Consumer Education Credit - ½ Term(S) - 1 Semester

Total Page：16

File Type：pdf, Size：1020Kb

MHS Syllabus Business Education Consumer Education Credit - ½ Term(s) - 1 Semester Text: Economic Education for Consumers, © 2000 South-Western Publishing Roger Leroy Miller, Alan D. Stafford Prerequisites: Must be junior or senior Course Description: This course is designed to empower students with the survival skills needed to cope in today’s society. Basic economic and decision-making principles will be emphasized in order to achieve maximum utilization and satisfaction from resources, to evaluate alternatives in the marketplace, and to understand the rights and responsibilities of a consumer. WILL FULFILL CONSUMER EDUCATION GRADUATION REQUIREMENT. Course Content: 1. Consumer in the Marketplace 2. Money and Banking 3. Investments 4. Buying Wisely/Advertising 5. Credit 6. Renting an Apartment/Buying a House 7. Purchasing an automobile 8. Insurance 9. Taxes Course Format: Practical application class using real-world activities to simulate different areas of consumer life. Technology is used extensively for simulations. Course Expectations: Standard class Grades: • Projects • Written or oral exams/quizzes • Daily Work • Article Reviews • Discussion MHS Syllabus Business Education Course Objectives: • Analyze the rights and responsibilities involved with consumer protection • Apply the decision-making process in the role of the consumer • Identify the various types of advertising and its effect on consumer decisions • Understand and apply the aspects of keeping a checkbook • Differentiate and assess the various types of investments and savings plans. • Demonstrate the budgeting process. • Formulate sound decision-making principles when selecting and using credit. • Compare the options available when renting, purchasing, and financing housing. • Examine and demonstrate the car-buying process • Compare advantages and disadvantages of different types of insurance • Demonstrate how taxes and assessed and their purpose. • Work as part of a team in accomplishing a goal. .

Copy Link

Recommended publications

Consumerism and Environmental Policy: Moving Past Consumer Culture
Consumerism and Environmental Policy: Moving Past Consumer Culture Bradley A. Harsch* CONTENTS Introduction ......................................................................... 544 I. Environmental Problems and Ways of Dealing With Th em ............................................................................ 548 A. Industrial Economy and the Environment ............... 548 B. Conventional Approaches to Addressing Environmental Problems ......................................... 550 C. Proposed Approaches to Addressing Environmental Problem s ................................................................ 552 1. Market-Based Approaches: Internalizing Externalities ...................................................... 553 2. Reducing Energy and Raw Material Input .......... 554 3. Proposed Approaches that Address Consum ption ..................................................... 554 II. Consum er Culture ........................................................ 555 A. The Historical Development and Critique of the Consum er Culture .................................................. 557 B. Definitive Aspects of Consumer Culture .................. 559 1. The Reification of Images .................................. 559 2. The Market as the Primary Means of Satisfying D esires .............................................................. 562 C. Advertising and Consumer Culture ......................... 566 1. Advertising and its Place in Society .................... 566 2. Our Incredulity .................................................
[Show full text]
Lois Green Carr
Lois Green Carr Born at Holyoke, Massachusetts, March 7, 1922 Education: Harvard University, Ph.D., 1968 (History). Radcliffe College, A.M., 1944. Swarthmore College, A.B., 1943. High Honors in History. Professional Experience: 1967-present. Historian, Historic St. Mary's City, State of Maryland. 1982-present. Adjunct Professor of History, University of Maryland, College Park. 1988-present. Senior Adjunct Scholar, Maryland State Archives. 1989-present. Senior Historian, Maryland Historical Trust. 1971. Visiting Professor, St. Mary's College of Maryland. 1956-1964. Junior Archivist, Maryland Hall of Records Commission, Annapolis, MD; Assistant Editor, Maryland Manual, 1956-1960; Editor, Maryland Guide, 1956-1964. 1952-1956. Freelance editing. 1951-1952. Editorial Assistant, College Department, Alfred A. Knopf, Inc. 1950-1951. Freelance editing, Alfred A. Knopf, Inc. 1948. Instructor in English, Juilliard School of Music. 1946-1947. Instructor in History, Cambridge Junior College, Cambridge, Massachusetts. 1944. Assistant, History Department, Harvard University. Memberships: American Historical Association (Research Division, 1980-1982). Organization of American Historians (Committee on Historic Sites, 1971-1973; Nominating Committee, 1985-1986). Economic History Association (Nominating Committee, 1982-1983; Committee on Research in Economic History, 1988-1990; President Elect, 1989-1990; President, 1990- 1991; Trustee, 1991-1994). Social Science History Association Southern Historical Association (Program Committee, 1991-1992) Omohundro Institute for Early American History and Culture (Council, 1980-1982) Maryland Historical Society (Editorial Board, Maryland Historical Magazine, 1988--; Publications Committee, 1990--). Economic History Society Advisory Board, McNeil (formerly Philadelphia) Center for Early American Studies, 1981--. Historic Annapolis, Inc. Maryland Humanities Council, 1998--. Charles Carroll House of Annapolis, Inc., Board of Trustees, 1994-2003.
