Consumption+Unit


 * "Consumption" for an 11th grade Economics course **[Lizzie A, Chrissy G, Kam B, Andy J, Mike P, Steffon J]**

**Chrissy** : United States Consumer Consumption/Spending **Lizzie** : World Consumer Consumption/Spending **Kam** : Child/Teenage Consumption **Andy** : Energy Consumption **Mike** : Consumption and the Government **Steffon** : What is Consumption?

**__ Unit Plan __**


 * Unit Title**: Consumption


 * Number of Days**: 7 days


 * Class Length**: 55 minutes


 * Classroom Context:**

//__Enduring Understandings:__//
 * Students should understand the theory of consumption and how it continues to play an integral role in our changing society.

//__Essential Questions:__//
 * How does consumption affect our lives?


 * What role does consumption play in changing society?


 * Unit Objectives:**


 * Students will know how government involvement affects consumption
 * Students should understand that consumption is not a centralized problem.
 * Students should understand the various types of consumption.
 * Students should understand the leading aspects to consumption.
 * Students should understand that without consumer spending, there are many consequences that arise that can have direct consequences on our lives.
 * Students should understand trends of consumption across the globe.

1.3- prices, supply, demand 1.3.3- Price, Equilibrium, Elasticity, Incentives 2.1.9- American economy in the world 3.1.4- GDP, Standard of living 3.1.5-Comparing economic systems 1.4- Role of the government in the market E1.1.1- The market economy NS 1- Choices and costs and decision making 2.2.3- Fiscal policy and its consequences
 * Unit standards:**

Teaching consumption is a key section of the economics curriculum. Not only do we live in a consumer society, but also because consumption habits, patterns and trends of today will be the scaffolding the future generations will be built on. Students need to gain an understanding of how to run their personal finances as well as what it means to consume responsibly. Additionally, what overconsumption can do to not only an individual but also a nation and the global market. The impact of consumption on the environment is important to the future of the world and must be brought up for students to gain awareness.[1] Now more than ever students need to understand consumption with the United States current position in the debt cycle.
 * Unit** **Rationale**:

For the final unit assessment, student will have to write a paper discussing how their personal consumption habits relate to that of national and international habits while using examples discussed through the unit. We decided that through a paper assessment, students will think critically about how their individual consumption plays a role in the bigger picture. This will drive home the overall point of the lesson, having students understand consumption.
 * Summative Assessment:**


 * Lesson Sequence/ Overview:**
 * 1) Introduction to Consumption
 * 2) Global Consumption
 * 3) Energy Conception
 * 4) US consumer Spending
 * 5) Consumption and government

We wanted to start with an introductory lesson about consumption and then go from a larger to smaller picture when looking at consumoption. So after the introductory lesson we go to global consumption and work our way down. So the energy consumption talks about global and also national and individual energy consumption. After that we look at US consumption and individual consumption. Ending it all with how the government and politics impact consumption. We thought this would be easiest for students to follow and understand.

This lesson on energy consumption is supposed to make students aware of the amount of energy we consume individually and as a society. How the United States only has a small percentage of the worlds population but consumes the most energy and as a result produce’s lots of pollution that has negative environmental and social effects. Students will be able to use economic principles such as supply and demand to be able to show how energy prices are determined and also what determines what types of energy we use. Along with this lesson students will be able to look at themselves and their energy use and be able to come up with ways to reduce their usage and dependence in creating a better society
 * Lesson 3: Energy Consumption**

This lesson is designed for students to see their direct cause on society, and that even one individual matters. I want them to realize what interest and debt can do to them, and to the economy on a micro and macroeconomic level. This lesson will discuss many of the effects on consumer saving, versus consumer spending, and the causes and effects of both of these elements within our society. I will also discuss the times that my students have been producers in this economy, so that they may realize that this topic is relatable to their lives. I thought that having them create an ad will be a good way for them to use the concepts that they have learned in class as well and it would be more fun for them. I also hope students will be more aware of their financial status, and the financial status of the country. What these students do on their micro level, can have effect on the macro level as well. Hopefully by the end of the lesson students will realize how important consumer spending is to the economy. I can also tie in governmental stimuli, and maybe current events on this if something to boost the economy is happening at that time. At this time if may be applicable to talk about how much debt the US is in, and various programs they have put in place before that were supposed to eliminate that. I really wanted to come up with something that was going to be relevant to students, and that was a huge part in the rationale of my topic.
 * Lesson 4: US Consumer Spending**

The lesson on teenage consumption is to raise the students awareness of their own self consumption. This lesson is placed at the end of the unit so the students can learn their own consumption that will allow them to reinforce what they had learned about consumption nation and worldwide. Having the students dissect their own consumption will give them knowledge of what consumption is. When remembering the concept consumption, students will be able to remember it easier because they can relate it to their own situation. Students may wonder why consumption is so high worldwide and this lesson will help them realize that individuals often over consume.
 * Lesson 5: US Consumption Cont.**


 * Lesson 6: Consumption and the Government**

This lesson is designed to get students to think about things they personally consume and how the government can have an impact on that. We will specifically talk about taxation and how that can change consumption. Specific stress will be put on the relationship between taxes, price and demand of a good. We will look at all of these to see how the government can change consumption. The broader goal of this lesson is for students to gain an understanding of their personal consumption as it relates to the world around them. Their personal consumption can be represented through trends over time and these trends can have an impact on both the students consumption and more broader scales of consumption

[1] Save the polar bears.

