document resume ed 118 820 ce 006 356sullivan and olivia andrews, framingham state college...

DOCUMENT RESUME

ED 118 820 CE 006 356

TITLE Planning Guide for Consumer Education Grades K-12:A Pilot Program Developed in the Westborough PublicSchools.

INSTITUTION Framingham State Coll., Mass.SPONS AGENCY Bureau of Occupational and Adult Education (DREW /OE),

Washington, D.C.; Massachusetts State Dept. ofEducation, Boston. Office of Consumer and HomemakingEducation.

PUB DATE Aug 72NOTE 82p.; For a report of a Field Test ofthis guide and

additional curriculum materials, see CE 006 415;Prepared by Department of Home Economics atFramingham State College

EDRS PRICE MF-$0.83 HC-$4.67 Plus PostageDESCRIPTORS *Consumer Economics; *Consumer Education; *Curriculum

Guides; Educational Objectives; *Elementary SecondaryEducation; Interdisciplinary Approach; *LearningActivities; resource Guides; Teacher DevelopedMaterials

IDENTIFIERS Massachusetts (Westborough)

ABSTRACTSuggested learning activities for teaching consumer

education to K-12 students which can be integrated into the regularcurriculum are provided in the guide. The guide is divided into fourareas which focus on the different roles of the consumer: (1) theconsumer's iialues and goals--self-development, health and safety,aecision making, and occupations; (2) the consumer's management ofresources--personal resources, environmental resources, time, andmoney; (3) the consumer and the economic system -- structure andoperation of our system, money in our economic system, role ofgovernment, and role of the consumer; and (4) the consumer and masscommunicationsprimary purpose, contributing influences, and ,

consumer rights and responsibilities. Generalizations about eachtopic area are briefly presented. Objectives and suggested learningactivities are provided within each area for the following levels:primary (K-4) , intermediate (5-8), and secondary (9-12). A list oflocally available resources includes bibliographies and directories,textbooks, suggested pamphlets and booklets, curriculum guides andteaching guidelines, audiovisual materials, and teacher-maderesources. A local community resources list presents suggestedspeakers and field trips and is included as an example ofschool-community liaison. (EC)

Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes everyeffort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects thequality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS).EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made fromthe original.

PLANNING GUIDE

CONSUMER EDUCATION

JAN 2 9 1976

U.S. DEPARTMENT OF HEALTH.EDUCATION WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVEU FROMTHE PERSON OR ORGANIZATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

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K -12

PLANNING GUIDE

for

CONSUMER EDUCATION GRADES K-12

A Pilot Program developed in the Westborough Public Schools

Home Economics Department, Framingham State College

Framingham, Massachusetts

Consumer and Homemaking Section, Division of Occupational Education

Massachusetts Department of Education

Boston, Massachusetts

August 1972

3

1.

PREFACE

This Planning Guide for Consumer Education Grades K-12 is the result ofa two year pilot project, authorized by the Consumer and Homemaking Section,Division of Occupational Education, Massachusetts Department of Education,with federal funds from 1968-69 Amendments to Vocational Education Act of1963 (PL90-576). Initiated by Framingham State College, the project directoris Dr. Constance 8. Jordan, Chairman of the Department of Home Economics andProject Coordinator is Anna C. Alden.

The major purpose Or-the project is to -define and create a model inter-disciplinary curriculum for Consumer Education for grades K through 12. Withthe approval of Dr. Edward E. Kelleher, Superintendent of Schools, Westboroughwas chosen as the pilot community.

Performance objectives for the pilot program were developed :.

1. Identify the educational needs of primary, intermediate, and secon-dary students with respect to consumer education.

2. Examine the present curriculum to determine the consumer educationlearning experiences currently being taught at different grade lev-els and by different teachers.

3. Determine the feasibility of a continuous program of consumer educa-tion for grades K through 12, utilizing an interdisciplinary approach.

4. Identify significant concepts for consumer education.5. Specify educational goals in terms of behavorial outcomes.6. Develop and validate learning experiences.7. Explore available community resources and plan and utilize community

experiences which enhance the in-school program.

To implement the purpose and to carry out the project objectives, a sys-tem-wide approach was utilized. The systems approach in consumer educationas described in the publication Su.lasted Guidelines for COnsumer Educationstates, "Possibly the most ambitious and far-reaching approach,to-ConsumerEducation is a system -wide commitment involving students, teachers, adminis-trators, parents, business, consumer organizations, and other community inter-ests--. To be truly effective, a system-wide approach must include elementsfrom outside the school system. Unless the community is involved in the plan-ning, implementation, and evaluation stages, an important and positive forcewill be lacking."

The components of the system derived from the performance objectives were:

1. Faculty Planning Group - composed of thirty teachers, administrators,guidance personnel.

2. Student Planning_ Group - composed of representative students, grades5-12.

3. Community' Planning Group - composed of community social and serviceclubs, business and industry representatives.

4. Survey Questionnaire Data - compiled from 639 schedules completedby parents of school children.

5. Educational Resources - including President's Committee on Consumer-Interests, Curriculum Guides from USA, New Jersey Center for ConsumerEducation Services and Project Consultants and Faculty at FraminghamState College.

4

ii.

Preliminary results from a parent questionnaire sent to 1500 families inWestborough revealed a need for children to understand the value of money.The teachers surveyed consumer needs and problems of students through ques-tionnaires to students in grades five through twelve. Reading materials,curriculum guides, bibliographies and learning materials were studied. Re-source'personnel from the Federal Trade Commission, Food and Drug Division,Department of Health, Education and Welfare, as well as project consultantsDr. Kenneth Sheldon, Boston University, Dr. Raymond Anderson, University ofMaryland. Miss Joan Broadcorens and Dr. Pauline Hall of Framingham StateCollege provided insights in consumer education content and processes.

During the first year (1970-71), the faculty planning group, composedof classroom teachers and representatives from administration, guidance,helath council, home economics and special education held monthly workingsessions and an intensive four day workshop during April vacation; con-cepts, generalizations and learning experiences were developed. At a sum-mer workshop in July, a group of teachers and the coordinator developed theresource materials for the Planning Guide.

For the second year of the program fifteen additional teachers joinedthe planning group and the Planning Guide was put into use by classroom tea-chers. Monthly meetings were held to discuss and evaluate the reports madeby teachers using The Guide. Another workshop was held in April 1972 to re-evaluate and restructure the Planning Guide.

Members of the Faculty Planning Group for the two years of the projectwere E. Philip Ballard, Florence. Bray, Mary Callahan, John P. Cameron,Priscilla Chapman, Jeffrey Davis, Anita Drisko, Marie Fay, Shirley Foss,Sara Gannon, Sara Gibbons, (Assistant Superintendent, Elementary Education),Irving Gottlieb, Henry Holmgren, Doris Iandoli, Winifred Innis, Susan John-son, Attila Kariko, Nancy Kuivila, Donald LaBrie, Marie Loosemore, RichardMannix, Tony Markvenas, Mary McCann, Bruce McKay, Ella McLaughlin, BeatriceMcQueen, Dorothy Mello, Rita Morin, Phoebe Newton, Kenneth Perlow, Mavis-Potter, Robert Ryan and Clayta Spear.

Recognition also goes to Mrs. Jean Marks, Senior Supervisor Consumerand Homemaking Education, Division of Occupational Education; MargaretSullivan and Olivia Andrews, Framingham State College graduates; and MaryDuane, project secretary, for their individual contributions.

The cover of the Planning Guide is the work of Deborah Chabot, ajunior at Westborough High School. This original design was awarded firstprize in a contest in the Westborough Public Schools judged by.Mr. FredFiandace, Assistant Professor of Art at Framingham State College.

5

TABLE OF CONTENTS

PAGE

INTRODUCTION 1

CONTENT OUTLINE 2

THE CONSUMER: HIS VALUE'S AND GOALS 3

THE CONSUMER: HIS MANAGEMENT OF RESOURCES 17

THE CONSUMER AND THE ECONOMIC SYSTEM 30

THE CONSUMER AND MASS COMMUNICATIONS 47

RESOURCE MATERIALS 57

COMMUNITY RESOURCES LIST 66

1.

INTRODUCTION

TO THE CLASSROOM TEACHER FROM THE FACULTY PLANNING GROUP

The ideas and activities in this Guide are different. It was createdby teachers, for teachers. It contains practical suggestions for classroomactivities that you can use with your classes, no matter what grade or sub-ject you teach. In addition to its applicability, your students will learnsomething of value, and hopefully they will enjoy themselves while they aredoing it. No guarantee, but it is a possibility.

The Guide will lead you into the field of Consumer Education. It won'tmake you a consumer expert, like Ralph Nader, but it will he10 you to inves-tigate the problems of consumerism with your class. It does not matter whatyou teach; science, math, home economics, English, art, physical education,special education, etc., since anyone can use it.

That last statement might make you skeptical. 010 But there is an an-swer. You see, Consumer Education is not meant to be taught at one specifictime of the day or week, on a regular schedule. Rather it is an interdiscip-linary subject that can be incorporated within your class whenever the neederises. The key word is spontaneity. When the,class shows a desire for someaspect of consumer education, this Guide will help you keep that desire alive.Of course there is a catch; you will have to know what is in the Guide if youwant to use it effectively. Also, we all know that spontaneity isn't alwaysspontaneous; sometimes you can help it along a little. No matter. If youneed help or suggestions you'll find it here.

There's nothing obscure or mysterious about consumer education. Basic-ally it hopes to make the student more aware of his role as a consumer inour complex economic system.

Since the final goals of consumer education relate to the student as anadult, after he leaves school, the continuity of the ideas must be stressed.To make this more obvious the Guide is divided into four content areas, whichtreat the consumer in his various roles: with himself; with others; with theeconomy; and with mass communications. The content outline on the next pageshows the overview of the program with the interrelationships of the variouscontent areas.

You may have noticed that there is some repetition among the contentareas. Also there are learning experiences in some sections of the Guide thatcan be adapted for other grade levels. Since no child will be exposed toall of the.program this presents little problem. Indeed the entire beauty ofthe Guide is in its flexibility. You can pick and choose what you want. Youcan exercise your own creativity to the extent that you desire.

The rest is up to you. Now you have the tools, not just abstract theoriesthat sound good in a textbook, but actual tested activities that can be used tomake learning what it should be, enjoyable, exciting, and educational. We'resold on consumer education, and we hope that you will be too. Maybe it willeven help you answer the question asked by a recent book, What Do I Do Monday?We suggest this, "Do Consumer Ed.".

2.

CONTENT OUTLINE

I. THE CONSUMER: HIS VALUES AND GOALS

A. Self Development

8. Health and Safety

C. Decision Making

D. Occupations

II. THE CONSUMER: HIS MANAGEMENT OF RESOURCES

A. Personal Resources

8. Environmental Resources

C. Time

D. Money

III. THE CONSUMER AND THE ECONOMIC SYSTEM

A. Structure and Operation of Our System

8,. Money in Our Economic System

C. Role of Government

D. Role of the Consumer

IV. THE CONSUMER AND MASS COMMUNICATIONS

A. Primary Purposes

B. Contributing Influences

C. Consumer Rights and Responsibilities

3.

I. THE CONSUMER: HIS VALUES AND GOALS

The consumer consciously or unconsciously employs personal valuesand goals as an individual. He should realize hie values and goals areinfluenced by his total environment. He should also recognize his ex-istence requires certain rights and responsibilities toward himself andhis environment. Consequently he will be able to evaluate his own lifepatterns and spending habits in terms of'his values and goals.

A. SELF DEVELOPMENT

GENERALIZATIONS

o A person's values and goals are formed during the process ofself-development.

o The total environment - family, community, the larger society -

contributes to the' development of an individual's attitudes, val-ues, and goals.

o A positive view of self, identification with others and openessto experience are characteristics of the "whole person".

