Consumer Citizenship Curriculum Guides for Social Studies, English, Science, Mathematics
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DOCUMENT RESUME ED 205 746 CE 029 738 AUTHOR MacKenzie, Louise: Smith, Alice TITLE Consumer CitiZenship Curriculum Guides for Social Studies, English, Science, Mathematics. INSTITUTION Rhode Island Univ., Kingston. Curriculum 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) *********************************************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document. * **************Milt***101g***Milt**WW**********4********WWWWItilt 699 7A? ED205746 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. 9 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