[Show full text]
DOCUMENT RESUME Family and Consumer Sciences. a Maryland
DOCUMENT RESUME ED 399 420 CE 072 537 TITLE Family and Consumer Sciences. A Maryland Curricular Framework. INSTITUTION Maryland State Dept. of Education, Baltimore. Div. of Career Technology and Adult Learning. PUB DATE 96 NOTE 66p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Behavioral Objectives; *Competence; Competency Based Education; *Consumer Education; *Curriculum Development; Educational Assessment; *Educational Philosophy; Evaluation Methods; *Family Life Education; *Home Economics; Secondary Education; State Curriculum Guides; Student Evaluation IDENTIFIERS *Maryland ABSTRACT This curricular framework is designed to assist administrators and teachers in planning, developing, and implementing family and consumer sciences programs in Maryland. It provides a philosophical foundation and a broad outline from which educators may construct comprehensive family and consumer sciences programs. The materials will aid local school systems in planning local curricula, developing a local philosophy, defining a local scope and sequence, evaluating the extent to which the goals and subgoals are contained in current curricular offerings, and identifying needed curricular content and instructional strategies. The document is organized into seven sections:(1) philosophy--definition of the nature of family and consumer sciences education and description of its relationship to society, the learner, and the school curriculum;(2) family and consumer sciences learner outcomes;(3) goals and subgoals (broad statements of desired outcomes, derived from the philosophy); (4) expectancies (statements that specify the expected behaviors within each subgoal);(5) illustrative objectives;(6) curriculum development and assessment (how to develop and use goals, subgoals, and expectancies in the preparation of family and consumer sciences instructional units, scopes, and sequences); and (7) authentic instructional assessments.
[Show full text]
Consumer Education and a Critical Pedagogy of Consumption
More Than Technical Skills: Consumer Education and a Critical Pedagogy of Consumption Jennifer A. Sandlin, Texas A & M University The purpose of this article is to advocate for a more critical form of consumer education that pushes past the traditional focus on teaching technical skills about how to operate more efficiently within the consumer system and encourages learners to question the assumptions of the existing consumer culture. While research and practice in K-12 and adult education increasingly are grounded in critical perspectives (Denzin, 2001; Holt, 2002; Kozinets, 2002; Murray & Ozanne, 1991; Murray, Ozanne, & _________..Jf =r1 Shapiro, 1994; Ozanne & Murray, 1995 and in the field of education; Apple, 1990; Freire, 1985; Giroux & McLaren, 1989; J Lankshear, 1987; McLaren, 1998; Shor, 1992), there has been a lack of integration of these ideas into consumer education research and practice. This article briefly reviews how consumer education has traditionally been constructed, then outlines a vision for a more critical consumer education termed a "critical pedagogy of III: I consumption." The goal is to start a dialogue among consumer educators about the fundamental purposes of consumer education and to begin advocating for a different kind of consumer education-one informed by the critical-theory based work occurring in the field of consumer research. Traditional Consumer Education Consumer education has been defined as the "process of gaining knowledge and skills to manage personal resources and to participate in social, political, and economic decisions that affect individual well being and the public good" (Bannister, 1996, p. 1). Throughout the history of consumer education, practitioners \~l concerned themselves with improving the "economic level of Ij., - 19 -li:,1 living for all citizens" (Bannister, p.
[Show full text]
A Content Analysis of Selected Family Life Education Textbooks Used at the Secondary Level
A CONTENT ANALYSIS OF SELECTED FAMILY LIFE EDUCATION TEXTBOOKS USED AT THE SECONDARY LEVEL DISSERTATION Presented In Partial Fulfillnent of the Requirements for the Degree Doctor of Philosophy in the Qraduate School of the Ohio State University By JOHN WILLIAM HUDSON, B .S., H.A. The Ohio State University 1956 Approvsd byt Adviser Departnent of Sociology and Anthropology ACKNOWLEDGMENTS The completion of a doctoral dissertation usually represents not only the efforts of the candidate, but also the support, encourage ment, and assistance of his teachers and friends and those even closer to him. In this instance the author is conscious of a debt of gratitude to many persons# I am indebted, first of all, to my wife, Dorothy Erskine Hudson, without whose perseverance, patient understanding, and generous assistance this study could not have been carried to completion. To Dr. Florence G. Robbins of the Department of Sociology and Anthropology, The Ohio State University, I am especially indebted for friendship and support throughout my graduate training, and for special add and assistance as adviser in this study. To Dr. Raymond F. Sletto, Chairman, Department of Sociology and Anthropology, The Ohio State U niversity, I am g ratefu l for technical assistance and for the inspiration provided through the example he sets as a man of principle and integrity. At The Merrill-Palmer School, I am indebted to Dr. Pauline P. W. Knapp, Director, for allowing time in my schedule to work on this dissertation. Many of my colleagues at Merrill-Palmer contributed generously of their time. Especially do I wish to thank Dr.