OBJECTIVES

The student will

PRIMARY (K-4)

° recognize that he is an in-,dividual and explain thereasons for the differencesbetween himself and otherpeople.

12 make a choice from a givengroup of alternatives anddiscuss his reasons formaking this choice.

SUGGESTED LEARNING EXPERIENCES

a Make a chart showing differ-ent consumer choices of men,women, boys, and girls. Reportabout how a child, his mother,and his father would spend aspecific amount of money.Discuss how age and sex influ-ence values and goals.

0 Suggest a practical gift foryour mother or father. Listwhat you know about your motheror father that helps you de-cide upon a gift..

4.

A. SELF DEVELOPMENT (continued)

OBJECTIVES

OBJECTIVES

The student will


o Discuss how peraonal habitschange with fluctuations inprice, family income, familylikes and dislikes.

INTERMEDIATE (5-8)

o construct a personal in-ventory to measure devel-opment of the self and todemonstrate an under-standing of values andgoals.

O analyze a cane study of onefamily's spending record andidentify the values and goalsof this family.


o Take a personal preference in-ventory test. (See examples inCurriculum Guides listed inResource Materials section.)

o Establish a list of valuesaccording to your priority.

o Use these proverbs for dis-cussion and charade games:"Experience is the beat teacher.Practice is the best of all in-structors.""No wonder it is hard to savemoney; the neighbors are al-ways buying things we cannotafford!""Money is a good servant buta poor master."

o Using The Phantom Tollbooth -

Norton Juster, ScholasticBooks 1961, discuss buyingwords or letters. Which wouldbe more valuable than the other?

Make a list of "Spur of the Mo-ment Purchases: and discusspossible reasons for these pur-chases; relate these to stu-dent's values and goals. Eval-uate each purchase as to useful-ness and continued satisfaction.

o Study two different family-spending patterns. Relate their

10 spending to their values and goals.

A. SELF DEVELOPMENT (continued)

OBJECTIVES

OBJECTIVES

The student will

5.


O Using "the ant and the grass-hopper" theme-, make short skitsdepicting thrifty and spend-thrift family situations.

O Take a classroom poll - differ-ent people have different rea-sons for saving. Classify these:Reasons for Savings.

S6ODARY (9-12)

O develop an answer to thequestion, "Who am I?" interms of his values, goals,interests, end attitudestowards life.

determine how the environ-ment has influenced his totalbehavior.

O determine how individual mem-bers of the community canbring about change in theenvironment.

1.1


O Make a chart showing the valuesand goals of yourself and yourfamily. Identify values andgoals held in common betweenthe individual and the familyas well as those in conflict.

O Analyze the relationship of fam-ily size, income, values, etc.to obtaining personal goals.

O Discuss the following statement:Pressures on the individual areexerted by the group in varioussocial situations in the home,school, and neighborhood. Oneoften accepts the social andmoral standards of the group:sex, shop-lifting, drugs, steal-ing in school and gym, etc.

O Research and report about howthe environment affects the in-dividual, such as the impact ofa computerized society, war, orour future in space.

6.

B. HEALTH AND SAFETY

GENERALIZATIONS

O Taxes help to provide health care and facilities and to assurecitizens of safety via police and fire protection and throughagencies. In this way citizens share responsibility for healthand safety services.

O When safety is emphasized in the selection and use of consumerproducts, the possibility of personal injury and product damageis reduced.

o The conditions of our natural environment affect and are affectedby the health and safety practice of individuals in communitiesand industry.

o Individuals have a right to good health and safety, but also havethe responsibility of establishing proper health and safety habitsfor prevention and protection. This includes financial rerpon-sibilities of savings, insurance, and taxes.

PRIMARY (K-4)

OBJECTIVES

The student will

O demonstrate through words andpictures an understanding ofself responsibility in theprevention of accidents.

O practice good habits of conser-vation by caring for plants andanimals and by participating ina "Ksep Our City Clean" drive.

12


Make posters with such titlesas: "For Safetyls.Sake";"Stop Pollution Now"; "PoliceWorking for You".

o List and dramatize the com-mon causes of home accidents.

o Select a particular product -note safety features, conven-ience, utility, etc.

o Compare the safety features ofvarious consumer products, suchas toys.

o Tour the neighborhood for ex-amples of water pollution, soilerosion, improper handling oftrash, etc.

7.

B. HEALTH AND SAFETY (continued)

INTERMEDIATE (5 -8)

OBJECTIVES SUGGESTED LEARNING EXPERIENCES

The student will

demonstrate that personalhealth and consciousnessaffect the individual aswell as all members ofsociety.

13

Plan and participate in a pro-gram such as: "Ecblogy ActionGroup"; "Prevention of Accidentsin the Home and Community";!Public Health Facilities in OurTown".

Concerning health and safety,list or. draw for display:"How do I avoid these experi-ences?" Use examples such asa broken arm or toe, insectbites, lost or damaged proper-ty, etc.

Prepare a program about acci-dents and illnesses that be-fall us. For example, use twocharacters: (a) one who plannedahead and obtained an insurancecheck in the end; (b) "Badluck, Charlie?", who did notplan ahead.

Discuss habits, such as smoking,that are expensive and whatelse might be done with themoney. Evaluate their effecton health-and safety.

Compaie generic brands of drugsand cereals'for content and effect.

1.1911.1111.

8.



Set up an ecology group withinthe school. Students run theproject and develop posters,Scans, songs etc. Discuss thecost of keeping a school cleanand how it can be cut back.

SECONDARY (9-12)


The student will

identify consumer products andpractices which are harmful orpotentially harmful to himselfand to the environment.

define individual rights andresponsibilities for healthand safety.

develop personal habits forhealth and safety which areconsistent with acceptable stan-dards for responsible behavior.

1.4

Analyze and compare contentsof a specific product. Forexample, analyze differentbrands of commonly used pain-killers, headache remedies,cold capsules, etc.

Investigate specific productsfrom health food stores. Dis-cuss the advantages and dis-advantages of these products.

Study the relationship betweenecology and product packaging.Bring examples of differenttypes of packages to class.

Conduct a rat experiment toshow the effects of nutrition-al differences between diets.Use two different diets, onewhich is nutritionally balancedand the other a teenage diet.

Compare low, average and highcalorie diets for cost and nutri-tional value.

9.



o .Discuss procedures for .register-ing consumer complaints. Inviteguest lecturers from variousconsume^ agencies such as the,BBB, FTC, FDA; to learn how theyhelp the consumer and protect thepublic.

C. DECISION MAKING

GENERALIZATIONS

o The process of decision making involves careful evaluation ofself and situation.

o All individuals have physiological needs; such as the need forfood, clothing, shelter, health and recreation.

o When making,a purchasing decision, consider things we need beforethings we want.

o The needs and wants of parents and children are sometimes com-plementary and at other times conflicting.

o People's different needs and wants determine their consumerchOices.

o The alternatives involved in a decision or choice represent dis-advantages as well as advantages.

o When making a choice between items, the cost of one item elim-inates the opportunity to buy another item with the same money.

15

10.

C. DECISION MAKING (continued)

PRIMARY (K -4)


The student will

O be able to differentiatewhich items in a set of pic-tures represent his needs andwhich represent his wants.

o Debate--Wants and Needs. Thestudents will collect picturesand discuss whether each rep-resents a want or a need andwhy an item may fit 3ither orboth categories.

O be able to make wise choices ° Make collages of Wants andgiven a limited amount of Naeds.play money.

OBJECTIVES

The student will

Illustrate how the number ofwants increases as'a person'sincome increases. Discuss thisin terms of a child's allow-ance.

o Define "bargain" in terms ofneeds, coat, and one's values.

o Write an essay or tell a storyabout the restrictions on achild's personal freedom ofchoice. Include considerationsof family and income.

INTERMEDIATE (5-8)

O identify. his needs and wantsand differentiate betweenthem.


1 6

o Debate the luxury or necessityof certain items, such as acar, refrigerator, freezer, ortelevision.


OBJECTIVES

The student will

° demonstrate the relationship .

of personal and family choicesto values, goals, and income.

OBJECTIVES

The student will

11.


o List your needs, wants, andcash on hand. Plan for spend-ing this cash.

o Discuss how you spent yourlast allowance. Relate thisexpenditure to your valuesand goals.

o Plan a cladtroom party withina specific budget. Considerthe desires of class members.

o Based on a case study, organ-ize a debate about whether afamily should buy a color TVor take a vacation of equiva-lent cost.

SECONDARY (9-12)

° recognize his prioritiesof needs and wants accord-ing to the relationship ofhis values, goals, and in-come (or expected income).

17


o Investigate choices which.of,fest health, clothing, food,and recreation. Relate theseto your needs, wants, andincome.

o Consider alternative styles ofliving. Decide upon one whichbeet suits your values andgoals. Write a poem or essaydescribing your choice.

12.



The student will

o Develop criteria foOakingdecisions in a family situationand evaluate the decision.making process.

D. OCCUPATIONS

GENERALIZATIONS-

Role play family decision-making situations. Dramatizethe conflicts between indivi-dual and family needs andwants in choosing how to spendfamily income. Arrive at asettlement for the family.

o Various factors influence people's occupations, such as health,family tradition, age, education, economics, opportunitiesavailable, skills, interests and personal satisfactions.

o Almost everyone is both a producer and a consumer.

o Individual or family income, used to purchase goods and services,is influenced by choice of occupation and productivity.

o When a family employs others to do its work, it is consuming ser-vices.

o Opportunities to work and to earn may be increased with addition-al education and training.

o Personal satisfaction is a non-monetary reward of work resultingfrom-choosing a suitable job and doing it well.

18

D. OCCUPATIONS (continued)

PRIMARY (K-4)

OBJECTIVES

The student will

O identify at least three occu-pations that interest himand describe the duties andrewards of each.

19

13.


Identify pictures of adultsand children at work. Makea collage from these picturesof workers.

O Draw pictures to illustratejobs dune by various workers.

O Plan and execute a puppet showof workers explaining what theydo.

Exhibit tools used by variousworkers.

O List various occupations knownto children, and investigatethose not as familiar; theirfunctions, economic and personalsatisfaction.

Construct a mural of jobs chil-dren do in their homes, and ofchokes done in the classroom.

-List ways children can earnmoney and record the amountactually earned by each childin the class.

O Use bulletin boards to showparents who produce goods andparents who produce services.

List people responsible forthe goods and services youconsumed today.

14.

D. OCCUPATIONS.(continued)

OBJECTIVES

The student will

O demonstrate that people areboth producers and consumersof goods and services, usinga play or drama about a familysituation.

20


O Make a picture chart showinga specific need (shelter), howfamilies make or maintain it(paint, clean) and other workersneeded (builder, plumber).

O Make a bulletin board of a homeor school under construction,showing various workers.

O Invite school workers, such assecretaries, custodians, orcafeteria personnel, to theclassroom. Discuss their jobsand training.

O Interview town employees andtape the interviews for theclass to hear. DisCuss the im-portance of community helpers.(See Community Resources List)

O Make a bulletin board with afamily in the center surroundedby consumer services (doctor,dentist, baby sitter, baker,teacher, policeman, builder,military serviceman, librarian,clothing manufacturer, townemployees, etc.).

O Discuss "What would happen ifeach family were responsible forall services" (police, fire pro-tection, etc.).

15.


INTERMEDIATE (5 -8)


The student will

o investigate a career for him-self to show that he under-stands the factors which in-fluence choice of occupation.

o establish priorities re-garding education, in-come, and personal satisfac-tion of an occupation ac-cording to his valuesand goals.

