtraction and Market Price - (Commission + Taxes + sale of a stock. addition Fees) = Net Proceeds

4.5.9 Determine the profitor loss Subtraction and Net Proceeds - Total Cost = Profit from the sale of stock. addition Total Cost - Net Proceeds = Loss

Consideration should be taken ofnum- ber of shares, the purchase price, commission on the purchase, selling price, and commission, taxes and fees on the sale.

4.5.10 Determine the net income fram Subtraction and Annual Rental Income - Annual Expen- rental property. addition, percent ses = Annual Net Income

Expenses would include taxes, repairs, insurance, interest, depreciation (given in percent), and other expenses.

4.5.11 Determine the rate of income on Percent Rate of Annual Net Income an investment in Real Estate. Income = Cash Investment

491 495 252

Performance Indicators Basic Skill(s) Taxonomy

4.5.12 Make out a deposit slip and Blank forms Maintaining a balance. withdrawal slip.

5. COMPARISON SHOPPING FOR GOODS AND SERVICES

Goal: Understanding the nature of the basic econanic problem of scarcity where people,with unlimited wants and needs, live in a world of limited resources.

Specific Objective: 5.1 The student will be able to differentiate between impulse buyingand comparison shopping.

Mathematics Contribution: If the consumer is to perform the activitiesnecessary to comparative shop, considerable skill is needed in several mathematical areas.Sane possibilities follow.

Performance Indicators Basic Skill(s) Taxonomy

5.1.1 Determine the unit price when: Multiplication Unit pricing is the price per unit of the unit prices are aliquot measure. Laws requiring unit-pricing parts of S1. are in effect in several states, al- the unit price is gained from Division including though the laws apply only to larger a group price. fractions and decimals stores. In sane places unit pricing the quantity or unit price is Fractions is voluntary. The information is a mixed number. often shown on unit price labels the price of an item is fora Fractions which are affixed on the shelves fraction of the unit. close to the products. the quoted price is for a Fractions quantity expressed as a mixed Unit price =price per item number. measure or count the unit price is a ratio of Ratios the quoted price. the measurements are ex- Metrics pressed in metrics

5.1.2 Determine savings when: Multiplication and Sales do not always offer true sav- buying in larger quantities division ings. The consumer needs to be able buying in different size Percent and fractions to determine true prices and savings.

406 253 Performance Indicators Basic Skill(s) Taxonomy

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 The ability to estimate is vital to volume of a cereal box the consumer. "How many" will you weight of a fruit or vege- get for a pound? Will the bed "fit" table in the space allotted? How much "dif- length of a table ference" is there between two con- price of an item with several tainers? Such questions often need costs involved to be answered in a matter of sec- area of a roan onds. height of a book case

5.1.4 Use cost of time as well as item Multiplication and The cost (or value) of the time used cost to canpare have produced division as well as the cost of the item versus convenience 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.

5.1.5 Compute sane basic household Multiplication, All bills should be checked for accu- costs by: addition, percent racy, bit with energy costs high, accurately reading an elec- checking bills means one can make tric meter choices on the use of energy sources. checking an electric bill High electric bills can mean that a figuring the cost of operat- change in food purchases may be needing an electrical appliance ed, or different patterns of using reading the gas meter the energy should be considered.

498 499 251+ Performance Indicators Basic Skill (s) Taxon any

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 Vol untary nutri ti onal1 abel i ng regu- requirements in servings by com- lations established by the Food and putations made using a nutrition Drug Administration went into effect 1 abel on a box or can . in 1974. All foods to which a nutri- ent has been added, or roods for which a di etetic cl aim is made, must

have a nutri tional 1 abel.

5.1.7 Study the advi si bi 1 ity of buy- Multiplication, Cars are affected by pl anned obso- ing a car by determining: division, metrics lescence (superficial changes to in- annual depreciation crease sales ) and built -in obsoles- rate of depreciation cence (under- engineering so that mil eage and gas cost using product wears out). the metric systen. insurance Annual operating costs might include sal es tax gasoline, taxes, loan payments,re- property tax pair and maintenance and insurance.

5.1.8 Use a table of parcel post rates Multiplication If a purchase is to be shipped, then to determine the cost of ship- weight and size should be considered ping a package. before the purchase is made. 5.1.9 Determine the ratio of the di am- Geometry Any item with working parts should be eter of two gears by counting the studied carefully to determine effi- number of turns of each gear. ciency and construction details.

