Consumer Awareness Module

Unit 1: What does it mean to be an aware consumer?

Lesson 1: What Kind of Consumer are You?

Materials Needed:

  • Flipchart paper/newsprint or large board and markers/chalk
  • Computers with Internet access
  • Handouts 1a, 1b, and 1c, and Handout 2
  • The Complete Control Your Money: A Quick and Easy Guide with Worksheets (2001).  Syracuse, NY:  New Readers Press

Word Bank:
consumer
aware
purchase
long-term
short-term
budget
full balance
insurance
income
semiyearly
unexpected expenses
stick to
pay stub

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Introductory Activity: Examining Our Own Consumer Awareness

Whole group discussion

  • Today we are going to talk about consumer awareness. Can anyone explain what a consumer is? Is anyone here a consumer?
  • What about "awareness"? What does "aware" mean?
  • What is an "aware consumer?"

Activity 1: Are you in control?

  • Now we are going to take a quiz to see how we rate as aware consumers. The quiz is called "Are you in control?" What do you think? Are you in control of your money?

Hand out the book The Complete Control your Money. Have students open to page 5. Go over the instructions for the quiz and any new vocabulary. Then have students take the quiz, writing their answers on their own paper.

Debrief Activity 1

  • How did you do on the quiz? Was anybody surprised? What are some things that you don't do now to manage your money that you might start doing?
  • Are there any other questions that you think should be on the quiz to help people think about how they manage their money?

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Writing expansion:

  • Write a paragraph on your thoughts after taking the quiz. Talk about what surprised you, and what you want to do differently in future. If you feel you are good at managing your money now, write about what advice you would give another person who is not as in control of their money as you are. What are the most important things for them to do?

Notes You may ask the learners if they would like to share their paragraphs with the class. Respect privacy concerns if someone is hesitant to share.

Activity 2: Identifying financial needs and goals.

  • Now we are going to talk about identifying our needs and goals, and how to manage our money to reach these goals.
  • When you want something, how do you decide whether you will buy it or not? What questions do you ask yourself or your family?
  • What are some things that you need right now?
  • What are some things that you may need soon?
  • What are some things that you may need in 3 or 4 years?
  • Now we will look at some different people's needs and decide how they can manage their money to reach their goals. We're going to read the stories and answer questions about the different situations. Let's do Handout 1a together, then you can work in groups on Handouts 1b and 1c.

Groups complete all handouts.

Notes After completing Handout 1a as a whole group, handouts 1b and 1c may be done in small groups or individually. Groups could each read one story and report on their case to another group, or all groups could read all stories.

  • Was any vocabulary new for you?
  • What answers did you give for Ayiel's family?
  • What answers did you give for Malika and her mother?

Activity 3: Self-reflection and Writing

  • We've identified some financial needs of other people. Now we're going to talk more about our own financial goals. On Handout 2, there is a chart for you to fill out about yourself and other classmates.
  • When your group has finished filling in the chart, use the information from your answers to write a letter or e-mail to the teacher. Tell what one of your long-term financial goals is, how you plan to meet your goal, or what else you need to know before you can make a plan.

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