21

Write about your parents' oc-cupation and include at leastthree factors which influencedtheir choice or work.

o Interview an employee in aparticular occupation to learnwhy they chose their job, whatqualifications are needed, andwhat duties and benefits theyhave. (See Community ResourcesList)

o Construct a mural of workers whoperform services for families.

o Choose a professional career,and then list the factors in-volved in training and educa-tion for it.

o Make mobiles of what incomemay include beyond money (insur-ance, security, health benefits,vacations).

Debate the topic: "Salary andbenefits vs. Happiness and sat-isfaction" in a career.

16.


OBJECTIVES

The student will

SECONDARY (9-12)

o explain the relationship be-tween occupation, income, andliving standard.

o evaluate his progress to-ward preparation for acareer and chart plansnecessary for securing ajob of his choice.

22


o Analyze case studies of adultsto determine the factors whichinfluenced their choice of oc-cupation.

o List occupations which are in-teresting to you. Choose oneor two which seem to be realis-tic jobs for you and investigatefurther the qualifications,

training, duties, benefits, andavailability of the job in yourarea.

o Invite speakers from varioustrades to show job specifica-tions to the class. (SeeCommunity Resources List)

o Visit various industries inthe area with possible avail-able employment opportunities.(See Community Resources List)

o Participate in actual jobsituations. Observe and assistthe employees.

o Compare monetary to personalrewards in regard to occupa-tional.choice.

o Watch and evaluate a video-taped job interview.

17.

II. THE CONSUMER: HIS MANAGEMENT OF RESOURCES

The decisions of consumers reflect differences in resource managementas well as differences in values and goals. One reason for this is theavailability and/or scarcity-Cif resources which affects the range ofchoice a consumer may have. Good management of resources is required ofconsumers because resources are limited, while wants may be unlimited..The student should understand that different types or combinations ofresources, both personal and environmental, may be used to increase hiseffectiveness in meeting his needs and wants.

A. PERSONAL RESOURCES

GENERALIZATIONS

o Personal resources include energy, talent, ability and knowledge.

o The effectiveness of personal resources may be either increasedor reduced by environmental conditions.

PRIMARY (K-4)

OBJECTIVES

The student will

o identify his personalstrengths and weaknesses.

choose activities to increasehis personal resources, suchas practicing drawing, read-ing books, or climbing up aladder.

23

SUGGESTED LEARNING EXPERIENCES'

o Prepare a list of activitieswhich you do best and anotherlist of activities you wouldlike to do better.

o Make items, such as Christmasdecorations or Valentine cards,and sell them, using paper mon-ey. Discuss the value of per-sonal creativity.

o Compare the cost of an itemmade at home with the same onebought in a store, for example,doll clothes.

18.

A. PERSONAL RESOURCES' (continued)

OBJECTIVES

OBJECTIVES


o List ways that a child canincrease his personal re-sources. (For example: educa-tion may increase knowledge,practice- ability.)

INTERMEDIATE (5-8)

The student will

o use his personal resourcesto the best advantage in ado-it-yourself project ofhis choice.

o plan how to increase his per-sonal resources so that hisuse of other resources, suchas time and money, will be re-duced.

2,4


o Choose a do-it-yourself project,such as repairing toys. Comparethe differences of workmanship,functionality, and cost betweenrepairing something in the homeor taking it to a shop or store.

o Compare the cost of making anoutfit to buying a similar gar-ment. Discuss the use of per-sonal resources in making anoutfit.

o Using pictures or actual mat-erials give demonstration talksto show how do-it-yourselfprojects can help stretch thefamily income.

List your needs, wants, andcash on hand. Plan how use ofyour personal resources can in-crease the number of needs andwants you receive with thesame amount of cash.

. PERSONAL RESOURCES (continued)

OBJECTIVES

The student will

SECONDARY (912)

o recognize his personal re-sources and participate inactivities to strengthenthem.

evaluate his use of per-sonal resources in satis-fying his needs and wants.

B. ENVIRONMENTAL RESOURCES

GENERALIZATIONS

19.


O Investigate and compare thecosts of purchasing vs. makingvarious projects, such as filmsor tapes. What are the costsin terms of the personal re-sources of energy, ability,knowledge, and talent?

o Investigate the personal fac-tors influencing choice ofhousing for a family.

1, Plan a nutritious meal onsome small amount of money($2.50 - $3.00) for a familyof 4-6. Use the four basicfood groups. Tell how theuse of personal resources canaffect the amount of other re-sources (eg. money) you haveto use.

o Environmental resources are both natural and man made.

o Communities, states and the nation provide resources in theform of goods and services for public use.

`1, 5

20.

B. ENVIRONMENTAL RESOURCES (continued)

PRIMARY (K-4)


The student will

O demonstrate his awareness ofrecreational facilities inthe community by identifyingand evaluating three or more.

o tell how to use school andtown assets which are re-sources for the public.

OBJECTIVES

O Identify recreational facili-ties in the community and makea map of their location.

O List and draw pictures of theenvironmental resources thatyou have used today.

O Investigate the resources a-vailable in your school. Makea check list showing how oftenyou have used them.

o Investigate inexpensive familyrecreation in this area.

o Make dioramas of the recrea-tional facilities in town.

O Discuss why fees are requiredat the eki tow, and the fish-ing pond. How are they used?

O Figure the cost of books youuee in the library if theyhad to 'be bought instead ofborrowed.

INTERMEDIATE (5-8)

The student will

O analyze the environmental re-sources available to him andplan how he may make optimaluse of them.


o Read Robinson Crusoe and dis-cuss the use of environmentalresources in this story.

26

B. ENVIRONMENTAL RESOURCES (continued)

OBJECTIVES

21.


O List and illustrate sources ofinformation available to youin school, at home and in thetown. Compile these for aclass project.

o Collect labels of similar prod-ucts to note the differences.What information is given on la-bels? Make a collage of labels.

o Compare environmental resourcesprovided by the town, state andnation. Note similarities anddifferences.

gARTNILAR7JO.

OBJECTIVES

The student will

O increase his use of environ-mental resources when seek-ing information and when par-ticipating in recreationalactivities.

appraise the environmentalresources available in thecommunity and suggest waysto improve them.

27


o Make a slide presentation ofenvironmental resources. In-clude both natural and .manmade resources and indicate anythat are provided by the town,state or. nation.

O List the environmental re-sources that you already use.Find new ways to use theseresources.

o Write about the relationship be-tween environmental resourcesand other resources. For example,using a public library is lessexpensive than buying books your-self, and the library providesinformation which can increaseyour knowledge, a personal resource.

o Compile information to use inbuilding a resource center in theschool that i8 available for grad-uates and adults. Send out ques-tionnaires to help determine theneeds of the community.

22.

C. TIME

GENERALIZATIONS

o Time is a limited resource for each individual.

o For most people time is spent in structured, or scheduled activ-ities, such as school or work, and in leisure, or unscheduledactivities.

o As with all other resources, the use of time affects and is af-fected by the use of every other resource.

PRIMARY (K-4)


The student will

o differentiate between timespent in structured activitiesand time spent in leisure ac-tivities.

o investigate new leisure ac-tivities that he would en-

joy.

28

o Make a chart showing "An Ex-citing Way to Spend Saturday"using either a specific a-mount of money or no money.

o Draw a circle graph showing howmuch of the day or week is usedfor sleeping, eating, etc..Make one for children and onefor parents, then compare thetwo.

o Draw clocks showing the timefamily members leave for workand school. Why are startingtimes different?

o Make a collage or display ofchildren's hobbies. Write re-ports and interview each otherto learn about different hob-bies. Make a chart listinghobbies by cost--free, inexpen-sive, more expansive.

o Set up a hobby committee tohelp new hobbyists start toplan for and purchase materials.

C. TIME (continued)

OBJECTIVES

The student will

INTERMEDIATE (5-8)

evaluate the use of time rel-ative to both work and lei-sure activities.

o be able to explain how timeis related to the uss ofother resources.

29

23.


o Make a chart showing how youspent your time today. Which .

of the activities were sched-uled, or structured, and couldnot be changed?

o Plan for creative use of lei-sure time. Make a time sched-ule for a week. After theweek is over, evaluate reasonsfor following or not following .

it.

o Debate or discuss: "Time Is- More Important Than Money";"Spending Time vs SpendingMoney".

o Discuss the merits of shoppingaround for a "good buy".

Compare costs of'sports and re-creation equipment. Do youthink that sports is an expen-sive leisure time activity?

o Consider a specific,hobby.Discuss the advantages and dis-advantages of the hobby in termsof time, satisfaction and cost.

24.

C. TIME (continued)

SECONDARY (9-12)


The student will

account for his use of time Analyze the time schedule thatas compared to using other you now follow. Make improve-resources. menta in your use of time. Be

able to justify your use oftime to others in a discussion.

o Compare 24-hour time schedulesof a student and an employee.Note the similarities and dif-ferences.

o plan how he will use time to ° List ways in which people canhis advantage after he has maximize their use of time.'completed school.

30

o Discusd various uses of lei-sure time; investigate varioushobby projects.

o Investigate the cost of dif-ferent leisure time sportsand hobbies.

o Compare costs of food itemsprepared at home from basicingredients with the costsof prepackaged foods.

o Analyze the cost of convenienceitems: food, paper goods, laborsaving appliances, etc. Discuss"time vs money".

25.

D. MONEY

GENERALIZATIONS

o Money is a medium of exchange for goods and services, and isgenerally'accepted as a standard of value.

o Money is of value to an individual in relation to his wantsand needs as well as in relation to today's marketplace.

o Money management is a planning process which involves settingup, following, evaluating, and revising the use of income.

o Budgeting is the act of putting on paper a plan of spendingand.keeping records for a.definite.period of time to encouragethe rational use of income.

o The use of credit in satisfying needs and wants requires con-sumer responsibility in managing future income.

o Consumers pay taxes which indirectly buy government 000ds andservices.

o Current income may be allocated for future use through suchplans as savings, insurance, and investment. In this way secur-ity is provided.

o Different plans for security involve varying degrees of risk.

PRIMARY (K-4)


The student will

a plan for spending a specificamount of money on goods andservices that he needs andwants.

31

o Show the class a dollar billand ask, "What would you dowith this money?" Compareanswers of class members tothis question.

o Discuss how you spent yourlast allowance.

o List goods and services thatcould be bought with a specificamount of money.

26.

D. MONEY (continued)

OBJECTIVES

The student will

o 'understand reasons for savingand be able to tell how tosave money.

OBJECTIVES

The student will


o Post pictures of various itemson the bulletin board. Chil-dren play a game, estimatingthe cost of each.

o Make a list of gifts wantedfor a special occasion, theirtotal and individual costs.Pretend that the children aremembers of the same familyand add the cost of a child's,his brothers', and sisters'lista. Evaluate.

o "Tell a tale" about how Grand-mother or old Uncle Joe hidtheir savings under the mat-tress or.in the teapot beforesaving institutions werefounded. Discuss the problemsinvolved.

Liat ways that class memberseve their money and comparedifferent ways children cansave.

INTERMEDIATE (5-8)

o implement a plan for the man-agement of his own money.

32


o Play charade games and ti:;,!acuss

these proverbs:"Budget trouble is when thereis too much month left at theend of the money."

"Waste not, want not."

27.



The student will

"No matter how much you have,spend less.""She makes one dollar do thework of two.""Penny-wise and pound-foolish.""Give some, spend some, savesome.""Don't put all of your applesin one barrel."

"Look out for the nickels, andthe dollars will take care ofthemselves."

"A penny saved is a penny earned."

o Plan a budget within your allow-ance. Investigate ways to cutexpenditures.

o Keep a chart for a time periodwith expenses, goals and income. Plan how to meet yourgoals.

o Suppose you have $500.00 toput to work for you. Tell whatyou would do with it. Compare .

answers with classmates.

o Discuss borrowing situations.For example, "Joe's mother'sbirthday is next week. Joehas $.47, but he wants to buya pin for $2.00." Should heborrow the money, or dependon his small allowance? Whatare his alternatives?