5.1.10 Using rectangular food contain- Geanetry Boxes of different shapes give varied ers determine: (and often false) il 1 usions of the vol ume amount of their contents. area of each side total surface area of each box

500 501

low 255 Performance Indicators Basic Skills) Taxonomy

5.1.11 Using a selected quadrilateral Geometry The selection of building materials draw a floor tiling plan. with definite lines will bring about varied appearances in the completed project. 6. ADVERTISING AND OUR SOCIETY

Goal: The student will be able to recognize and discriminatebetween informational advertising, selling aids, and motivators which meet the needs, wants and interests of theconsumer.

Specific ,Objecti ve: 6.1 Students will gain an understanding of the purposes and techniques of advertising.

Mathematics Contribution: 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 Basic Skills) Taxonomy

6.1.1 Read and interpret a bar graph; Graphs, tables and Many advertisements in graph or table a citcle graph; a line graph; percent form can be found in newspapers, a table. magazines, on posters, billboards, in the mail and on TV. Sane of them can be misleading.

6.1.2 Determine actual price from a Percent Many eye-catching ads imply large sales ad stated in percents. savings. However the actual amount Compare with another ad stated saved may actually be insignificant. in actual amount saved.

6.1.3 Compute savings when the item Metrics Many items now show contents, size or advertised is measured in weight in metrics. This sane meas- metrics. urement is also shown in the advertisements for the item.

502 503 Performance Indicators 256 Basic Skill(s) Taxoncmy 6.1.4 Estimate thesavings to be Estimati on It is often made on a sales iten inan necessary to make a quick advertisement. judgerEmt concerning the valueof a sal es price. Excellent practice in estimation can be achieved bypracti- 7. RESPONSIBLE BUDGETING cing with advertisements.

Goal: Developing the ability andconcept of personal budgeting groups and individuals. to satisfy the wants andneeds of

Specific Objective: 7.4 The student will understandthe mechanics of setting systen. up a record keeping

Mathematics Contribution: Once the consumer understandsthe philosophy of budgeting, ing work in financial most of the remain- planning is actuallymathematically based. Performance I ndicators Basic Skill(s) Taxonany 7.4.1 Interpreta table and/or chart Charts and tabl es The purposes of showing pattern of faailyspend- a financial plan are i ng. to set direction, establishpace, and set a limit or boundary. A great deal can be gainedby studying tables Ind charts which have beendeveloped coyconputing averages. These should be "guides", not"ccmpulsory all

7.4.2 Usingan expenditure record sheet, Percent A financial plan is determine the percentspent in meaningless unless it relates to each of the followingareas: a "picture" of food expenditures and incane of theindi- clothing vidual. Each person differs inhow housing financial planning isviewed. transportation personal savings

505 50/1 257 Performance Indicators Basic Skill(s) Taxonomy

7.4.3 Using a budget plan and an expen- Percent A budget should be flexible enough to diture record sheet, compare what allow for reasonable changes in was spent with what had been spending. It is necessary to decide

planned. Make comparisons in what is "reasonable". percents.

7.4.4 Using a set of provided figures Addition, percent Gross income is the total income determine the amount of gross earned. Net income is the amount income and the amount of net remaining when taxes and other de- income as wellas the percent ductions may be required such as the of the net income as compared Federal Income Tax, or voluntary such with the gross income. as insurance.

8. INSURANCE

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

Specific Objective: 8.3 The student will understand how to select the canpany, type of coverage, and level of coverage.

Mathematics Contribution: 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.

Performance Indicators Basic Skill (s) Taxonany

8.3.1 Haneowners Insurance Defini tions Defi ni ti ons: Define: Standard fire policy - insurance Standard fire policy against losses caused by fire and Extended coverage lightening. Liability insurance Extended coverage - insurance Homeowner's insurance against 1 osses from wi nd, smoke, hail, riots, explosions, falling planes, and cars and trucks as well as fire and lightening.

50C 507 258 Performance Indicators Basic Skill(s) Taxonomy

8.3.1 (cont.) Liability insurance - protection against lawsuits for injuries suf- fered 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.

8.3.2 Determine the annual premium Division and Property insurance premium rates are rate on a homeowner's policy. multiplication 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.

8.3.3 Determine the settlement of a Division, Under a coinsurance clause, a compa- fire loss when coinsurance is multiplication, and ny will pay the full amount of any used. percent 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

8.3.4 Car insurance Defi ni tions Definitions: Define: Bodily injury - owner's liabili- Bodily injury ty for injury to other persons. Property damage

5/10 508 o 259 Performance Indicators Basic Skill(s) Taxonany

8.3.4 (cont.) Canprehensive damage Property damage - damage to Collision other person's property caused by Deductible collision car.

Comprehensive damage- damage to one's own car fran fire, theft, vandalism, falling objects, wind- storms, 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.

8.3.5 Using tables, determine the Tables, percent Car insurance preniuns vary with the total annual premium for bodily amount of risk. For instance, insur- injury and property damage cov- ance in cities is apt to be higher erage for three cars. than insurance in rural areas. Pre- miums 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.

