Course Title: Family Andconsumer Sciences

Jasper City Schools Curriculum Map-CAREER TECH-Course Title: Family andConsumer Sciences

Content Knowledge / SuggestedInstructionalActivitiesRigor RelevanceFramework(Quadrant) / SuggestedMaterials,Equipment andTechnology Resources
I.Foundations
A.Skills Needed to PerformWork oftheFamilyandProvidingConsumerServices / 10 + 5 Discussion:
In orderfor individuals and families to acquirequalitylife, it is necessarythat theyhavetheskills to effectivelyperform the work ofthefamily, to becomeagoodcitizen,and beaproductive member of society. / LeadQuestions
1.Mathematical skills
2.Readingskills
3.Writingskills
4.Criticalthinkingskills
5.Creativethinkingskills
6.Decision-makingskills
7.Problem-solvingskills / (These skills will be embedded throughout thecourse. Below is a listing of examples of somethe activities that incorporate the academiccoreinto the instructionalprogram.)
Examples of MathActivities:
Use math skills to compare prices of food andclothingbetween lowand high-endstores.
ConversionofRecipes:
Studentsconvertrecipesto be used to feedalargegroup.
Examples ofReadingActivities:
Usingnewspapers students readarticlesanddiscusscurrenteventsdaily.
Examples ofWritingActivities
Begin ajournal concerningfamilyandeverydaylife activities.
Examples ofDecision-Making,Problem-Solving, CriticalThinking,CreativeThinking,Activities:
Use case studies tosolve familygeneratedproblemssuchas sibling rivalry,arguingparents,financialproblems, etc.
CommunicationBoard:
Designafamilycommunicationboard to helpsolve schedulingproblems.
Teacher Talk:
Explain the decisionmakingprocessand thesteps in problemsolving,criticalthinking,andcreativethinking. / ComputersInternetWeb sites
SalesPapersfromaVarietyofStores
Recipes
EntertainmentSituationsMathConversionCart
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Journal DirectionsFolder/Journal
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B.GoalSettingand Teamwork
C.Importance of FCCLA Programs / Scenarios:
Provide studentswithscenarios in which theyhave to usethedecision-makingandcriticalthinkingprocesses to solvethe problem(s)identified in the scenarios.
Pluses and Minuses:
Students usethe decision-makingprocess tosolvea common communityor schoolproblem.
10 + 2 Discussion;
What aregoals?
Setting GoalsActivity:
Studentsdevelopshortandlong-termgoalsusingthe GoalSettingGuidelinesWorksheet
List,Think,Pair,Share:
Studentsdiscuss the consequences of settinggoals versus not settinggoals.
Partner Discussion:
In pairs, studentsdiscuss the benefits ofteamwork in thefamilyand describe tasks in thefamilyareachievedwithteamwork.Share Out.
Scenarios on GoalSetting:
Studentsare provided with scenariosdescribinganindividual’s or families’ needsandwants.
Based on the informationprovided,studentsdeterminegoalsandfind solutions for theindividuals orfamilies to satisfytheir needs andwants. ReportOut.
QuickTalk:
Beingamember ofFCCLAallowsstudents towork as teammembers as theyengage inindividual,chapter projects,andservice learningprojects. / Scenarios
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D.Qualities ofHealthyRelationships