° list the advantages and Illustrate sayings that pointdisadvantages of using out the problems of credit pur-credit. chases. For example, "Don't

get out on a limb." Dream upsome other sayings to illustrate.

33

28.


OBJECTIVES

The student will


O Investigate installment purchas-ing. Give various examples ofinstallment purchases, such asbuying a $100. article, but pay-ing for it in 12 payments of$12.00 each. Calculate the in-terest costa.

o Construct a bulletin board dis-play of ads offering credit forvarious purchases. Compare andevaluate these ads.

a Visit a public park, zoo or mu-seum. Discuss the questions:"Where does the money come fromto build and maintain thesepublic facilities?"

"If we aren't charged, who paysthe employees and why) buys thematerials and equipment?"

° describe the plans his own ° Discuss ways to save money.family uses to provide secur-ity. ° Pick a stock from the New York

stock exchange, invest a hy-pothetical amount of money,and follow its progress in thenewspaper.

34

o Discuss insurance, for example,the school accident policy, itsadvantages, and how it protectsparents as well as students.

o Invite a lawyer to discuss thequestion, "What's in a will?"


OBJECTIVES

The student will

SECONDARY (9-12)

O successfully budget his ownincome and expenditures.

O explain how credit purchases,taxes, and security plans af-fect family financial manage-ment.

29.


o Describe the steps in settingup a plan for managing a teen-agers income.

a List things to consider in eval-uating a teenager's budget. Howdoes this differ from a familybudget?

o Compare family budgets forthree levels of income. Ana-lyze the percentage of budgetmoney spent on fixed expense,.

o Investigate the costs of buyinga car or house. How can a con-sumer budget these expenses?

o Analyze the buying of appliancesand furniture on credit. Listtypes of credit and their costs.Contact the sources of varioustypes of credit and compare theadvantages and disadvantages.

o . Investigate various credit plans,such es record of the month club,student loans and charge accounts.

o "Brainstorm" on different newways tax money could be acquiredand used.

o List different types of savings,insurance, and investment plans.Choose one and report about itin class. Make charts compar-ing the different security plans.

30.

III. THE CONSUMER AND THE ECONOMIC SYSTEM

The economic system is an organized method for making,and marketinggoods and services to solve the problem of wants and needs of a society.The marketplace is an allocation of resources and is interdependent uponhuman services, government regulatiohs and business operations. Theconsumer has a direct role to play as worker, citizen and user of goodsand services by understanding basic economic principles.

A. STRUCTURE AND OPERATION OF OUR SYSTEM

GENERALIZATIONS

o The structure of the economic system in this country is built uponproduction, distribution and consumption of goods and services tosatisfy basic human needs for food, clothing and shelter.

o Laws of supply and demand determine to some extent theproduction and distribution of goods and services.

o Government controls are needed to maintain a healthy economy.

o Consumers need to be responsible for exercising intelligentchoices because their income is limited relative to theirdesires.

o The wide income disparity in our economic system has an effect onconsumer needs, wants, and spending patterns.

36

31.

A. STRUCTURE AND OPERATION OF OUR SYSTEM (continued)

PRIMARY (K-4)


The student will

° explain, using pictures andwords, the process of produc-tion, distribution and con-sumption for one product.

37'

o Make a bulletin board showinglocal producers of goods andservices.

o Visit (or tape a visit to) anindustry using assembly lineproduction.

o Make some article, for examplea change purse or glasses' case,individually and on an aasemblyline. Discuss the finishedproducts.

o Design two bulletin boards a-bout the same topic. Do one in-dependently, and the other byassigning parts to differentchildren. Discuss the advantagesand disadvantages of each method.

o Design a mural to show that inde-pendent craftsmen also depend onothers.

Compare the cost of two identicalproducts. What makes a differ-ence in price?

o Referring to the Community Re-sources List, write to some com-panies asking about the kind ofproduct they make, its use, theraw materials required, theirsource, etc.

o Make a map of the town showingpublic and private businesses in-volved in producing and distribu-ting goods and services.

o Build a classroom "store" sellingempty containers, clay models, etc.

o Use a transparency and discuss"What is a marketplace?". (A mar-ketplace is where goods and Ser-vices are exchanged.) See ResourceMaterials List:


OBJECTIVES

The student will

° demonstrate his knowledge ofhow consumers and producersare interdependent.

38

32.


Construct a flow chart showingfactory-warehouse-store-home,or how one product is made, dis-tributed, and consumed. Use,for example, cotton, from fieldto shirt.

Illustrate the following seriesof statements:(1) This man is workihg for aliving. He exchanges his laborfor money.(2) He is buying food for hisfamily. He exchanges some ofhis money for goods.(3) The grocer is filling hisshelves. He exchanges some ofhis money for more goods to sell.(4) The manufacturer is produc-ing goods to eell.to the grocer.Use worksheets with four boxesand draw pictures to fill theboxes.

Discuss how budinesses change aspeople's wants and needs change:make a display of products thatare outdated and no longer indemand (oil lanterns, handmadenails, console radio, etc.)

Discuss the importance of bothconsumers and producers; dis-cuss the interdependence of con-sumers and producers, and pre-sent a skit to illustrate.

o Discuss why some people consume,but don't produce (because ofage, illness, etc.)

33.


INTERMEDIATE (5-8)

OBJECTIVES

The student will

o demonstrate an understanding .

of our economic system bycreating a business in case(newspaper, store, etc.)

°' illustrate his understandingof the interdependence of pro-ducers and consumers by dis-playing a. collection of pic-tures and information.

39


O Visit a local industry to viewproduction methods. Discuss rawmaterials, assembly, distributionand end U988 of the product.

O Trace the production, distribu-tion, and consumption of oneproduct. Make a chart or bulle-tin board about it.

O Study the industries of foreigncountries and compare them to theUnited States. Use, for example,the shoe industry.

O Design a saleable game, making amodel with appropriate rules. Playthe game and make revisions. Con-tact a manufacturer and try to sellhim your design.

O Make products for buying and sell-ing. Set up a store. Study storesto determine arrangement of products,prices, and duties of employees.Relate what you have done to thefunction of distribution in oureconomy.

O Start a class newspaper from scratch.List what is needed to begin the bus-iness beyond capital outlay on hand.Sell stocks, plan for initial outlayof cash and equipment, return ofcapital, etc.

O Make a map of businesses and utili-ties in the town.. Find out how manypeople are employed by each firm.

O Make slides showing the ways busi-neases are dependent on workersmaking money they wish to spend.


OBJECTIVES

The student will..

SECONDARY (9-12)

describe and evaluate thefunctions of production,distribution, and consump-tion in our economy.

o analyze the roles he has inour economy to explain thatproducers and consumers areinterdependent.

B. MONEY IN OUR ECONOMIC SYSTEM

GENERALIZATIONS

34.

SUGGESTED.LEARNIN0 EXPERIENCES

o Study the operations of severallocal industries to learn aboutproduction, distribution, andconsumption in our economy.

o Spend a day "on the job" at alocal business. Observe and as-sist with the work performed.Report to the class about yourexperience.

Trace supply and demand for sev-eral products, such as automobiles,golf clubs, wigs, etc. Draw chartsto illustrate your findings.

o Buy stocks on paper., using $1,000.Buy 10 stocks and keep records forone term. Discuss the use ofstocks and bonds in our economy.

o Describe the role of the consumerin production and distribution, aswell as consumption, in our economy.

o Bartering is direct trade of goods and services.

o Money is a medium of exchange and is used to obtain goods andservices.

o Currency of various denominations and checks are types of moneycurrently in use.

o Money is payment for work performed.

40

35.

B. MONEY IN OUR ECONOMIC SYSTEM (continued)

CENERALIZATIONS (continued)

o Allocation of future money for present use is called credit.

o Banking systems are organizations designed for receiving andlending money.

o The value of money increases or decreases as a result of mon-etary circulation related to the supply of goods and services.

OBJECTIVES

The student will

PRIMARY (K-4)


o identify types of U.S. cur- ° Show actual U.S. currency, models,rency. and pictures for identification.

compare different methods ofexchanging goods and servicesby obtaining an item usingbarter, purchase, and credit.

o apply his knowledge of bank-ing procedures by setting upa bank in class.

41

o Maki models of money from oak tag.Use these models to show equiva-lents (2 nickels = 1 dime, etc.),and to practice making change.

o Discuss bartering--by children, byprimitive cultures, in newspaper"Yankee Advertiser" ads, etc.

O Trade sports equipment and toys.Compare trading to buying.

O Collect trading stamps, coupons,and boxtope for a display of mon-ey substitutes.

O Role play how (where) a worker useshis money.

o Visit a local bank as a group andthen set up a class bank.

o Discuss why people often borrowfor large purchases.'

o Discuss how good credit is estab-lished among children, among a-dults, and in business.


OBJECTIVES

OBJECTIVES

The student will

36.


O Use charge accounts, lunchslips, and IOU's in the schoolcafeteria to show how they areforms of credit.

INTERMEDIATE (5-8)

compare and contrast the dif-ferent forms of money andmoney substitutes.

O make a chart to illustratethe role of money in ouraconomic system.

42


O Use play money to practice mak-ing change in class.

O Compare foreign money to U.S.currency.

.Make a chart showing substi-"tutee for money such as: tradingstamps, tickets, IOU's, postagestamps and coupons.

O Draw a time line showing our econ-omic system from the use of barterto the present time.

O Visit a local bank as a group toset up a class bank account withthe money earned from a project orclass play.

o Discuss how financial institutionssuch as banks and credit unionsprovide credit.

Make a collage on credit whichshows how credit functions in oureconomy.

O Invite a banker, investment broker,real estate agent, etc. to discussthe joys and problems of investingmoney, for both industry and con-sumers.

37.


OBJECTIVES

OBJECTIVES


o Compare prices today vs. "yester-day" for a variety of goods andservices. Discuss inflation andthe value of money.

SECONDARY (9-12)

The student will

o investigate all the availableways to obtain a specific item(for example: barter, cash,check, credit, stamps, etc.)and choose the method he pre-fers, justifying his choice.

° describe the total operationof the banking system in oureconomy and analyze its effectupon the consumer.

o determine the function ofmoney in our economic system.

43


o Discuss why money is exchangedrather than goods and services.Reasons may include: convenience,durability, general acceptance,can be saved, etc.

o Use models and actual checks toshow how they are used. Writechecks, open a checking account,and reconcile a monthly bankstatement with the check bookbalance.

o Take a field trip to a local bank.Investigate the types of servicesavailable for both individualsand businesses.

o Use library references to studythe banking system in the UnitedStates.

O Analyze credit legislation. Dis-cuss the effects of the availabil-ity of credit on society. Discussthe difference between an economywith and one without credit.

O Create a student-run credit union.

a Discuss inflation including itsrelationship to supply and de-mand and government attempts atcontrolling it.

38.

C. ROLE OF GOVERNMENT

GENERALIZATIONS

o Federal and state regulatory agencies represent and protect theinterests of consumers.

o Government services provide such social service benefits toconsumers as insurance protection (social security), health andwelfare benefits and educational programs.

o Protection against deception and misleading advertising, re-lating to safety, sanitation, and antitrust actions are func-tions of government.

o Taxation is an involuntary method of payment to local, stateand federal government for goods and services deemed necessaryby the people.

o Taxes limit the freedom of consumer choices by lessening theamount of available personal income.

OBJECTIVES

The student will

PRIMARY (K-4)


o explain how taxes pay for ° List and illustrate govern-government services in the ment services available incommunity. the community and state.

o show the purpose of rulesand regulations by formu-lating democratic rulesfor class members.