8.3.6 Life insurance Definitions Defi ni tions: Define: Beneficiary - person naned to Beneficiary receive payment from an insurance Face Value policy. Cash Value Term Insurance Face Value - total amount of in- Straight Life Insurance surance stated in the policy. Limited-Payment Insurance Endownent Insurance Cash value - amount of money you can get before its term is over or 510 260 Performance Indicators Basic Skill (s) Taxonomy 8.3.6 (cont.)

before it becomes payableby death.

Term Insurance- Protection against loss of life for a certain period of time, or term. No cash val ue.

Straight Life Insurance- Pro- tection 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.

8.3.7 Using a table of annual premiums Tables for each S1,000 of insurance the age of the policy holderend 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 Policies usually have val ue of an insurance policy. 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.

512 513 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 responsibilitiesin the local, state and federal tax structure.

Specific Objective: 9.2 The student will have the knowledge to completevarious tax forms and schedul es.

Mathematics Contribution: The structure of all taxation systems is basedon mathematics. This objective is broadened to help the student understandtax rates and benefits.

Performance Indicators Basic Skill(s) Taxonomy

9.2.1 Change a decimal rate toa 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, Actual Value X Assessment Rate = tax for five pieces of property multiplication, Assessed Val ue when the actual value, the assess- subtraction

5.1_4 51.5 262 Performance I ndi cators Basic Skill(s) Taxonomy 9.2.2 (cont.) ment rate, and the tax rate (per $100 as well as per $1 in mills) Assessed are given. 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. 9.2.3 Income tax Practical problem A W-2 form may be obtained from the Identify the informationcon- office secretary or school account- tained on a Wage and Tax State- ant. ment (Form W-2).

9.2.4 Using provided figures,complete Practical problem This is best taught by providing the a 1040A Federal Income T Ix Form. students with a tax form which is (Short form) available from any IRS office. Form 1040A may be used when the income 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. 9.2.5 Using provided figures, complete Practical probl em Tax forms are available from any IRS a 1040 Federal Income Tax Form. office. (Long Form) '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. 263 Performance Indicators Basic SkillW Taxonomy

9.2.5 (cont.) Use tax rate schedules X, Y or Z to determine tax.

10. CONSERVATION OF ENERGY AND RESOURCES

Goal: Increasing the student's core of information relatedto 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 interrelationshipamong energy, ecology, and economic problems and solutions in terms ror theconsumer.

Mathematics Contribution: Energy and environmental problems are too often dealt withby people who have an inadequate background in mathematics and science. Practical solutions are dependent on people with a well rounded education.

Performance Indicators Basic Skill(s) Taxoncmy

10.3.1 Read an electric meter and Practical problem The electric meter measures electri- check an electric bill. city 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. 518 519 Performance Indicators Basic Skill(s) Taxonany

10.3.2 Determine the cost of operating Practical problem A 60-watt bulb means the bulb three electrical appliances. 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).

10.3.3 Read a gas meter and check a gas Practical probllm Gas meter dials are read from left to bill. 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. 10.3.4 Read a water meter and check the Practical problem Water is measured by the gallon or water bill. the cubic foot. The reading showsthe amount used since the last reading. Charges are made using a rate table. 10.3.5 Check a telephone bill for Practical problem The bill should be checked for the accuracy. 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. 10.3.6 Use a checkerboard map to esti- Estimation By placing a checkerboard with each mate mileage. side of the squares representinga certain number of miles, under a map, it is possible to estimate distances.

5 21 u 265 Performance Indicators Basic Skill(s) Taxonany

10.3.7 Code large numbers which are Reading, interpreting Numbers are expressed firstas a used in relation to energy. power of ten, then as a word, and finally as a code. A chartof such numbers may be found'in NSTA, Energy, Environment Source Book.

10.3.8 Interpret four linear graphs Reading, interpreting Linear graphs, similar to those of containing energy and resource graphs 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, picto- graphs, profile curves, camponent- paret bars.

10.3.9 Determine the potential savings Fractions Problems may be used which are drawn in two instances in fuel bills from the following information: by using house insulation. the average uninsulated home uses about 1600 gallons of fuel oilper 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 837x 10" joules of solar energya year. 266 Mathematics for the Gifted

10. CONSERVATION OF ENERGY AND RESOURCES

Goal: Increasing the student's core of information related to energy, ecology, and economic issues upon which students can base further inquiry, researchandvalue judgments.

Specific Objective: 10.3 The student will identify the interrelationship among energy, ecologyv, and economic problems and solutions in termsfor the consumer.