1.Effectivecommunicationskills / VirtualFieldTrip:
Studentsgo to theWeb site Theycomplete theFCCLASurvey.
View,Pair, and Share:
Show studentsFCCLA’s“Be PartofIt”video topromote membership. Have studentspair andshare ways theycan encourage their peersaswellasthemselves to beactivemembersofFCCLA.
10 + 5 Discussion:
Studentsdiscuss whyeffective communicationskills are veryimportantin developingrelationships.
Turn,Pair,andShare:
Studentsturnandpair withanother student.Theyshareexamples ofhow communicationimpactedcertainrelationships. Share Out.
PowerPointPresentation:
EffectiveCommunication Skills
Role PlayonEffectiveCommunicationSkills:Studentsrole playsituations of effective andineffective communication skills usingbothverbaland non-verbal communication.
Scenarios on Communication:
Studentsaregiven scenariosofcertain familysituations orsocialactivities. Theydecidewhatcommunication skills can be used to buildeffectiverelations. / GuidelinesforActivityComputers
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2.Conflictresolutiontechniques
3.Refusal skills / QuickTalk:
Studentsdiscussthatsometimes in order tomaintainrelationships it is necessaryto useconflictresolutiontechniques to addressanyconflictsituations.
Four Corners:
Studentsare divided into groupsof four.Eachgroupgoes to one cornerofthe room.On theposters, theywrite techniquesthat theyusetoresolve conflict in theirrelationships. Studentsmoveto eachcorner anddiscusstechniqueswritten byothergroups. As a wholegroup theydecidetechniquesthat can beused effectivelytosolve conflict.
Case Studies on ResolvingConflict:Studentsaregiven casestudies that involveconflict. Theydeterminehowthe conflict caneffectivelyberesolved. Share Out.
10 + 5 Discussion:
Teenagersface somanytemptationsas theybegin to assume their developmentaltasksandprepare foradulthood. As varioussituationsarefacedbyteenagers, theyshould beknowledgeable ofhowtouse refusal skills whenplaced in uncomfortablesituations.
Search and Share Say “No”Activity:
Studentsresearch howto“sayno”when theyarefacedwithunpleasantsituations. Share Out. / LeadQuestions
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Comic Book or Story Book Activity onDealing with Conflict :
Studentswrite a comic book orstorybookforyoungchildren on howtodealwithconflict in aneffective mannerorhowto develop positiverelationships.
Role Play on Refusal Skills:
Studentsare provided situations in which theydiscuss the importance ofself-awareness in orderto havetheabilityto demonstrate refusal skills.Theyrole playthese situations.
T.V. Script:
Studentswrite a T.V. Script for a new televisionshow that is based on howahealthyfamilyfunctions in today’sever-changingandtechnologicalsociety. / GuidelinesforActivityRubric
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Unit/CourseCulminatingProduct: / Studentscreatea script fora new television sitcomfocusingon theskillsneeded to promotea functionalfamily.Studentscreateacoloringbook orstorybook onDealingwithConflict.
Course/Program Credential(s):CredentialCertificatePostsecondaryDegreeUniversityDegreeOther:AAFCSPre-ProfessionalAssessment- Broad FieldFamilyandConsumer Services and/or FamilyServices