44

o Interview parents and store-owners about taxes. Reportabout the kinds of taxes paidand how the money'is used.

o Conduct a panel discussion onthe topic: "Town WithoutTaxes". Give examples, such asno library, schools, police,fire department, streets, parks,etc.

Report about various licenses(such as fishing, dog, taxi) re-quired in the town and how themoney collected is used.

39.

C. ROLE OF GOVERNMENT (continued)

OBJECTIVES

OBJECTIVES


o Tape or role-play a child inter-viewing the town clerk aboutlicenses.

o Issue children licenses forjobs in the classroom.

INTERMEDIATE (5-0

The student will

.outline government servicesavailable in the community,state, and nation which pro-vide protection and aid.

° describe at least threeways that the governmentimposes limits upon bothconsumer's and businesses,and explain the reasonsfor these.

45


o Invite speakers from governmentagencies such as the NationalBureau of Standards, FDA, FTC,or Health Department. Discusshow these agencies can helpthe consumer, their functions,how they protect the public,. etc.

o Investigate government socialservices available in the com-munity and state.

o Check publications for reportsabout consumer fraud or quack-ery, repair swindles, deceptivepackaging, home improvementswindles, and mail frauds.

o Investigate a specific depart-ment in town (highway, fire,police, etc.) to find out aboutits duties. Discuss how thesepeople share in our living inthe town; emphasize the servicesbought by tax funds.

o Find out about the concept of"hidden taxes" and report to theclass.

40.



o Use the local town report tofind the cost of running atown. Discuss how tax dollarsare spent.,

o List ways that the governmentimposes limits upon businessand the consumer.

SECONDARY (9-12)


The student will

O analyze the tax structure ofour economic system and attemptto make recommendations for itsimprovement.

o determine the effectiveness ofgovernment services and/orregulations on a selected topic,such as pollution, health.

46

O Research consumer agencies:local, private, county, state,federal. Report about them inclass. Compare government a-gencies to others.

Determine the local governmentcost by analyzing the town re-port. Discuss the servicesthat tax payers receive.

O Complete, federal and state in-come tax forms based on hypo-thetical families and incomes.

O Consider the effect of indirecttaxes, for example: gasoline,excise, and sales, on the costof a product.

O Discuss the impact and validityof safety and health legislationon the cost of a product.

o Investigate consumer legislation.Become involved in legislationfor an important cause, such asto ban non-returnable bottles.

41.



o Study regulations and laws re-garding packaging, false adver-tising, quackery, etc. Alsolook up local ordinances.

o Investigate fair trade practicesand price fixing. Discuss legis-lation about pricing and itsmeaning to the consumer.

D. ROLE OF THE CONSUMER

GENERALIZATIONS

o An intelligent consumer makes use of available unbiased informa-tion, and uses comparison shopping techniques for better buyman-ship.

o Individual and family purchases influence, and are influenced by,market conditions.

o The consumer as wage earner is affected by the stability and/orinstability of the economy.

o Basic consumer rights include the right to choose, the right forsafety, the right to be heard, and the right to information.

o The individual consumer and consumer groups have responsibilitiesto industry and government to report unlawful or unfair practices.

o Consumers have responsibilities for supporting laws that promoteconsumer interests and economic growth.

42.

D. ROLE OF THE CONSUMER (continued)

PRIMARY (K-4)


The student will

o identify both desirable andundesirable features of prod-ucts familiar to him.

o describe his role as a con-sumer in terms of rights andresponsibilities.

48

Use catalogs and newspapers tocompare and "shop" for partic-ular items.

O Figure the cost per ounce oflarge and small pamkages of thesame product, such as cereal,cocoa, or ice cream.

O Hold an auction of goods, roomjobs, etc. with paper money.Discuss the techniques of buyingat an auction compared with astore.

o Illustrate various kinde ofstores located in the town, forexample, drug store, supermarket,discount store, etc.

O Make booklets showing tools andduties of various workers. Dis-cuss how different workers are,affected by economic conditionsin our country.

o List different ways to obtainor earn money.

o Define consumer rights and respon-sibilities. Investigate how chil-dren can protect their rights andassume responsibility.

43.


INTERMEDIATE (5-8)


The student will

° apply his understanding ofhis role as a .consumer whobuys goods and Services, earnswages, and assumes responsibil-ity, in a class drama.

49

Compare various products forpricing, product information onthe label, free offers, etc.Discuss why certain brands arepreferred by consumers.

o Compare like products, notingthe way they are packaged andpriced.

o Practice package designing bydecorating a shoe box or icinga cake. Choose which items youwould buy.

o Make a chart comparing prices ofspecific items in several stores.

o Read articles about unit pricingand debate the advantages anddisadvantages.

o List the pollution level of var-ious soaps and detergents. Con-duct a survey to test consumerpopularity of the products listed.

o Divide into teams of two, one per-son acting as a retailer, the otheras a shopper. Vote on the winningteam using points for their effec-tiveness.

o Discuss how unemployment affectsthe consumer in our society. In-vestigate the unemployment rateand apparent causes.

o Invite a speaker from United Fundto tell' how funds are used andshared and what the individualresponse is.

44.



o Write letters of commendationcomplaint to manufacturers

of specific products. Reportthe results in class.

o Tour your school to observe theeffects of vandalism. Estimatethe cost of repairing or replac-ing any damages. Discuss indiv-idual rights and responsibilitiesto emphasize preventing vandalism.

SECONDARY (9-12)


The student will

0 determine the significant fac-tors in choosing a productafter a careful evaluation ofinformation gathered when com-parison shopping.

50

o Choose an item for comparisonshopping. Gather informationabout the item from severalretail outlets. Compare price,quality, store services, etc.,and choose the best buy.

o Sample products at differentcost and quality levels to de-termine the relationship be-tween cost and quality.

o Compare unit pricing and pric-ing in both chain stores and in-dependent markets. Discuss theadvantages and disadvantages ofunit pricing.

o Investigate the cost of run-ning a car. Complete a cost es-timate sheet for a car.

45.


OBJECTIVES

The student will

° .analyze the possible re-sults of economic stabilityand instability upon theoccupation of his choice.

51


o Discuss features to consider whenbuying a house and estimate thecosts of different types of mort-gage and interest rates.

o Discuss retail mark-up and dis-counting on major purchases,such as cars and appliances. De-termine how the consumer can usethis information.

o Plan trips to foreign countries,utilizing travel brochures andtransportation information to de-termine the best value for themoney.

o Consider the cost of promotions,stamps, games, etc. and discusa'how it affects the cost of aproduct.

o Choose various occupations andtell how they are affected by ec-onomic events in this country, suchas engineers and defense spending.

° Compare consumer buying "power"of various income levels.

o Analyze written agreements thatconsumers sign, such as salescontracts, apartment lease, endcar loans. List the rights andresponsibilities of signing anagreement.

o Contact an attorney or consumer a-gency to establish a list of pro-cedurea for registering Complaints.Follow these procedures for a spec-ific complaint and report the re-sults to the class.


OBJECTIVES

The student will

0 show an understanding ofconsumer rights and an ac-ceptance of responsibility bywriting or telling about hisown experiences.

46.


o Investigate possible resultsfrom buying stolen property.

o Interview store owners to de-termine the effect of shop-lifting, vandalism and uncol-lectable debts on price hikes.

O Analyze the impact of popula-tion growth on the economicsystem. Debate the rightsand responsibilities of peoplewith regard to birth and popu-lation control.

47.

IV. THE CONSUMER AND MASS COMMUNICATIONS

Media is all around us. The student needs to be able to distinguishbetween various forms of communication: television, radio, print, com-puter, data retrieval.systems, among others. As a consumer he shouldalso be aware of the influences of both indirect programming and adver-tisements as sources of information, means of motivation, and shapers ofvalues.

A. PRIMARY PURPOSES

GENERALIZATIONS

o The characteristics of media advertising are motivational,highly competitive, and monetary.

o Information provided by agencies and industry through masscommunications, including advertising, can be a resource toassist in making consumer choices.

o Electric technology is reshaping familiar patterns of socialand ecological interdependence.

PRIMARY (K-4)


The student will

demonstrate that he understands °

motivation in advertising bywriting and illustrating adver-tisements for an imaginary prod-uct.

53

Tell how you would spend aspecific amount of money. Makea chart showing the differentchoices of everyone in theclass. Decide which choices mayhave been made on the basis ofthe influence of advertising.

Read and listen to commercialscritically for a week; decidewhat phrases and slogans makeone want to buy a product. Listthe best ones on the chalk board,making additions daily.

48.

A. PRIMARY PURPOSES (continued)

OBJECTIVES

The student will

o apply his knowledge ofsources of consumer in-formation by finding exam-ples in various types ofmasa communications.

OBJECTIVES

The student will


o Look for sources of consumerinformation in mass communica-tions. List them on the board.Discuss how this informationcan be verified.

O Compare premiums and prizes incereal and soap boxes to theinformation given about them onthe outside of the box.

O "Shop" via newspapers or magazinesfor various purchases. Discusshow these media can be used assources of information. Comparethis kind of "shopping" to ac-tually being in a store; comparethe motivational aspects of bothmethods of shopping.

INTERMEDIATE (5-8)

o determine how advertisementsand other mesa communicationsinfluence consumer choices byproviding motivation and in-formation.

5 t


o Read the "Want Ad" section ofthe paper. Decide which itemsyou would want to inquire about.Why? Write your own "want ads"to motivate classmates to in-quire about your items.

O Display and discuss travel fol-ders, indicating how they tryto "sell" a vacation spot. Lookat folders representing placesyou have already visited and com-pare the two.


OBJECTIVES

The student will

o explain the role of masscommunications and technologyin bringing about change.

OBJECTIVES

49.


Using examples of mass communi-cations, find ways that theyprovide information to the con-sumer. Consider sources otherthan advertisements.

O Collect and bring in advertise-ments Pram newspapers and maga-zines for large purchases suchas appliances and cars. Discussthe motivational techniques aswell as the information provided.Do the same for advertisementsdepicting methods of investingmoney, or installment plan pur-chases.

o Discuss how mass communicationsand technology bring aboutchange in our environment.Illustrate examples of this fora bulletin board display.

SECONDARY (9-12)

The student will.....

o develop criteria for judgingwhich advertisements are use-ful to the consumer.


Discuss the use of advertisingin the media to induce consumersto buy one product over another.

Tape TV commercials and analyzethem in class.

o List and analyze methods of cre-ating impulse buying patterns.

50.


OBJECTIVES

The student will

o analyze the effects of masscommunication and technolo-gy upon the individual andthe environment for-a classpresentation.

B. CONTRIBUTING INFLUENCES

GENERALIZATIONS


o Check various consumer-publica-tions for useful information.

o Debate the topic: "Mass Commun-ication - Information vs. Moti-vation".

o Invite representatives from news-papers, radio, television endmagazines to hold a panel dis-cussion about their purpose forthe consumer. Find out aboutconsumer services they provideand their prices for advertise-ments.

o The consumer is affected both consciously and subliminally byindirect programming as well as media advertisements.

o The price the consumer pays for goods and services includes pro-motional costs such as advertising and packaging.

o Mass communications present certain social standards which maycreate and reinforce consumer wants.

Ou

B. CONTRIBUTING INFLUENCES (continued)

OBJECTIVES

The student will

PRIMARY (K -4)

° show an understanding ofsocial and psychologicalinfluences of mass commun-ications (such as peer in-fluence or self esteem) bynaming three toys he hasand explaining why he orig-inally wanted them.

OBJECTIVES

51.


° Make a bulletin board using ad-vertisements cut out of maga-zines for boye.and. irls' toys.List the ways that these adver-tisements influence childrenboth psychologically and soci-ally:

° Discuss the reasons why childrenwant certain kinds of clothes,toys, and foods. Relate thesereasons to influences promotedby various forms of mass com-munications.