Performance Indicators Basic Skill(s) Taxonomy 10.3.1 Design four linear graphs con- Constructing graphs Word problems which may be derived taining energy andresource in- from sources suchas NSTA, Energy- formati on. Environment Source Book may be used for students to do theirown graphs. Even bettor are problems whichuse data from the local community. A local energy office would be helpful in supplying information.

10.3.2 Interpret two senilogarithmic Reading, interpret- These graphs are used whena quantity graphs containing energy and ing graphs changes during the period of resource information. concern by more than a factor of 10. To emphasize fluctuations whena quantity spans a wide range equal distances are used which are equivalent to equal logarithms rather than equal numbers.

10.3.3 Design two semilogarithmic Constructing graphs The NSTA, Energy- Environment Source graphs containing energy and Book is an excellent source ofmater- resource information. illto graph. However, information supplied by anenergy office might provide figures more "fun" to use. 10.3.4 Interpret two semilogarithmic Reading, interpret- When a quantity's net increaseover a graphs in which displayed quanti- ing graphs given period of time dependson its ties increase in value exponen- size at the beginning of that period, tially. it grows exponentially with time.

525 524 267 Perfon0ance Indicators Basic Skill(s) Taxonomy

10.3.4 (cont.)

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. 10.3.5 Design two semilogarithmic Constructing graphs The exponential growth curve on a graphs containing energy and semilog plot in a straight line is resource infonmaticl. preferred because it is easilypro- jected or extended in either direction.

The energy office can supply excellent information to be used for these graphs.

10.3.6 Verify on a semilogarithmic Reading, interpret- Doubling time is constant for expo- scale the time it takes for a ing graphs nential growth. Doubling time is an quantity to double in size. Using Mathematics to important concept in studying energy project 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 27 268 Performance Indicators Basic Skill(s) Taxonomy 10.3.7 Interpret two equations of pro- Proportion Proportionality tells us how one porti onal ity. quantity depends on another. For exanpl e:

A m r2 when: A = area of circle r = radius

E a " when: E = energy available N = gasoline we have

10.3.8 Develop two formulaswhich Proporti on To make an equation out of apro- have a basis in proportionality. portionality 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 528 269 Performance Indicators Basic Skill (s) T:.xoncmy

10.3.9 Determine the amount of energy Fractions, appl i ca- Potential energy savings from low-cost saved in two instances by wise ti o ns measures in 1977 (Fowler). us age. 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

10.3.10 Determine, the increase and de- Percents, applications Sane information to help in development crease in two energy consumption of probl ems: rates in personal and/or nation- Emission control standards for cars al situations. 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.

530 53 1 270

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 inchx one and seven-sixteenths inch. Draw material on innersquares. Run the master sheets througha transparency making machine. Cut each frame on the lines for theouter space. Put each section ina 6127 slide holder. Seal with a hot iron. Color if desired (coloredpens may be used or diazo). 533 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 1.1The student wIll be ahle to Identify and emplain the basic elements ad the -- I I contemporary err Iran market Systen. 1.2The student wIll dendoe an arrreness the IntoractIcn between supply, and I I the prIceofthandon. 1.3The student wIll understand he. Clnt.e.Cr deelttOnS .thenfe the use of caw. I I tonal resources to amlaite satisfartion. 1.4the student will swrderstard that each reamed, decision wade Involves c Sw. LSI .. trole-off. 1.Sthe student .111 understand On 1.t...lepondnt nature of the owlet system.

COMMENT 2: Credit

COM: Unlerstandlei thatreedit properly used it a tool to reach eonnslc gnats.

2.1The Student .111 Identify the role cd credit In ref WM.' annoy IIIVIVITent. I I 7.? Me Student rcognire types, 'votes and costs of ',edit for different purposes. 2.3fhe student alit understand the benefits of establishing a snood Ilt rating.

2.4the ;talent .111 wnderstand the us. of cretin In teems nitpresent and future 1 1 nerds, wants, n...1Sn and Income. 7.5the student .111 understand the decisions thst tu.e Into plan Influen,Ing I I borrowing, 7.4lie 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. 3.7lie 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.

1,3the student alit heenn sr...tainted with arrnries of radect Ion from fraudulent a COMIPee telMarS. 3.4the Student will herr., arguainted .I tit 'runtimee remedies for contratt and tort pit Mil non 3.5The 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.

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.'.° 272

(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 See 4.1 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 atalmialninge C X checking account.

4.5 Ile student 111 know how to develop a sound tartness plan. 2 7 2

S: CospirlsonShnpplerg for goods and Services

GOAL: Developing the skills. understandings and techniques of sound shnprong habitsfor 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 responsibilitiescontained 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.Sthe 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.

6:2 Students will be able to Identify consumer needs. wants and tnierests based an i X valwes.