Course Title: Family andConsumer Sciences

Content Knowledge / SuggestedInstructionalActivitiesRigor RelevanceFramework(Quadrant) / SuggestedMaterials,Equipment andTechnology Resources
II.. Marriage and Family
A.Functions oftheFamily / 10 + 5:Discussion:
The familyunitplaysanimportantrole insociety. It is through the familythatindividualsare nurtured. / LeadQuestions
B.Typesof Families
C.FamilyLifeCycle
1.Stages
a.Beginningstage
b.Parentingstage
c.Launchingstage
e.Middle-age stage
f.Retirementstage / TurnandShare:
Studentsturn to their neighboranddiscusswhattheythink thefunctions ofthefamilyareintoday’ssociety.ShareOut.
Buzz Session:
After sharingout their thoughts on thefunctionsofthefamily, the classas a whole developsalistingalongwithdefinitions ofthemajorfunctions offamilies.
QuickTalk:
Intoday’ssociety, wefind familyunits in manydifferentshapes and sizes. Thetype of familyinfluences howthefamilyfunctions.
ResearchReport onTypes of Families:Studentsconductresearch to describe types offamiliesfound in today’ssociety.Theyidentifythetypesof families, definethetypesoffamilies,describehowthe type offamilyimpactsthefamiliesfunction,andtrends affecting families.After completingthis research, students select acountryother than theU.S. andconduct the sameresearch on the selectedcountry.Theycomparethedifferences in thefamilies unit. Share Out.
10 + 5:Discussion:
Thefamilylife cycle is used to studythefamilydevelopmentas afamilymovesfrombeingacouple tothe lateryears.
Buzz Session:
Studentsdiscusswhatstages theythink areaddressed in thefamilylife cycle.
PowerPointPresentation:
FamilyLife Cycle Stages / LeadQuestions
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2.Issuesinfluencingeach stage
a.Social
b.Economical
c.Technological
D. QualitiesthatContribute to StrongFamilies / Family Life Cycle Activity:
Studentsdraw thefamilylife cycleandplottheirfamilies’ stage within the life cycle.Studentsdesignhis/her owngraphic to represent thefamilylifecycle.Students presenttheirdrawings tothe class. Drawings are displayedon the classroomwalls.
QuickTalk:
Asfamilies movefrom onestageofthe familylife cycle toanother,there arecertain factorsthatimpacteach stage.
Turn andShare:
Studentsturn to a classmate and shareoccurrences inlife thatcauses afamilyto moveinto a new stage of thefamilylife cycle.ShareOut.
Family Life Cycle ResearchProject:
Studentsare provided with copies ofcase studiesthatidentifycharacteristicsof ayoungcouple,their goals,andother demographic informationthatwillimpacttheir livesas theymove fromonestage toanotherstage inthe familylife cycleTheydescribe the familyas theyentereach stageofthelife cycle.ReportOut.
10 + 5 Discussion:
Therearecertainqualitiesthatidentifystrongfamilies.Byknowingwhatthesequalitiesare,familymemberscanworktogethertomaketheirfamiliesstronger.
ResearchReport onStrong Families:Studentsresearch and writea report on qualitiesofastrongfamilyandwhatstrategiesfamiliescan useto become stronger. ReportOut. / GuidelinesforActivityRubric for ActivityComputers
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A. Challenges that FamiliesIncur / Case Studies on StrengtheningFamilyLife:Studentsaregiven casestudies of familysituations. Based on theissues/challenges/problemsincluded inthe casestudies,studentsfindsolutionsas to howthefamilycanaddress theseissuesthusmakingthefamilyunit stronger. Share Out.
QuickTalk:
Asfamilies movethroughoutthefamilylifecycle, familymembers mayencountered manychangesandcrises.Manyof theseevents maycause stress. It is importantthat familymembersare ableto copewith thechallengesandcrisestheyface.
Whole GroupActivity:
As a class,students identifyand discuss changes,challenges, andcrises that families mayface astheylivein anever-changing, technologicalsociety.
PowerPointPresentation:
CopingStrategies
Case Studies on Copingwith a Family Crisis:Studentsare provided with case studies ofacrisis, challenge, or change that afamilyisfacing. Theyidentifystrategiesthat thefamilycan useto cope with thesituation. Share Out. / References
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B.Dating / Short Paper onHealthyFamilies:Studentswrite a short paperon thecharacteristics ofhealthyfamilies.
10 + 5 Discussion:
Datingis a process in which anindividualbeginsto identifycharacter traits that theyarelookingfor in choosinga partnerfor life.
Brainstorm:
Studentsdiscuss how their generationdescribestheterm“dating”and what thesignificanceofdatingis.
The DatingGame:
Eachstudent is providedwithfive indexcards.On onesideofthecard isan issue thatimpactsdating. On theback ofthe card, students write asolution to the situationidentified on the front ofthecard.The teacher presents case studiesofdatingsituations. Ifthestudents feelthat theyhave agood strategyforaddressingthe situation,theyplaytheir card. Theyhaveto defendtheirsolution.Theteacher determines ifthis is arealistic solution.The teachercollectscardswhen solutions are correct.The studentwhodiscardsall of his/hercardsfirst is the winner ofthegame.Gameis repeated.
ResearchReportsonDating:
Studentswork in groups. Eachgroup is assignedatopicon dating. Theyresearch the topic,prepare a writtenreport,andthen share theirfindingswith the class. / Guidelinesfor PaperRubric
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G.EngagementPeriod
H.FactorsAffectingMarriageandFamilyLife
1.Customs
2.Traditions
3.Legislation / Short Write onDating Characteristics:
After hearingtheresearch reports,studentsmakealist ofthecharacteristics theywant in apotentialdatingpartner.
QuickTalk:
When couplesdecidethat theyarein alastingrelationship, theybegin talkingaboutmarriage.The engagementperiodiswhen the coupleshareswithotherstheircommitment to eachother andtheir plans tomarry.This is thetimethat theybegin to makeplans fortheir weddingand life as a marriedcouple.
Interviewsonthe EngagementPeriod:
In pairs, studentsdevelopalist of questionsthatanengagedcouple needsto address duringtheengagement period. Theyinterview threemarriedpeople/couples. Theysummarize theirfindingsand writeapaperon howtheengagementperiod canaffectmayimpactmarriedlife. ReportOut.
10 + 5 Discussion:
Allstateshavemarriage laws.Manyofthe lawsmaybe similar butmaydiffer in details.
Marriage isa contractgoverned bythe state andmadeofficialwith a marriagelicense.
Teacher Talk:
Theteacher discusseswith the classAlabama’slegalrequirementsformarriage.
MarriageLawSearch:
Studentsare assigned a state and research themarriage laws mandatedinthe state.Theycompile the information on theMarriage LawChart.Theycompare the marriagelawsfromtheir assigned states to Alabama’slaws.ReportOut. / LeadQuestionsGuidelinesfor Short WriteLeadQuestions
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Alabama’sMarriageRequirements
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Whole GroupActivityon Marriage Laws:Studentsshare their researchfindings onmarriage laws. Theydiscuss iftheyfeelAlabama’s MarriageLaws should be revisedbased on information obtained fromother states.
Search,Find, and Report onMarriage inOther Cultures:
Studentswork in groupsand aregiven the nameof anotherculture to investigate. Theyinvestigate the culture forfamilyandmarriagecustomsandtraditions. Theypresent their reportto the class. ReportOut.
10 + 5 Discussion:
Onewayafamilyspendstime together is bycreatingtraditionsto celebrate over time. Bycelebratingthese traditions,memories
are made.
Pair and Share:
Studentspair withanother student to discusscustomsand traditionsthatarecelebrated intheirfamilies.
ABook ofMemoriesActivity:
Studentscreateabook describingthetraditionsand customs celebrated bytheirfamilies.Theyinterview their familymembers to determinewhatcustomsandtraditions theyliketo celebratein their familyaswell if there are anynewtraditions theywould liketo start. Studentscompose these customs and traditions into aMemoryBook. Iftheyhave picturesof theirfamiliescelebratingtheseevents theymaybeincluded. / LeadQuestions
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I.Demands on Marriageand FamilyLife
1.Home
2.Workplace
3.Community / PowerPointPresentation:
Qualities ofa StrongMarriage
Case Studies on Building a StrongMarriage:Studentsare provided with case studies ondifferentsituations/issues/problemsfaced inmarriedlife. Theyprovidesolutions for thesituations/issues/problemsthatwillmakethemarriage stronger. ShareOut.
10 + 5 Discussion:
Each dayfamilymembers are tryingto havesome balance in their livesas theyjuggle work,family,andpersonalactivities.Familylifeandwork life impacteach other.
BrainstormingSession:
Studentsbrainstormtypes of workthat areperformed in thehome. Alist is preparedandtheclassas awhole determines categoriesofworkperformed in thehome.
Buzz Session:
Based on thelist of workperformed in thehome,studentsdetermineresponsibilities offamilymembers in performingthe work.
Scenarioson Work ofthe Family:
Studentsare provided with scenarios offamilies.Based on the informationprovided in thescenarios, theyidentifyroles andresponsibilitiesoffamilymembersand organizethe work ofthefamilyin thehome to achievetime and energyefficiency. / PowerPointPresentationComputer
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TableTalk:
Studentsdiscuss howthe workplacecan impactthefamilyandthefamilyimpacts the workplace.Share Out.
Pair and Share:
Studentspair withanother studentand share theirthoughts ofhowcommunityresponsibilitiescanimpact thehome andworkplace.ReportOut.
ResearchReport on Blending WorkandFamily Life:
Studentspreparea research reporton strategiesused byfamilies in theirefforts to blendtheirfamily,personal,community,and work life.
Share Out.
Case Studies on BalancingWork and Family:Studentsare provided with case studies ondifferentfamilysituations. Based on theinformationprovided in the case studies,studentsidentifystrategiesforthethefamilies to use inblendingwork and familylife.
QuickWrite:
Studentswrite a paper onqualitiesof ahealthyfamily.
“My IdealLife”Paper:
Studentswrite a paper that describes their “ideallife.” The papermust includetheir travelsthrough everystage of thefamilylife cycle. / LeadQuestions
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Unit/CourseCTSOActivity:

FCCLA“STOPtheViolence” state project topromotehealthydating

Studentsparticipate in STAREvents - Chapter Service Project, Chapter Showcase,Focus on Children,InterpersonalCommunication,LifeEvent Planning.

Unit/CourseCulminatingProduct: / “My IdealLife” paper. Studentswillwrite a paper thatdefendstheir imageofanideallife.Itmustincludeeverystageofthefamilylifecycle.
Course/Program Credential(s):CredentialCertificatePostsecondaryDegreeUniversityDegreeOther: AAFCSPre-ProfessionalAssessment -BroadFieldFamilyandConsumerServicesand/or FamilyServices

Unit:3Parenting and Caregiving

Content Knowledge / SuggestedInstructionalActivitiesRigor RelevanceFramework(Quadrant) / SuggestedMaterials,Equipment andTechnology Resources
III.ParentingandCaregiving
A.Characteristicsof aQualityCaregiver / 10 + 5 Discussion:
Anyone whoprovidescare forchildren is acaregiver.
BrainstormSession:
Studentsdiscussreasons whythereis aneed forqualitycaregivers.
Brochure onCharacteristics ofa QualityCaregiver:
Studentsresearch the characteristicsof aqualitycaregiver.Theycreate abrochure todistribute at / LeadQuestions
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B. Impact of ParentingRoleson the Well-BeingofChildand Family / the localhospital to newparentsand variouslocations in the community. ShareOut.
PanelDiscussion:
A panel of childcaregiversfromvarioussources(home care, publicagencies, or private agencies)discusses the rolesandresponsibilities theyperform in providingcare for children.Anyadditionalinformationthatparents need to knowin makingadecisionaboutselectingchildcareservices toafamilyis addressed.
QuestionsParents Should AskCaregivers:Studentswork in pairs to develop a set ofquestionsthatparents should askwhen theyaremakinga decision tohirea child caregiver.Thepairsshare their questionswith theclass. As awhole the class, develops alist of questions toask caregivers.
Guest Speakers:
Severalparentsdiscusswith the classtheprocesstheyusedin hiring achild caregiver. Thestudentsshare their list of questionswith theparents. Theyadd questions ofthe parents totheir lists.
QuickTalk:
Parents playthemostimportantrole in thecareof their children. Caring for children is agreatresponsibility.Their actions impact the growthanddevelopment oftheirchildren.
Guest Speakers:
A representativefromtheMarch of DimesandDepartmentofHuman Resources(SocialWorker) discusswith theclass how parentscanimpact the growthanddevelopment of children. / Web sitesReferencesArtSupplies
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ResearchReport onParentalImpact onaChild’sGrowth and Development:
Studentswrite a researchreport on howparents'andchildcaregivers' actions impact the growthanddevelopment(physical,mental,emotionalandsocial needs)of theirchildrenandfamily.Studentspresenttheir report to the class. / Guidelinesfor ResearchReportRubric forResearch ReportComputers
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Unit/CourseCulminatingProduct: / Research Paper on theImpactofParentsand Caregivers on the Growth and Development ofChildrenBrochure ofCharacteristicsof aQualityCaregiver
Course/Program Credential(s):CredentialCertificatePostsecondaryDegreeUniversityDegreeOther: AAFCSPre-ProfessionalAssessment -BroadFieldFamilyandConsumerServicesandFamilyServices