° Visit a local store to see thepromotional devices (displays,signs, packages, etc.) they use.Compare modern store techniquesto old fashioned "generalstore" methods.

INTERMEDIATE (5 -B)

The student will

° explain how mass communica-tions has influenced hispsychological, economic, andsocial behavior.

57


Watch television programs aboutfamilies. Discuss the lifestyles portrayed on televisionand compare them to real lifesituations in your own homes.

52.


OBJECTIVES

OBJECTIVES

The student will


O Investigate how credit prob-lems and other consumer prob-lems are satirized in the dailypaper and comic section.

O Play Monopoly, Consumer, LifeCareers, or other simulationgames and discuss how realisticthey are.

O Construct a bulletin board dis-play of ads offering credit forvarious purchases. List thepsychological, social, andeconomic appeals presented inthese ads.

O Investigate the cost of adver-tising and packaging and re-port to the class. Tell howthese costs affect the priceof consumer goods and services.

O Define "social standards" anddiscuss how they are influencedby mass communications.

SECONDARY (9-12)

evaluate the content of severalforma of mass communicationsand suggest ways that it shouldbe changed to improve its in-fluences upon the consumer.

58


O Investigate values held by amajority of the class membersand examine the promotion ofthese values in programmingand news in mass communications.

53.



o Set up a game of chance and dis-cuss the psychology of chance.Study consumer behavior in termsof psychological influences.

O Study the effects of packagedesign and other promotionaltechniques on product sales.Investigate the cost of thesematerials, as well, and analyzethe effects of packaging onproduct coat.

o Compare consumer wants ofdifferent families and indiv-iduals and relate them tothe social standards theyseek.

o Develop consumer displays forschool-wide exhibit which il-lustrate the psychological,economic, -and,social influ-ences of mass communications.

C. CONSUMER RIGHTS AND RESPONSIBILITIES

GENERALIZATIONS

o The consumer has a responsibility to understand how business andindustry use the media to promote their goals and services.

o The communications media is a two way street; consumers have aresponsibility to contribute to the accountability of the mediaby communicating their concerns.

o The responsible consumer needs to discriminate between motivationand information in mass communications.

59

54.

C. CONSUMER RIGHTS AND RESPONSIBILITIES (continued)

PRIMARY (K-4)


The student will

o compare end contrast an ad-vertised product to theclaims made about it and de-cide if the advertisementserves the best interest ofthe consumer.

o be able to identify usefulway4 to communicate consu-mer concerns to manufac-turer and business.

OBJECTIVES

The student will

Find examples in the media ofways that business and industrypromote their goods and services.

o Look at advertisements for itemsfound in comic books and chil-dren's magazines. Send for oneor two of these items and writedescriptions of what you expectto receive. When received, com-pare the item to the advertise-ment.

Look for ads on TV for productsthat might constitute a healthhazard in the consumer's home.Keep.a bulletin board chart ofthese.

o Report in class about how stu-dents can communicate theirconsumer concerns to manufac-turers.

'INTERMEDIATE (5-8)

o explain his rights and re-sponsibilities as a con-sumer with regard to masscommunications.


o Make a bulletin board showingways that business and indus-try use mass communications, in-cluding advertising, to promotetheir goods and services.

60

C. CONSUMER RIGHTS AND RESPONSIBILITIES

OBJECTIVES

OBJECTIVES

The student will

55.

continued)


o Check publications for reportsabout consumer fraud in the useof the media. List regulationsconcerning the media that pro-tect consumer rights.

o Write.a consumer column in aschool newspaper to provideuseful information to others.

o Collect various advertisementsfor one item and compare themin terms of information and mo-tivation.

SECONDARY (9-12)

° define his role as a consu-mer who can effectively usemass communications for hisbest interest.

61

Bring in advertisements for anew product on the market.Discuss what the product islike and try to describe it asaccurately as possible. Then-.bring in the product itself andcompare it to your previous des-cription.


o Using information in the media,compare the cost of credit fromvarious sources for a similarproduct, such as cars or appli-ances.

o Discuss the laws concerning themedia which relate to consumerrights and responsibilities.

o Debate the topic: "Access tothe Media - Consumer vs. Industry".

56.

C. CONSUMER RIGHTS AND RESPONSIBILITIES (continued)

OBJECTIVES

The student will

name at least three exam -plea of how he acted as aresponsible consumer indealing with mass communi-cations.

62


Prepare news bulletins and flyersabout current consumer issues for'distribution in the school andin the community.

O Set up a "Consumer Corner" inthe library to provide thelatest consumer news and informa-tion. Rotate assignments formaintaining this corner 'with otherclasses.

O Bring in newspapers, magazinesand tapes of radio and television.Analyze and evaluate these mediapresentations.

O Compare advertising, promotionsand packaging of products todetermine the persuasiveness

and'possible deceptiveness. Dis-cuss how the consumer can learnto be more discriminating.

57.

NOTE: The resource materials included in this Planning Guide

were reviewed and compiled by the Faculty Planning Group working

with the project coordinator in the consumer education pilot pro-

gram. Some of the materials were used in classroom teaching; and

the entire listing is available in Westborough for use in teaching

consumer education there.

The classroom teacher will make use of public and school

library facilities. Such references as: The Encyclopedia of

Education, Current Index to Journals in Education, ERIC: Research

in Education, and Educator's Guide to Free Teaching Aids will be

useful in researching additional consumer education resources.

Also, The Wall Street Journal, and magazines such as Changing

Times, Consumer Reports, Business'Week contain current news of

consumer trends.

In addition, the resources of the Home Economics Cur-

riculum Center at Framingham State College are available to Home

Economics and Consumer Education teachers in the Commonwealth of

Massachusetts. Address requests for current bibliography to:

Mrs. Bonnie Buechs, Project Coordinator, UM 18 Whittemore Library,

Framingham State College, Framingham, Massachusetts 01701.

63

58.

RESOURCE MATERIALS

The resource materials listed below are available at the HastingsSchool Library until 4 P.M. Free and inexpensive materials availablearound the house, such as the daily newspaper, empty cartons,-and someimagination, make consumer education more meaningful to all, as well assimplifying the teachers' task. The following is but a sampling of thewealth of information available.

BIBLIOGRAPHIES AND DIRECTORIES

CBI FILM CENTER - DIRECTORY OF FILMS - 1971-72. Contact CBI ExecutiveSecretary, Elaine Cencak, Committee on Business Information, 90 MadisonStreet, Worcester, Mass. 01608, (617 - 754-9425) for latest catalog.

CHECKLIST - Classroom Materials for the Teacher and Student, 1970. JointCouncil-on Economic Education, 1212 Avenue of the Americas, New York,New York 10036.

CONSUMER EDUCATION BIBLIOGRAPHY - 1971. Office of Consumer Affairs,Executive Office of the President and the New York Public Library.Superintendent of Documents, U.S. Government Printing Office, Washington,D.C. 20402 11.00.

CONSUMER PRODUCT INFORMATION - 1971. Consumer Product Information, Wash-ington, D.C. 20407.

GUIDE TO FEDERAL CONSUMER SERVICES - 1971. Virginia H. Knauer, Director,Office of Consumer Affairs, Executive Office of the President. Superinten-dent of Documents, U.S. Government Printing Office, Washington D.C. 2040211.00.

LEARNING ECONOMICS THROUGH CHILDREN'S STORIES - Bibliography (K-3), 1969.Joint Council on Economic Ed., 1212 Avenue of Americas, New York, N.Y. 10036.

PUBLICATIONS DIRECTORY - 1970. Chamber of Commerce of U.S., 1615 H. StreetN.W., Washington, D.C.

SELECTED AUDIO VISUAL MATERIALS FOR CONSUMER EDUCATION, Monograph #2 - 1971.Irene Oppenheim, Consultant on Consumer Education. New Jersey Center forConsumer Education Services. New Jersey Residential Manpower Center,Bldg. 871, Plainfield Avenue, Edison, N.J. 08817.

64.

59.

TEXTBOOKS FOR TEACHER AND STUDENT REFERENCE

A NEW RATIONALE FOR CORPORATE SOCIAL POLICY - 1970, by the Committee forEconomic Development. 477 Madison Avenue, New York, New York 10022. $2.00.

CONSUMERS ALL. THE YEARBOOK OF AGRICULTURE 1965, The U. S. Dept. of Agri-culture, Superintendent of Documents, Washington, D.C. 20402. $2.75.

HOT WAR ON THE CONSUMER, edited by David Sanford, 1969. Pitman Publish-ing Company, 6 East 43rd Street, New York, New York 10017. $5.95.

HOW TO GAIN FINANCIAL INDEPENDENCE, Edward T. O'Toole, 1969. BenjaminCo., Rutledge Books, 485 Madison Avenue, New York, New York 10022. $1.00

INTRODUCTION TO ECONOMIC ISSUES, edited by Ralph Kaminsky, commissionedby the Joint Council on Economic Education, 1970. Anchor Books, Double-day and Company, Inc., Garden City, New York, New York. $1.45.

IT'S NOT JUST MONEY, edited by. John R. Prindle, Special Edition 1968.Published by Cuna International, Inc., Madison, Wisconsin 53701.

MY ALLOWANCE AND HOW I USE IT, Jon Ms Taylor, 1971. Allowance Keeper forages 4-14 with Teacher's Guide. Impact, Instructional Innovations, Box179 University Station, Provo, Utah 84601.

PERSONAL FINANCE, 3rd edition, Maurice A. Unger, 1972. Allyn and BaconInc., Boston, Mass. $10.95.

THE DARK SIDE OF THE MARKETPLACE, Jean Carper, Senator Warren G. Magnuson1968. Prentice-Hall, Inc., Englewood Cliffs, N.J. $6.95.

THE GREAT AMERICAN SHOPPING CART: HOW AMERICA GETS ITS FOOD TODAY, Adaand Frank Graham, Jr., 1969. Simon and Schuster, Inc., Children's BookDivision, Rockefeller Center, 630 Fifth Avenue, New York, New York 10020.$4.95.

THE SUPERMARKET TRAP, Jennifer Cross, 1970. Indiana University Press,Bloomington, Indiana. $6.95.

TOYS THAT DON'T CARE, Edward M. Swartz, 1971. Gambit, Inc., Boston,Mass. $6.95.

6 5

60.

SUGGESTED PAMPHLETS, BOOKLETS

A DATE WITH YOUR FUTURE: MONEY MANAGEMENT FOR THE YOUNG ADULT, 1970. Edu-cational Division, Institute of Life Insurance, 277 Park Avenue, New York,New York 10017.

A GUIDE TO BUDGETING FOR THE FAMILY, 1970. Home and Garden Bulletin No. 108,U. S. Dept. of Agriculture, Superintendent of Documents, U. S. Gov't. Print-ing Office, Washington, D. C. 20402. 100

ECONOMICS AND THE CONSUMER, 1966. Joint. Council on Economic Education, 1212Avenue of the Americas, New York, New York 10036. 750

HOW TO S-T-R-E-T-C-H YOUR M-O-N-E-Y, Modern Techniques of Money Management,by Sidney Margolius, 1970. Public Affairs Pamphlet No. 302A, Public AffairsCommittee, Inc., 381 Park Avenue, SCuth, New York, New York 10016. 250.

LET'S LEARN MONEY, A Basic Study of Banking and Money Matters. 1962,Massachusetts Bankers' Assoc., Inc., Boston, Mass.

MONEY MANAGEMENT LIBRARY, 12 Booklets, 1972. Household Finance Corp.,Prudential Plaza, Chicago, Illinois 60601. $3.00.

THE CONSUMER FIGHTS BACK, by Lucia Moust, 1970. The Christian SciencePubl. Society, 1 Norway Street, Boston, Massachusetts. $1.00.