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 ofgroups 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. I

2.4the student will understand the a...hiiica of setting up a record beeps.* X system.

r- MIME I melt", %JO, 6.'hrt1.1 273 Sotto! 11211111se H,thInissh Studies Science

1.5the student .111 be suet of the nerd for flealble 1...rtjetIni due to changes I I In the 'tonne,. personal Ilfe style and family. 1.6lie 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. I 1.2 De stu4s-ct wilt Identify tl.e winos typal. of Insurance and define the area. I

4.)the stelent 111 undertlan.1 hat to lent the tuopany. type of coverage., and I level of to.trage. 4.4the student will orntecUand Ile fel atIons1.1p hotreen thaolIng Mundt! states I and need for Ins.toott cave. age. 6.SIce Itudont .111 .leerlop an underttandino of the %%natatory and lanpsot of I Insurance a/cements. 6.6the 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 ...satisfac- I tory Clatpanyfwei..ior pratilteS.

triefernin 1: tarn MK: thsl,S11.01"1 the trocount .nl. and re-:»ntlhilltl" Inlb. Into% ylid and IntnaI Ian %trait.* o. 11.1 lh lvd.nt will undoraleof IN ror;nny for and Iyooi of tow: fewi of oroorroont. within 04, /1 4.7 low tItotnnl will hove Ue linnotedor In rnapI.ITit 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 !nine the tot strut.. In their test alaiolee.royout (1 'thirty tan usIsl Mow In

CcierOKRI 10:Cronertotlm of (error as.1 Resomr.% OW: Intro/ding Ito Yttodent trio of InfontatIon rtlattdto 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 Torginnetof rholl.lny% fatly Ifo. VA. Said Ito finIen:Tfot folnly Ind otonetTlia. 1 10.7 Ho. 'talent 011 9alo N. nodnrstuhllny howsupply and &went alfert% ono...1y. I Includle. It% %..." en, pattern% of war, and croull.tdrtin, ruttnu. 10.1 !Iv Ili/4.M will Identity the InterrelatIonshleuTion onotqy. rioting. and 'Claret ernhlou and solution% In tones fur the "wooer. 0 X X 10.4 Ile ttudrot a% a tonSuerc will sate an ItelltIcloalplan of uttro In help In ng yrohinet floTKPOiTti by nervy thwtaint. Introit in the onalae.nt. I / val related "Interns. 10.5 the Stelent will betray. awe of alternate. for the future. %mete% of evenoy and thole us. I I

536 271+ THE SLOW LEARNER

This Guide contains sane learning experiences whichmight be used with the variation in the slow learner. Because of the wide capabilities of thesestudents (learning disabled, no attempt has been made emotionally disturbed, socially to suggest whichperformance indicators should maladjusted) of what each be used. The teacher will bethe judge student is capable of doing. The following description learner. provides some understandingof the slow

SOCIAL AWARENESS

Evelyn Deno (1978, p. 1) states, "Childrenclassified as emotionally socially maladjusted in disturbed, learning disabled,or the classroom tendto be defined more byso attributes or their I expectations than bytheir personal actual capacitiesto function outside the who exhibit the kinds school situation.We cannotassume that children of behavior that resultin such classifications conditions or at will behave thesane way under all every developmental stage;nor can we assume that their by adults or children." behaviors will be viewedin the sane way A slow learner's socialawareness may be of little significance. popularity can be On the other hand, a most pressing concern. A teacher of slow learners well as intellectualeducation. becomes absorbed in socialeducation as The concept of mainstreamingallows the slow learner how successful childrencope. It provides social the opportunity to notice awareness in an informalway. UNREALISTIC EXPECTATIONS

A teacher must first recognize thatthe slow learner has these ways for Thebetter will effectively individual ways of copingwith problems.Changing add to the total educationof the slow learner. simple and flexiblesince the slow learner Goals should be deficits and memory may exhibit attentional deficits,imitation deficits, difficulties. All kinds of motivational motivation goals set by theteacher. techniques must be used forrealistic outcomes to Activities should bedeveloped which provide for exercises are good a shorter attention span. Drill since the slow learnerusually 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." This approach is notsuitable for the slow lacks leadership skills. Terms which are exhilarating learner who fearful reactions from to the average student (junkfood, loan shark) may induce the slow learner. A better approach in she can be a winner if consumerism is to help thestudent see how he a change in behavioroccurs. or to learn where One positive example ofconsunerism for the slow one can go for helpor direction. learner is

5 :3 7 51 J 275

THE SLOW LEARNER (cont.)