[Show full text]
The Contribution of Consumer Protection to Sustainable Consumption
United Nations TD/B/C.I/CPLP/17 United Nations Conference Distr.: General 29 April 2019 on Trade and Development Original: English Trade and Development Board Trade and Development Commission Intergovernmental Group of Experts on Consumer Protection Law and Policy Fourth session Geneva, 8 and 9 July 2019 Item 3 (a) of the provisional agenda Contribution of consumer protection to sustainable consumption The contribution of consumer protection to sustainable consumption Executive summary This note explores the connection between consumer protection and sustainable consumption. It refers to the interplay between sustainable consumption, the Sustainable Development Goals and the United Nations guidelines for consumer protection. Consumer protection laws may not always include specific provisions on sustainable consumption, yet consumer protection agencies have used existing provisions to act in this area, engaging in consumer education and providing guidance to businesses, as well as addressing related cases, for example those related to environmental claims. Finally, the note provides some policy recommendations and areas for further discussion. GE.19-06943(E) TD/B/C.I/CPLP/17 I. Introduction 1. Sustainable consumption entered the international policy discourse at the United Nations Conference on Environment and Development, held in 1992, whose Agenda 21 states, “the major cause of the continued deterioration of the global environment is the unsustainable pattern of consumption and production, particularly in industrialized countries, which
[Show full text]
(1) Assist School Consumer Education That Meets Students Needs
DOCUMENT RESUME ED 120 072 SO 008.975 TITLE Guidelines for Consumer Education. Revised. INSTITUTION Illinois State Office of Education, Springfield. PUB DATE Apr 72 NOTE 69p. EDRS PRICE MF-$0.83 HC-$3.50 Plus Postage DESCRIPTORS Class Activities; Consumer Economics; *Consumer Education; Consumer Protection; Credit (Finance); *Guidelines; *High School Curriculum; Investment; Money Management; *Program Planning; Purchasing; Secondary Education; Social Studies; State Curridulum Guides; Taxes IDENTIFIERS Illinois ABSTRACT This guide is intended to assist school personnel by clarifying issues, provide directions in basic information, and stimulate practical considerations for the learner in the area of consumer education. Its objectives are to (1) assist school administrators in the implementation of consumer education, and (2) assist secondary teachers in planning an instructional program in consumer education that meets studentsneeds. An introduction offers a rationale and objectives. Procedure3 for implementation cover content, responsibility, time allotment, certification of teachers, and methods of implementation. Consumer education topics that are identified are the individual consumer and the marketplace, money management, consumer credit, buying goods and services, insurance, savings and investments, taxes, and the consumer in society. The discussion of each topic includes objectives, outline of content, suggested activities, and instructional materials. A resource section contains listings of selected bibliographies and other sources
[Show full text]
Relationship of Specified Aspects of a Supervisory Program to a Balanced High School Home Economics Curriculum
This dissertation has been microfilmed exactly as received 66—6304 THOMAS, Virginia France, 1914- RELATIONSHIP OF SPECIFIED ASPECTS OF A SUPERVISORY PROGRAM TO A BALANCED HIGH SCHOOL HOME ECONOMICS CURRICULUM. The Ohio State University, Ph.D., 1965 Home Economics University Microfilms, Inc., Ann Arbor, Michigan RELATIONSHIP OF SPECIFIED ASPECTS OF A SUPERVISORY PROGRAM TO A BALANCED HIGH SCHOOL HOME ECONOMICS CURRICULUM DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of the Ohio State University BY Virginia France Thomas, B.S., M.S. >West Virginia State College, B.S., 1936 West Virginia University, M.S., 1948 ******* The Ohio State University 1965 Approved by Advisdv School of Home Economics ACKNOWIEDGEMENT The author wishes to express sincere appreciation to Dr. Dorothy Scott and Dr. Ruth Lehman, under whose guidance this study has been ac complished. Moreover, the advice and encouragement of many associates in the U. S. Office of Education has been invaluable. The study would have been impossible without the excellent cooperation of Edna P. Amidon, Director, Home Economics Education Branch, Vocational and Technical Edu cation, who made the arrangements for use of the national survey data. Dr. Johnie Christian conducted preliminary interviews with home econom- ics supervisors and Dr. Mary Lee Hurt has given consultative help and encouragement throughout the period of this study. Gratitude is ex pressed also to the state and city supervisors who responded to both the pilot and the final questionnaire. In addition, the author is indebted to her family and friends for constant encouragement. ii v m August 12, 191^ Bom - Moorehead, Kentucky 1 9 3 6 .......