Unit: 4Consumer Sciences

Content Knowledge / SuggestedInstructionalActivitiesRigor RelevanceFramework(Quadrant) / SuggestedMaterials,Equipment andTechnology Resources
IV.. Consumer Sciences
A.ConsumerIssuesRelatedtoNeedsand Wants
1.Budgeting
2.Establishingcredit / 10 + 5 Discussion:
Asindividualsandfamiliesmake decisionsabout howto expend their resources, thereareseveralissuesthat needto beaddressed.Theseissuesare related to howthe individuals orfamilies use oftheir resources to meettheirgoals, needs, and wants.
BrainstormSession:
Studentsdiscusswhatissuesteenagersas well asadultsandtheir familiesshould think aboutbefore decisions aremade as to howto spendtheir resources to meet their needsand wants.
PowerPointPresentation:

• WhyBudget?
• Steps in Planninga Budget
• RevisingaBudget


Case Studies on Creating a Budget:Studentsare provided with case studies offamilieswithpredeterminedgoals,needs.and
wants. Theincome forthefamilies is identified.Theycreatea budgetandjustifyexpendituresanddisbursements. Share Out.
QuickTalk:
Intoday’s societyit is easyto spendbeyondone’sneedsbyusingcredit. Individualsandfamiliescan find themselves in debtbecause ofthe ease ofusing credit. Consumers must beknowledgeableabout thecost ofusing credit. / LeadQuestions
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3. Purchasinginsurance / PowerPointPresentation:

• Reasonsfor UsingCredit
• Typesof Credit
• Advantages and Disadvantages ofUsingCredit
• Cost of Credit
• EstablishingCredit

Case Studies on Credit:
Studentsare provided copies of case studiesthatinclude information about the financial historyofanindividual or family. Usingthis information,the studentdecides howthe individual orfamilycan use credit responsiblyin addressingsituations that theyare facingday-to-day. ShareOut.
CreditForm Activity:
Studentsfill outa mockcreditapplication.Asawhole group, the class discusses the type ofinformationconsumers haveto provide acreditorin applyingforcredit.
QuickTalk:
Asindividualsandfamiliestravelthroughlife,theymaybe facedwithcrisesrelated to health,accidents, andcrime. Bypurchasinginsurancefor these specific instances,individuals orfamiliesreceivefinancialprotectionthatwillassistthem in dealingwith thelossandcostfeltbyhavingto face thesesituationsin life.
Insurance Report Activity:
Studentswork in groupsto investigate the typesof insuranceavailableforconsumers.Eachgroup is assignedatypeof insurance toresearchand complete theInsurance Questionnaire.Aftercompletingthe research the groupsreport out totheclass.As awholegroup, each type ofinsurance information is discussedand the / PowerPointPresentationComputer
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4.Investing
5.Savings / information is entered ontheInsuranceQuestionnaire.
Guest Speaker:
AnInsurance Agentdiscusseswith the classthetypes ofinsurance andwhyindividualsandfamiliesneed to becovered byinsurance.
Studentswrite questions to ask the agent.
10 + 5 Discussion:
Intoday’ssociety, manyindividualsandfamiliesfocus onlyon the financialsituation theyarefacingeach day. Individualsand families areconcernedabout howtheycan manage theirresources to addresseachcrisis theyface on aday-to-daybasis.To befinancialsecure,individualsandfamiliesneed to planfor theirfuture.Byinvestingsomeof their currentfinancialresources, theirfinancialresourceswillgrow to meettheir needsandwants in the future.
Investment Report Activity:
Studentswork in groupsto investigate the typesof investmentsavailablefor consumers.Eachgroup is assignedatypeof investment toresearch andcomplete theInvestmentQuestionnaire.After completingtheresearch thegroupsreport out to theclass. As a wholegroup,each typeof investmentinformation is discussedand the information is entered on theInvestmentQuestionnaire.
QuickTalk:
Not onlydo individuals and familiesneed tospend their resourceswisely, be covered byinsurance,andplanfor the future, theyneed tosave some oftheirfinancialresourcesavailableto meetemergenciesthattheymayface each dayaswellas to havefinancial stabilityin the future. / Arrangementsfor Guest SpeakerLeadQuestions
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6.Checkingaccountsanddebitcards
7.Reportingtaxes / Pare and Share on Savings:
Studentsdiscussways individuals andfamiliescan save money.ShareOut.
QuickWrite on Savings:
Studentswrite a quick paperon a savingsplantheycan useto begin savingas ateen. ReportOut.
10 + 5 Discussion:
Intoday’s societyfewpeoplepaycashfor theirpurchases. Checkingaccounts, debitcards,andcreditcards are used to payfor expenditures. Itis veryimportantthatindividualsandfamilieskeeprecords oftheir expendituresincurredbythe use ofthese items.
Guest Speaker:
A representativefromalocal bank discussesbank services aswellashowto open a checkingaccount,savingsaccount,and howto acquire adebitcardandcreditcard. Guidelinesfor usingthese resources wiselyare also discussed.
QuickTalk:
It is aresponsibilityofcitizensoftheUnitedStates topayincome taxes atthefederal, state,andlocallevels. To manyAmericans, April 15is a dreaded daybecausefederaland most stateincome taxes are due.
PowerPointPresentation:

• HowFederalIncome Taxes Are Reported
• DocumentsUsed toDetermine TaxDeductions
• FormsUsed toCalculateTaxesOwedTeacher provides students with a Form 1040 EZandForm 1040and discusses howthe forms areused to reportincome that is taxed.

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B.RightsandResponsibilities ofConsumers
1.Filingaconsumercomplaint / Guest Speaker:
AFamilyFinancial Advisordiscusseswith theclasswhatservices areprovided to consumers toassistthem in havingfinancialsecurity.
QuickTalk:
Thereare laws and regulationsthatprotectconsumersas theypurchasegoodsandservices.These laws ensure that theyare treatedfairlyandproductsare safe. Consumersneed to befamiliarwiththese laws so that when theyare confrontedwithsituationswhere their rights have beenviolated, theycan take the necessaryaction toresolvetheconflict.
ConsumerRights and ResponsibilitiesBrochure:
Studentswork in pairs to research thetopiconConsumer Rightsand Responsibilities. Theydesign abrochure on: Consumer ProtectionandConsumer Rightsand Responsibilities thatcanbe distributed in the community. Share Out.
QuickTalk:
Attimesconsumerspurchasegoods or servicesthatare unsatisfactory. Most businesseswantcustomer satisfactionso theyarewillingtoaddress theconcerns ofaconsumer. It is theconsumer’sresponsibilityto file aconsumercomplaint.
PowerPointPresentation:
Process ofFilingaConsumer Complaint
ConsumerComplaint Activity:
Studentsare assigned to three businesses in thecommunity. Theyresearch the businesses todeterminetheir Return Policies and PoliciesforFilinga Consumer Complaint. Theycompile / MakeArrangementsforGuestSpeakerLeadQuestions
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1.Advertisingtechniques / their information on theConsumer ComplaintReports.
10 + 5 Discussion:
Businesses useadvertisingto makeconsumerswant to buytheirgoodsand services.Agenciesor organizationspurchase advertisingto promotetheir cause. Advertisersuse certain techniques togetconsumers to buytheir products or supporttheir cause.
BrainstormingSession:
Students identifytypesof advertisingused toentice consumers.
TypesofAdvertisementsActivity:
Ingroups of four, students draw anindexcardthatidentifies a type ofadvertisement. Theyresearch the typeof advertisementto determinehowit encouragesconsumers to buytheirproducts,their services,or supporttheir causes.Persuasivetechniques used in the advertisementare identified.Theyshare an example ofoneofthe advertisementsusedintoday’smarket. Theypoint out the techniquesused to impact theconsumer’s decision-makingprocess.
Individual or FamilyFinancialPortfolio:Studentsaregiven acasestudyof anindividualor family. Theycreateafinancialportfolioforthe family.Share Out. / TelephoneDirectory
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