EXPERIENCE

The teacher will need to identify theconsumer 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 whicha 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 meanta 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 thereforea 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 bean attitude that every child has some degree of giftedness. This broadened definition inc' 'Is the intellectually gifted as well as students whose exceptional performanceor potential is in a single acau,Aic field, in creativeor 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 andexpress his own strengths. In addition the recognition and support of giftedness needs to be done in a way to avoid hostility in thosewho are not as gifted.

539 540 276 THE GIFTED CHILD (cont.)

THE INTELLECTUALLY GIFTED

For this group of children knowledge isits own reward. The attention span is longer, thelearning rate is faster and their potential for abstraction isgreater. Their sensitivity is keener and their need for exploration in depth is greater. Their drive for perfection may make themfearful of mistakes. For these people, new and challenging educational procedures are needed. It is a mistake, however, to thinkthese students can go along on their own without educational guidance. The drop out rate for the gifted is threeto 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 oftenpossible to study concepts in a way that the student can convey the concept to another in an art form. The saneis true for a student with higher ability in drama. Students with group leadership capabilitiesmay use thattalent in developing workshops, lessons, panel groups or debates for sane selected audience. Suggestions are madein the Guide, but the teacher may very well develop better ideas by watchingwhat motivates each student.

5/10 541 RESOURCES -- GENERAL LISTING INCLUDING SOCIAL STUDIES

Acker ly, Sally and Riekes, Linda.Law In Action, 2nd. ed.St. Paul: series of law related publications suitable West Publishing Canpany, 1981.A for the study of consumer law iron grades5-12. Antell, Gerson and Walter Harris. Econonics for Everybody. 315 Hudson Street, New York, NY Amsco School Publications, Inc. 1900. 10013: Includes the basic topics called for by theNational Task Force on Econalic Education providinga foundation for the development of skills to both understand the social science of econanics andthe everyday econanic world. Arnold, John D.Make Up Your Mind:The Seven Building Blocks to Better Decisions. 1978. New York: AMACOM,

Bittinger, Marvin.The Consumer Survival Book.Woodbury, NY: 1979.Written in a popular fashion with many Barron's Educational Series, Inc. illustrations, problems and practical approachesthis book is concerned with buymanship andmoney 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. Inc., 1978. Boston, MA:Allyn and Bacon, Bywater, Sharon. Using a Checking Account and InsuringYourself and Using Credit.To the Point on Money Management.-Syracuse, New York:New Readers Press, 1980. Three of a series of money management books learner. developed for the adult but equallyuseful for the slow Deno, Evelyn N. Educating Children With EmotionalLearninand Behavior Problems.Washi;'gton, D.C., U.S. Office of Education, ,ran No. o' Federal Reserve Bank oi' Philadelphia, Department of Consumer Affairs.Your Credit Ratin, How To Estab- lish and Use Credit and The Rule of '78or What May Happen If You Pay Off t Loan resources far the credit conscious consumer. armor. Splendid Fetterman, Elsie and Charles Klankin. John Wiley & Sons, 1976. Constmer Education in Practice. 605 Third Ave., New York,N.Y.: Emphasis on consumer problems and fraud,govErrnent agencies, credit and housing. reference for grades 9-12. Suggested as a Fetterman, Elsie and Newman, Chris. Consuner Credit.Consuner Education Casebook Series. East 12th St., NY.Fairchild Books, 1980. Dept. CM, 7 Cases are used to help the high school and adult studentbecone 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 discussionsof real life situations.A teaching guide accompanies the book. suggested for Junior and Senior high school. With a reading level of 5-6 the book is

Garman, E. Thomas and Eckert, Sidney.The Consumer's World.50 West Kellogg Blvd., St. Paul, Minnesota55165:West Publishing Co., 1978. "sections on dilemma's of the consumer and the functioningof the marketplace, effective buying of goods and services, end consumer planning for thefuture.Appendix includes places to seek redress.A paperback practicum-workbook accompanies thetext. Would be appropriate for the gifted student. 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,Robert.1221 Ave. of the Americas, New York: 1978. McGraw-Hill Book Co., High school consuners' educationtextbook.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 StudiesCurriculum, 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 analysisor contemporary public policies and Issues.

Kaskins, James. The Consumer Movement. 419 Park Avenue South, New York, NY10016: 1975. Crown Publishers, Emzhasizes what individuals can do to increase consumerawareness 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 dealwith 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 ofshort .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 socialsciences, 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 ing Co., 1981 55165. West Publish- A consumer education text written to draw the attentionof 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, IL61614: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, ML48706: CEM Conpany, 1980. A handbook for teachers with performance objectives,course outlines, worksheets and specific lesson plans with listed resources.Grading system also provided. is available. A student packet of materials

Raines, Magaret. Consuners' Management. Peoria,IL61614:Chas. A. Bennet Co. Considerable dialFIT given to hone management and planningof 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 testingthe Implementation of these theories. Major topics for experimental learning arewoven 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, Minnesota55165: 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 marketplace. consumers face in the

Tersitano, Frank.Econonics for the 03's.Coluabus, OH: Xerox Education Publications, 1980.