[Show full text]
Pioneers' Insights Into Governing Social Innovation for Sustainable
sustainability Article Pioneers’ Insights into Governing Social Innovation for Sustainable Anti-Consumption Florence Ziesemer * , Alexandra Hüttel and Ingo Balderjahn Department of Marketing, University of Potsdam, August Bebel-Str. 89, 14482 Potsdam, Germany; [email protected] (A.H.); [email protected] (I.B.) * Correspondence: fl[email protected]; Tel.: +49-331-977-3747 Received: 30 September 2019; Accepted: 21 November 2019; Published: 25 November 2019 Abstract: Transcending the conventional debate around efficiency in sustainable consumption, anti-consumption patterns leading to decreased levels of material consumption have been gaining importance. Change agents are crucial for the promotion of such patterns, so there may be lessons for governance interventions that can be learnt from the every-day experiences of those who actively implement and promote sustainability in the field of anti-consumption. Eighteen social innovation pioneers, who engage in and diffuse practices of voluntary simplicity and collaborative consumption as sustainable options of anti-consumption share their knowledge and personal insights in expert interviews for this research. Our qualitative content analysis reveals drivers, barriers, and governance strategies to strengthen anti-consumption patterns, which are negotiated between the market, the state, and civil society. Recommendations derived from the interviews concern entrepreneurship, municipal infrastructures in support of local grassroots projects, regulative policy
[Show full text]
CONFERENCE REPORT Content’ Greetings from the Using, Choosing Or Creating the Future?
NICE-Mail News and Information about Consumer Education July 2004 No. 21 CONFERENCE REPORT Content’ Greetings from the Using, choosing or creating the future? ........................... 3 Concerns of consumer citizens ........ 5 NICE-Mail Controversial issues and approaches ................................ 6 CCN activities, publications and plans ...................... 9 Coordinator! TOPACE 2004 .................................... 10 News and information about consumer education for 10 years. NORWAY Reflection, responsibility and service 11 It was September 1993 in Stockholm, when Consumer Educators ITALY met at the “European Conference for Consumer Education in Tools for sustainable consumption ... 13 Schools” and took the initiative to form “the European Consumer HUNGARY Educators Network” (ENCE). Consumer Educators Network’s Consumer citizen’s rights .................. 13 newsletter was called NICE-Mail. Ever since the first edition pub- SPAIN lished in June 1994, NICE-Mail has been distributed twice a year To talk about consumerism is to talk about responsibility ..................... 15 to the participants of the European Network of Consumer Educa- FINLAND tors in English and Spanish. It can also be found from the Safeguarding childhood in the Internet www.norden.org/nicemail consumer society .............................. 17 GERMANY Debt prevention What is European Network of The future of the NICE-Mail- – A Future workshop ........................ 19 Consumer Educators? magazine? NEWS ITEMS ...................................... 21 The objectives of the European Network Times change, and so must NICE -Mail. of Consumer Educators are; Due to financial pressures, the NICE Mail ● to exchange experiences between con- newsletter will be published in the future sumer educators only on the internet as an online edition. ● to further develop consumer education Internet communication provides the ● to represent and lobby for consumer possibilities of developing network education at the European level and, if cooperation.
[Show full text]
Durham E-Theses
Durham E-Theses Tourism development in rural and urban North Yorkshire : a geography of social relations. Mordue, Thomas James How to cite: Mordue, Thomas James (1999) Tourism development in rural and urban North Yorkshire : a geography of social relations., Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/1447/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 Tourism Development in Rural and Urban North Yorkshire: a geography of social relations Thomas James Mordue The copyright of this thesis rests with the author. No quotation from it should be published without the written consent of the author an information derived from it should be acknowledged. Submitted in partial fulfillment for the award of the Degree of Doctor of Philosophy in Geography, University of Durham, August 1998 2 4 AUG 1999 Abstract This work is a critical analysis of tourism development in Goathland village, North Yorkshire, and York city centre.
[Show full text]
Consumer Education Needs of Georgia Extension Home Economists Wanda Jean Grogen Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1978 Consumer education needs of Georgia Extension Home Economists Wanda Jean Grogen Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Home Economics Commons Recommended Citation Grogen, Wanda Jean, "Consumer education needs of Georgia Extension Home Economists " (1978). Retrospective Theses and Dissertations. 6549. https://lib.dr.iastate.edu/rtd/6549 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
[Show full text]