THIS IS YOUR A.B.A. SCHOOL KIT, Banking Ed. Committee, 1967. The AmericanBankers Assoc., 90 Park Avenue, New York, New York 10016. K-12.

YOU AND YOUR MONEY, by Dorothy Y. Goble, 1967. Steck-Vaughn Co:, Austin,Texas. 88g. Elementary level.

CURRICULUM GUIDES, TEACHING GUIDELINES, ETC.

CONSUMER EDUCATION, Elementary, Intermediate, Junior High Schools, Series#14, 1968-69. Bureau of Curriculum Development, Board of Education,New York, New York. $1,50.

CONSUMER EDUCATION: A GUIDE FOR HOME ECONOMICS TEACHERS, 1968. State De-partment of Education :Office of Vocational Education, Home Economics Ed-ucation Section, Colubbia, South Carolina.

CONSUMER EDUCATION,_PART ONE, 1971. Home Economics Inatructional MaterielsCenter,Texas Tech University, College of-Home Economics, Lubbock, Texas.$6.50.

CONSUMER EDUCATION, PART TWO, 1971. Home Economics Instructional MaterialsCenter, Texas Tech. University, College of Home Economics, Lubbock, Texas.$6.50.

66

61.

CURRICULUM GUIDES, TEACHING GUIDELINES, ETC. (continued)

CONSUMER EDUCATION IN AN AGE OF ADAPTATION, by Sally R. Campbell, 1971.Consumer Information Services, Dept. 703 - Public Relations, Sears, Roebuckand Co., Chicago, Illinois 60611.

CONSUMER EDUCATION IN LINCOLN HIGH SCHOOL, 1963. A Case Study by: Consu-mer Education Committee, Lincoln High School, Yonkers, New York, Publishedby Consumers Union, Mount Vernon, New York.

CONSUMER EDUCATION: HELPS. Individualized Learning Packages for grades5-8 and 9-12: Produced by American Home Economics Assoc., 2010 Massachu-setts Avenue, N.W., Washington, D.C. 20036. (Complete packets, $2.00 each.Student Section in lots of 10, $3.00).

CONSUMER EDUCATION, MATERIALS FOR AN ELECTIVE COURSE, 1968. Bureau of Cur-riculum Development, The University of the State of New York, The StateEducation Department, Albany, New York.

CONSUMER EDUCATION: THE MANAGEMENT OF PERSONAL AND FAMILY FINANCIAL RE-SOURCES. State Department of Vocational and Technical Education,1515 West Sixth Avenue, Stillwater, Oklahoma 74074.

DEPARTMENT OF THE TREASURY - U. S. SAVINGS BOND DIVISION, 1971. Instruc-tional materials on savings bonds for classrlom use, includes transparen-cies, poster, teacher guidelines. Kits available from National Director,School Savings Program, U. S. Savings Bond Division, The Department of theTreasury, Washington, D. C. 20226. (grades 5-8, 9-12).

DINOSAUR COMEDY - Consumer Education, 1971. Grade 5 Dramatic Skit writtenby Fifth Grade students at Miriam F. McCarthy School, Framingham. (unpub-lished paper).

ECONOMIC EDUCATION: A SUPPLEMENT TO THE SOCIAL STUDIES GUIDE. Levels(3-4), Minneapolis Public Schools, Minneapolis, Minn.

ECONOMICS IN THE ELEMENTARY SCHOOL - WHY, WHAT, WHERE?, 1967. Develop-mental Economic Education Project (DEEP), Minneapolis Public Schoole:Joint Council on Economic Education, 1212 Avenue of the Americas, NewYork, New York 10036. 11.00.

FEDERAL TRADE COMMISSION, folder of materials on consumer protection. Forcopies of bulletins contact Roberta Ward, Federal Trade Commission, BostonRegion, JFK Federal Building, Boston, Mass. (Tel. 617 - 223-6621).

FOCUS ON NUTRITION, 1970. A Teacher's Handbook for Nurtition Education K-6,Bureau of Nutrition Education, 182 Tremont Street, Boston, Mass. 500.

GOODS, SERVICES AND PEOPLE, An economics sequence for the primary grades,1967. Developmental Economic Education Project (DEEP), DeaMoines PublicSchools. Joint Council on Economic Education, 1212 Avenue of the Americas,New York, New York 10036. $2.00.

GUIDELINES FOR CONSUMER EDUCATION, 1968. Office of the Superintendent ofPublic Instruction, 316 South Street, Springfield, Illinois 62706.

67

62.

CURRICULUM GUIDES. TEACHING GUIDELINES, ETC. (continued)

PENNEY'S FORUM - four issues on Value Clarification, Coping with Change,Consumer Behavior - What is It?, and Quality of Life: Youth's Involvement.1970-72. J. C. Penney, Inc. Educational Relations, 1301 Avenue of theAmericas, New York, New York 10019. $1.25 each.

SUGGESTED GUIDELINES FOR CONSUMER EDUCATION K-12, 1970. The President'sCommittee in Consumer Interests, Washington, D. C. 20506. Superintendentof Documents, U. S. Gov't. Printing Office, Washington, D. C. 20402. 650.

TEACHER'S KIT: A ONE-WEEK ADVANCED TEACHING UNIT ON CONSUMER CREDIT; Pre-pared by Carl F. Hawver, Ph. D., 1970. National Consumer Finance Assoc.,Educational Services Division, 1000 Sixteenth Street, N.W., Washington,D. C. 20036.

TEACHING A COURSE IN PERSONAL ECONOMICS, James Canfield, 1971. JointCouncil on Economic Education, 1212 Avenue of the Americas, New York, NewYork 10036.

TEACHING PERSONAL ECONOMICS IN THE BUSINESS EDUCATION CURRICULUM, 1971.Joint Council on Ec000mic Education, 1212 Avenue of the Americas, New York,New York 10036.

TEACHING PERSONAL ECONOMICS IN THE SOCIAL STUDIES CURRICULUM, 1971. JointCouncil on Economic Education, 1212 Avenue of the Americas, New York, NewYork 10036.

TEACHING TOOLS FOR CONSUMER EDUCATION, 1970-71. Educational Services Div-ision, Consumers Union of U.S., Inc., Mt. Vernon, New York 10550. $2.50.

THIS IS YOUR DOLLAR - Home Economics Learning Package, 1971. Grade 5, inter-disciplinary. Produced at Framingham State College by students, SisterKathryn Tisdale and Kathryn Leonhardt. (unpublished paper).

U. S. Food and Drug Administration. Boston Regional Office, 585 CommercialStreet, Boston, Mass. 02109. Folder of materials on consumer protectionand health. For additional copies of bulletins, contact Yolan L. Harsanyi,Consumer Specialist. (617 - 223-3171).

YOUR GUIDE FOR TEACHING MONEY MANAGEMENT, 1970. Money Management Institute,Household Finance Corporation, Chicago, Illinois 60601. 25g.

68

63.

AUDIO-VISUAL MATERIALS

DECISION MAKING FOR CONSUMERS 83463, 1972. Contains teacher's guide, handpuppets, recorded playlets, filmstrip, bulletin board "puzzle", transparencyand Managerial Decisions reprint. Education and Consumer Relations, J. C.Penney Co., Inc., 1301 Avenue of the Americas, New York, New York 10019.$11.50.

HOW TO HANDLE $300,000. - A LITTLE AT A TIME. Filmstrip and record. Writ-ten and produced by Michigan Credit Union League in cooperation with CUNAInternational, Inc., Box 431, Madison, Wisconsin 53701.

MONEY MANAGEMENT FILMSTRIP LIBRARY, 1372. 5 filmstrips and scripts, boxed.Money Management Institute, Housohold Finance Corp., Prudential Plaza,Chicago, Illinois 60601. $7.00.

SHOPPER'S GUIDES, 1967. 57 slides and script, Saving at Supermarket, Credit,Today's Laundry Basket, Six Shopping Sins, What's Underfoot. Federal Exten-sion Service U.S.D.A., Washington, D. C. 20250. $14.00.

THE SUPERMARKET - film - 12 minutes, The Sperry and Hutchinson Co., ConsumerAffairs Dept., 30 Superior Drive, Natick, Mass. 01760 (Te1.617-655-0200).

TO MARKET TO MARKET - slides - 90 minute reel to reel tape with dialogue for48 colored slides, 1970. The Sperry and Hutchinson Co., Consumer AffairsDept., 30 Superior Drive, Natick, Mass. 01760 (Tel. 617 -655-0200).

TRUTH IN LENDING, 1971. Filmstrip and'record with script. Federal ReserveBoard, 30 Pearl Street, Boston, Mass. 02106.

ALLOWANCES. Audio tape, "How you spend and save your allowance and why?",AMV Worker, Kathy Allen, High School Tape library. Gr. 5-8.

CBI FILM CENTER (a non-profit educational program, offers free films toschools on a wide variety of topics.) Catalogs are available by writing,CBI Film Center, 90 Madison Street, Worcester, Mass. 01608, or by telephon-ing (617) 754-9425. The Center is open from 8:30 AM to 5 PM, Monday throughFriday and is sponsored by the Committee on Business Information, 90 MadisonStreet, Worcester, Mass. 01608.

VIDEO TAPES - The following are available by contacting Bruce McKay atthe Hastings School: "I've Got Nothing to Wear'; Diane and Sandy Walker.Gr. 5-8; "Why,Make It?", Ted Conna, Steven Marshall. Gr. 5-8; Video Tapesat High School Tape Library "Buying A Used Car" plus Teacher- StudentMaster for worksheet; "Shopping Wisely".

A RESOURCE KIT FOR TEACHING CONSUMER EDUCATION: THE MARKETPLACE, 1971.Changing Times Educational Service, 1729 H Street, N.W., Washington, D. C.20006. $22.50.

INQUIRY-ORIENTED MINI UNITS, 1971. Contain 40 copies of reading fromChanging Times, teaching guide, and transparency. Changing Times Educa-tional Service, 1729 H Street,. N.W., Washington D. C. 20006.

69

64.

AUDIO-VISUAL MATERIALS (continued)

PRIMER FOR CONSUMER THINKING. For use with a series of-10 transparencies.Educational Service Divieion, Consumers Union of U. S., Inc., Mount Vernon,New York 10550. $15.00.

RESOURCE KIT FOR TEACHING CONSUMER EDUCATION, 1970. Changing Times Educe-tfbn Service, Kiplinger Washington Editors, Inc., 1729 H Street N.W., Wash-ington, D.C. 20006. $22.50. (Saving, Spending, Borrowing, Earning, Budget-ing)

COMPARISON CARDS - Set I.... for Teenagers, 1970. Dairy and Food Council ofNew England, 1034 Commonwealth Avenue, Boston, Mass.

FOOD MODELS in full color, 1970. Dairy and Food Council of New England,1034 Commonwealth Avenue, Boston, Mass.

LEARNING ABOUT MONEY, 1970. 16 teaching pictures - 40 page resource book-let recommended for Head Start (K-3). David C. Cook Publ. Co., Elgin,Illinois 60120. $3.95.

SERIES'OF COLORED POSTERS. Food and nutrition (K-12) for bulletin board dis-plays. Dairy and Food Council of New England, 1034 Commonwealth Avenue,Boston, Mesa.

URBAN PANORAMA KIT (K-4). Full color panel of a city, 16 posters of citybuildings and scenes, record,' teachers guide. Dairy and Food Council ofNew England, 1034 Commonwealth Avenue, Boston, Mass.

TEACHER-MADE RESOURCES (TRANSPARENCIES)

Transparencies which relate to the content areas in the PlanningGuide for Consumer Education Grades K-12 were developed at the teachers'workshop in 1971 and are grouped as follows:

Grades K-4 - Title3 are: How to Get a Job; Father's Raise; PeopleSave; Lemonade Stand; Saving; All People are Consumers;To Luild a House; Taxes Pay for Gov't. Services; FromFactory to Store; Wheat to Bread; Factory to Store; Gov-ernment Services; Everyone Works Together; From Tree ToHome (flow chart); Four Food Groups.