Tim Story of Money.Hospital Trust Corporation, Providence, Rhode Island02903, 1901. 3ITTIable to help junior high school students understand how money works, how business worksand how America's economic system-called free enterprise-works.Available from the Corporate Camnunications Department, One Hospital Trust Plaza, Providence, Rhode Island02903, 278-8148.

frooboff, Benjamin and Boyd, Fannie Lee.Personal Finance for Consumers.Morristown, NJ(17960:Gen- eral Learning Press, 1976. Interrelationships of spending, planning, values, goals, and resourcesare 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 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, 4.107632: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, HY1t16167rin TR.,---e are ten reading activities suitable for the high school student Included in thisresource 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:Fair- child 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 incorporatedconsumer education In the high school ciassroan. v 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 foundIn literature.Many such novels and major works of literature use aspects of consumerism In the mainthane.The teacher's knowledge Is a vital resource to bring consumerism in literature 'the attention of her/his students.

. 546 e _ . Starkey, Carolyn and Norgina Penn. Yam, The Buyer. New York: Globe Book Company, 1980. A workbook written by a reading specialist andan English instructor. This book stresses vocabulary and other reading skills in working wan consumer problems. Suitable for Junior High School or lower level highschool students.

Briefing. 28. Rhode Island Coastal Resources Management Council Newsletter. The CRMC sponsors an annua essay contest for junior high school students as wellas 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. Tower, Chicago, IL, 1978. Sears Suitable for the high school student this guide will helpreveal the basic facts and misunderstand. ings concerning the three E's.

Award Winning Energy Education Activities ForElementary 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 standardcourses 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-usedemonstrations 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 seekinganswers to environmental problems.

Copolos, Milton R., Ed. Energy PersRectives. Washington, D.C.:The Heritage ftmndatinn, 19711. This book addresses many of the currentptoblen. lacing energy usage. Dwyer, Kathleen, Ed. Censurer Chemistry. Seattle: United Graphics Incorporated, 1977. This learning actIVR,57Ft7iFilTnato bring greater understanding to the chemistry filled with everyday consumer related :Went is experiences. Order from United Graphics, 1420 Howard St., Seattle, Washington98122.

Energy Conservation Resources For Education. Department of Industrial Education, Texas A. University, College StatliiT717xE:7772. & M. The 13 chapters deal with one aspect of energy which includes technical ar.d scientific information plus activities for the lab or classroom In themiddle and junior high school. 111,_Environmental Quality Index. An annual publication of the National WildlifeMagazine. lrtdeals with energy T4TeTationto 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. Filled with Inc., 1980. ui15i-diteinformation iniTT51.1--.strcl this book willserve as an excellent reference. Available from Cnmpress, Inc., P.O. Box 102,Wentworth, Nil03282. Foster, Robert J. Geoly. Colunhus, Ohio: Charles E. Merrill Publishing Co., 1976. Since geology is re ated to energy andraw 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, RI02881. 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. New Purcell, Art, Ed.Waste Watchers Guide: A Citizens Handbook for Concerning Energy and Resources. York: Doubleday Canpany, Inc., 1980. This consumers guide reveals the national problems of waste disposal.

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4110 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, TN37830. 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 HappenWhen You Pay Off aLoan Carly. Splendid resource To7INETn717Tyna as of paying a loan early.

Gne, William E. Consumer Mathematics. Net York, NY.Ilarcnurt, Prace and Javanich, 1979.

5 t9 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, NY10016, 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 Consu- mer Action, 26 7th Street, San Francisco, California41103. 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, IN37830. 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.

5tr!:7, LI RESOURCES -- CONSUMER CATALOOJES

Catalogue of Publications 1980.Available Cunsuner Product Safety Cannission, Roston Regional Office, 100 5.amieFI-Ereet71loom 1607, Best), MA02110.Tel. 617-223-5576. This catalogue lists the publications w: ich describecartmon hazards associated with the use of consulter products.The srlence student will find this information helpful in conducting -.aboratory experiments or demonstrations. Checklist. Joint Council on Economic Education, 1212 Avenue of the Americas,New York, NY10036. MT the materials available in personaland 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 Boston, MA 02114. Street, 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 suitablefor the high school student. Consumer's Resource Handbook, Decanber, 1979. Assistance in n-loWig the rightsource 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 theyoffer.Included also is a list of state and local government offices. Write Consumer's Resource Handbook,Consumer Information Center, Dept. 532 G, Pueblo, Colorado81009.

Constsmidor, Sabias Que7Consumer, ()Id You Know?U.S. Department of Education, October, 1980. A bilingual guide for the Hispanicconsuner, it emphasizes the, responsibility of each consuner to became informed of existing resources and to understandconsuner laws, rights and methods of recourse.It provides information nn daily needs suchas 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 MaterialsRequest Desk, Roan 5624, R08-3, U.S. Office of Education, Washington, D.C.20702. Rhode Maps:Mapping Alternatives for Prcmising_StudentsResource Guide, October, 1980. This guide prewVdes innaFTun Tr7- r.iZEers talented student. who design prograns and services for the giftedand Available from R.I. Department of Education,Information Services, 235 Promenade Street, Providence, RI02908. Social Studies School Service Cataiogue, 1901. Available fran Social Studies School Service,10,000 Culver ilv-F.7-D) 711:7576.713-117t002, Culver City, CA90230. This catalogue it filled with all theresources a social studies teacher could hope to find. suggested you request nne. It is

PISIMICES AGtNCIES AND ORGANIZATIONS

Journals, newsletters, monngraphs and catalogs below. are available from the organizations and agencies listed For all federal, state and Incal agencies referto the Consumer's Resource Handbook listed under Resources -- Consumer Catalogues.

551 AFL-C10 Education Dept. CERN - Consumer EducationResource Network General Electricyllotpoint 815-16th St. 1555 Wilson Blvd., Suite 600 Consuner Institute News Washington, D.C. 20006 Rosslyn, Virginia22209 General Electric Company Appliance Park Clamber of Cunmerce of the American Council on ConsumerInterests United States Louisville, Kentucky40225 162 Stanley Hall 1615 H St., NW University of Missouri Washington, O.C.20006 General Mills Consulter Center Coluabia, MD 65211 P.O. Box 1113 Changing Times EducationService Minneapolis, Minnesota American Dental Association 1729 H St.. NW 55440 211 E. Ch leap Ave. Washington, D.C. 20006 Household Finance Chicago, 11 60611 Money Management Institute Mono Citibank Prudential P laza American Hone Economics Consumer Views Chicago, 1160601 Association 399 Park Ave. 1.. 2010 Massachusetts Ave., NW Washirigton, D.C.20036 .- New York, NY10022 Institute of Life Insurance 277 Park Ave. American Stock Exchange" Consuner Credit EducationFoundation New York, NY 10017 86 Trinity Place National Consulter FinanceAssociation New York. NY 10006 1000 Sixteenth St., SW Washington, D.C.20036 J.C. Penney Company Consumer Affairs Oept. Association of Hone ApplianceManufacturers' 1302 Ave. of the Americas Cooperative information Center New York, NY 20 N. Wacker Dr. State Office, Kingston, RI 10019 Chicago, it.60606 02881 Kellogg Company Consulter Information Center Dept. of Consuner Services Better Business Bureaus, Inc. Pueblo, Colorado 1150 Seventeenth St. 81009 235 Porter Street Washington, D.C. Battle Creek, MI 20036 Consumer Union 49016 256 Washington St. Better Business Bureau of Rhode Island, Inc. Mt. Vernon, NY Vitamin Information Bureau 248 Weybosset Street 1D550 383 Madison Ave. Providence, RI New York. NY 02903 Credit News Bureau 10017 Cereal Institute, Inc. P.O. Box 6596 135 Lasalle St. Houston, TX 77005 Chicago, IL60603 Memphis St. University Tennessee Consuner Dow Chemical Co. P.O. Box 68511 Dept. of Office Adnin. timphis, IN 38152 Indianapolis, Indiana46268 Mobile Hone Manufacturers Association Federal Deposit Insurance Corporation P.D. E' t 201 Office of Bank Customer Affairs 550 17th St., NW Chantilly, Virginia Washington, D.C. 20429 Sears, Roebuck and Co. Consuner lnfonnation Services Fund for Education in Economics Dept. 703-Public Relations (Am. Bankers Assoc.) Chicago, IL 1120 Connecticut Ave., NW 60611 Washington, D.C. 20036 The Conference Board. inc. 85 Third Ave. Future Cosiness Leaders of America New York, NY Phi Beta Lambda, Inc. 10022 I908 Association Dr. U.S. Goverment Printing Office Reston, Virginia22091 Superintendent of Doctments Washington, D.C.20402

552, SPECIAL RESOURCES FOR ALGIO VISUALS

Because of the magnitude of learning kits and audio vidualaids, 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, Oregon97205

Parents Magazine Filmstrips Box 1000 Elmsford, NY10523

The Center for the Humanities Communications Park Box 1000 Mount Kisco, NY 10549

Traveler's Life Insurance 40 Westminister Providence, RI

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