Grades 5-8 - Titles are: Banking Services; Deposit and Withdrawal;How to Write and Endorse Checks; Writing Checks Quiz;Advertising and Propaganda ;' Milk Production; LimitedFunds and Unlimited Resources; Dreams; Priorities; Buy-ing-Should I?; Buy Now - Pay Later!; Information; Womanin Supermarket; Sharing Taxes.

65.

TEACHER-MADE RESOURCES (TRANSPARENCIES) (continued

Grades 9-12 - Titles are: Credit (3 "C's" of); Coat of Credit;Credit S stem; Credit questionnaire; Where Might YouObtain Loans for the Following - Appliances, Cars,Shelter, Emergencies, etc.; Insurance; Housing; Gettinga Job; Income Tax Forma; Dividing Responsibility (Budgets);Deposit Slips; Checks; Application for Ready Reserve;Application for a Loan; Social Security Form; Where ToGet Credit; Credit Terms and Glossary; Questions onCredit; Credit (Acceptance and Rejection); Buy Now =Pay Later; Application for a Credit Card; Advertising;Function of Advertising Information; Function of Adver-tising Persuasion; Influences of Advertising.

71

66.

NOTE: The Community Resources List is included in the

Planning Guide as an example of school-community liason.

It was developed in Westborough under the leadership of

the consumer education project coordinator with the active

participation of the Westborough Rotary Club and Chambdr

of Commerce. Using the current Chamber of Commerce list,

a questionnaire was sent to business firma in the West-

borough community. These returns as well as government

resources were compiled in the following format. West-

borough teachers who reviewed the list believe it has ed-

ucational value in terms of strengthening both the consu-

mer education program and in creating occupational aware-

ness for students.

Similar community resources lists can be developed

by teachers for their own communities.

72

67.

COMMUNITY RESOURCES LIST

This list will provide teachers and students with opportunities for outsidespeakers and field trips. To make these arrangements, call the contact personlisted. This list also gives examples of career opportunities in the Westborougharea.

Credits are due PROJECT INVOLVE, WestboroUgh Rotary and Westborough Chamber ofCommerce for assistance in providing this information.

Firm

FieldTrippas no

MaximumSizeGroups

Grade, Level

,

.

Time

Alden Electronic & IRE Company X 20 9-12 12:00-1:00Washington Street

PM

Recorders used in weather map recording,oceanography, instrument, push to printapplications, satellite recording etc.

Assabet Valley Regional VocationalLTechni- X 5-8

,

cal School9-12

Occupational-technical training for areastudents Gr. 9-12

Bay State. Abrasives - Division of Dresser X 35 9-12 AM or earlyIndustries Inc.

PM

Abrasive wheels cloth, etc.

Bradlees X 50 5-89-12

.

Carlstrom Pressed Metal Company, Inc. X 10 9-12

Chase Paper Company, Inc. X 15 9-12

Raised printed wedding invitationssocial stationery, business and commer-cial stationery.

Consumers Savings Bank X K-4316 Main Street, Worcester 5-8

___.

9-12*Mutual savings bank - offer savingsaccounts, savings bank life insurance,

.,-.travelers checks, etc..

73

68.

Speakers Contact Comments

Yes Jack Carlson366-8851

Encourage all students to participate.

Yes Mrs. Ruth HarpinThe Town Shop9 South Street366-4674

Mrs. Harpin is Westborols member to theAssabet Valley Regional Vocational Tech-nical School Committee and would be hap-py to talk to any group interested inthe school.

Yes Clifford S. DuxburyManager, Public Rela-

tions366-4431 Ext. 215

Before scheduling an industrial speaker ora plant tour, the supervising teacher mightwish to visit industrial contact first tosee the operation and discuss student needsdirectly. This provides necessary orienta-tion to industry.

Yes Jack Collins366-1309

David E. Carlstrom366-4472

h

No Mrs. Swift366-4441

1--,;--

Yes Hawley D. Jones754-2655 Ext. 41

The bank prefers to omit the first 5 and last3 working days of any month for field trips.Will be willing to assist in any way possible.*Never had high school student tours - willingto try.

74

69.

Field MaximumTrips Sizeyea no Grouna

GradeLevel Time

Cournoyer, Dr. Norman H.Colonial CenterEast Main Street

Visual analysis - consultation

X 4e 9-12 Late lilt.

Carlson-Daniel Insurance Agency Inc.15 West Main Street

General Insurance Agency - Preparationof programs for financial conservationand protection of property.

X

-

4-5 9-12

.

Malcolm C. Davis Insurance Agency Inc.Colonial Center, East Main Street

General Insurance - Personal Linesof Fire, Homeowners & Auto

, -

.

Duddie Ford Inc.Rt. 9, Westboro

Retail Auto Sales

X 6 9712

I

7PM9PM

Eliott, Raymond C.P.A.69 Milk Street

Professional accounting services plusminor computor services

X 8-10 9-12 App'tOnly

Engineering Plastics, Inc.190 Turnpike Road

Molded and fabricated Teflon for indus-trial use.

X 10 9-12

Friendly Ice reamEast Main Street

Gallagher & ReynoldsTurnpike Road

Legal Services and political and legis-lative sciences

.

X

.

S Bakers Contact Commen

70.

Yes 366-4500

Yes Robert G. Daniel366-7428

Minimum amount of value related to a groupvisiting our office. Perhaps we could bemore useful by responding to specific areasof current interest (i.e. No Fault) or bypresenting company level (Home Office) per-sonnel to present occupational opportunitiesto the students in various phases of ourindustry.

Yes W. Wallace Davis366-8736

? Duddie Massed366-8311

Yea Raymond Eliott366-9661

.

.

.

Yes John W. Morse366-4425

Yes

---

Robert Creighton366-8339

.

,

Yes Robert J. GallagherRobert C. Reynolds366-1755

.

76

71.

irm

Field MaximumTrips Size Gradees no Groups Level Time

Giant's StoreRoute 9 & Milk Street

Department bringing a variety of merchan-dise to the consumer at discount prices.

X 10:00 AM5:00 PM

Gill Displays69 Milk Street

X 10 9-12

Guaranty Bank & Trust Company25 West Main Street

General Banking Services

X 9-12

Guerard Survey Company & Associates11 Summer Street

Survey of Land

X 15 9-12 Callfirst

Hayes Leather Goods, Inc.32 South Street

.

Leather products primarily dog furn-ishings - sheaths, small cases

X 15 5-8

Hennessy, Dr. Robert N.507 Main Street

Orthodontia

X 2 5-8 AM orearly PM

Dorothy Hickox Inc.1 East Main Street

Selling property - residential -commercial - industrial.

not

prac-tical

High Voltage Power CorporationP.O. Box 447

Manufactures, tests and sells high volt-age transformer-like devices and under-ground transmission systems for the elec-tric utility industry.

.

X 12 PM

77


72.

Yes Philip A. Ward366-9947

Any class interested in retailing. Byshowing the student the management and op-eration of a business, and also showingthem the course they need to take in orderto get into management.

No Gill M. Lavoie366-8242

__.

Field trips within our organization canbe arranged. However, advance notice ofapproximately one week would be required.In our line of work these field trips mustbe limited to no more than 10 at a time inthe advanced grades. They would be theonly ones acquiring any benefits out of it.

Yes Richard G. Starbird366-4493

Yes

. .

Richard W. Guerard366-8800

.

.4

David deHaan366-2782

No Miss Joan Olson757-3633

.

Yes Dorothy Hickox366-2518

Yes James R. West366-9001 Ext. 28

78

73.

Firm

Field MaximumTrips Sizeyes no Groups

GradeLevel Time

Iandoli Super Markets, Inc.55 Millbrook StreetWorcester, also E. Main Street,. Westboro

X 15 K-45-89-12

Mon.

Tues.Wed.

Supermarket - concerned with the massdistribution of food and non-food.

New England Telephone Company X 10 9-1227 Foster Street - Worcester.

New England Telephone is part of thenation-wide industry - the Bell System.Our business is to provide communica-tions - an essential service in ourmodern world.

.

Penn Central Railroad X 20 9-12 9:30AM-Flanders Road NoonWestborough

Unloading of new automobiles for de-livery to area dealers.

PEXCO - Plastic Extrusion & Eng. Co. X 25 9-12 Mon. -Rt. 9 Thurs.

8-4Plastic manufacturing - industrialitems, tubings.

Turnpike Road Animal Hospital X 5 K-4 App't.155 Turnpike Road 5-8 in PM

9-12Engaged in the practice of Veterin-ary Medicine.

Uhlman Brothers X 20 K-4 Depends210 East Main Street 5-8 on sea-

Wholesale milk dealer.9-12 son of

year

Westboro Drug Company X * K-4 Call13 South Street 5-8

9-12Retail pharmacy

79


74.

Yes Nancy E. Corkum752-3746 Ext. 38

Reasons for groups no larger than 15 at onetime are: 1. Permits much closer observa-tion when visitors go into the processingworkrooms of our meat and produce departments2. Cuts down on any interference with cus-tomers shopping in the store.We are willing to permit any number of toursto accomodate all students you may want tohave visit our market. Provide at least 2weeks notice of planned tour.

Yes Frances Hoey,Employment Super-visor799-9953

James Riley872-6151480 Hollis StreetFramingham

Yes Al Harks, Pres.366-1331

Yes Dr. Neil MacKenzie366-8330

No Edward L. Uhlman366-4755

Call between 12:30 and 1:00 PM.

Yes Dexter Blois *Size of group would be limited by size ofstore, but if a full class were to partici-pate, in the spring, it could be done inshifts.

F

80

75.

Firm

FieldTripses no

MaximumSizeGroups

GradeLevel Time

Westborough Savings Bank33 West Main Street

Savings Banking.

X 10 9-12.

"Westboro Town Pharmacy Inc.9 West Main Street

X 4-5 9-12 Call

Retail - Drug Store.

Worcester Telegram and Gazette X Yes 5-810 South Street 9-12

Daily newspaper - visits can be ar-ranged to Worcester plant only -

,,not to Westborough office

GOVERNMENT AND MUNICIPAL RESOURCES

Board of Selectmen X 20 9-12Town Hall, West Main Street

Town Government.

Division of Fisheries & Game X 25 9-12 PMField Headquarters 1:30 -

4:00Research capability fish and wild-life resources.

First District,Court of Eastern Worcester X 20 * *8:30 -175 Milk Street 5-8 4:00

9-12

Town Clerk's Office X 15 5-8 AMTown Hail 9-12

Secretarial Service for the Town ofWestborough and Commonwealth of Mass.

Westborough Fire Department X 20 5-8 PMMilk Street 9-12

Westborough Police Department X 15. K-4 *

Town Hall, West Main Street 5-89-12

Keeping of the peace - protection oflife and property.

81


76.

Yes Walter A. Kinell, Jr.366-4111

Yes Harold Feldman366-5606

.

*Yes Barbara Balfour366-7186

*Worcester Office14

Yes Gunnar A. Jacobsen,Administrative r_sit.366-8282

Yes C. Bridges366-4479

Mr. Charles E. LukeDriscoll, Clerk ofCourt366-8266

*Cubs & Brownies*Court Sessions begin at 9AM-Thursday

No Mrs. Elizabeth M.Balser366-5531

No Chief Rocco Paolinior Lt. on Duty366-4422

Grade 5-12 best suited for this program.

Yes Sgt. Thomas F. Hal-loran366-'8801

*It will be necessary to call the station.If we.have prisoners we could not take thegroup.Speaker - Lt. Daniel Campion