Lesson Plan Lesson Number: 1 Lesson: What is Consumption Lesson Length: 1 class 55 minutes economic aspects of our communities. || 2) What factors and/or routes lead to consumption/over consumption? || 1) 4.1.1 Economic Perspective 2) 1.10 Understand significant concepts, generalizations, principles, and theories of economics. ||
 * **CLASS: 11****th** **Grade Economics** || **DATE: December 2011** || **UNIT:** //**Consumption**// ||
 * **ENDURING UNDERSTANDING:** What will my students be able to do or understand by the end of class? ||
 * # Students should understand the meaning behind consumption
 * 1) Students should understand the five steps of the consumerism cycle
 * 2) Students should understand the advantages & disadvantages of consumerism as it pertains to the environmental, societal, and
 * **ESSENTIAL QUESTION:** What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * 1) How is Consumption defined and what are the major forms of consumption?
 * **MICHIGAN HSCE:** Which three state standards does my plan address? N d


 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">**HOOK/INITIATION:** What will you do to get the students invested in the lesson? ||
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">YouTube Video: on consumption ||
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">**TEACHER ACTIVITIES:** How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * * <span style="color: #000000; font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Hook 5 minutes: YouTube video on consumption
 * <span style="color: #000000; font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Lead students in discussion defining Consumption and the major supporting key terms; by polling the class with an array of picture; does the image reflect consumerism/consumption or both? Is there a difference? 10mins
 * <span style="color: #000000; font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Supply students with an Graphic Organizer that will be used not only is this lesson but to be added to throughout the continuation of the unit of consumption. 3mins
 * <span style="color: #000000; font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Lecture 10 minutes furthering the general ideas of consumerism and introducing methods and subject areas that will be addressed in future lesson plans. Also touching upon vocabulary and main ideas that will help students to the complete assignments in further class room activities. As well as needed to complete the graphic organizer.
 * <span style="color: #000000; font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">The Story of Stuff by Annie Leonard: What we saw class Q & A 10 mins
 * <span style="color: #000000; font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Group Activity Where students read short article and answer questions and discuss with group-Reporter shares with class in class discussion 10 mins
 * <span style="color: #000000; font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Student Engagement: Examples of consumption, over consumption need versus luxury. 5mins
 * <span style="color: #000000; font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">**Total 53 mins** ||
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">**STUDENT ACTIVITIES** What will the students do to demonstrate their understanding? ||
 * * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Watch the short video about the consumerism cycle, The Story of Stuff by Annie Leonard
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Discuss facts and statements made in the video in small groups
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Identify environmental or social issues about consumerism in the video
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Read Finding Balance Between Consumerism and Conservationism, an article written by Joel Bittle.
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Break into small groups, one group for each instructor, and discuss the following questions raised in the article: Is doing nothing actually the greenest thing? Is conservationism the enemy of consumerism? ||
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">**CLOSURE/SHARE BACK:** How will the students share/interpret knowledge for others in the class? ||
 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Students will engage in class discussion where students will share examples of consumption, their personal views and how it relates to them. As well as their personal opinion on class activity and which poster stood out to them the most ||


 * <span style="font-family: BrowalliaUPC,sans-serif; font-size: 15px;">**BELL-RINGER** **<span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">: **<span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;"> Journal topic: of Primary source document on consumption. What is the image depicting? What do you think the illustrator is trying to portray.

<span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">**TICKET OUT THE DOOR:** Turn in worksheet completed during video || <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">**ANNOUNCEMENTS:** ||
 * ^  || <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">This Week in Econ: Consumption, Consumerism, Policy, Advertising, Need vs. Want, Around the globe to your home! ||
 * ^  || <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">**HOMEWORK:** ||
 * ^  || <span style="font-family: BrowalliaUPC,sans-serif; font-size: 11pt;">Complete Graphic Organizer for today’s lesson on consumption. List 5 things that they consume daily and tell whether its a need or a luxury and why? What factors helped you reach this assumption. ||
 * Rationale: For Lesson ONE**

group along with independent study are used to vary the class structure. It is necessary for the students to formulate their opinions separately before they come together to discuss and debate them.
 * Article:** Students obtain information by reading an opinion article written by columnist Joel Bittle. This allows an opportunity to again get another side of the subject matter that they are learning. Small


 * The graphic organizer** is an important tool for measuring their knowledge of the concepts and vocabulary that was brought up, discussed and taught to them pertaining to consumerism. Also to wrap up the lesson, small groups were used to discuss how the students thinking, behavior, and attitude have changed throughout this lesson. In these groups should are encouraged to think about what students can continue to do to shop consciously in the present and especially in the future. Which will be touched upon in further lessons.

The worksheet and skill-set questions ensure that students would be able to discuss the information with both me the instructor as well as their peers. I wanted students to use critical thing skills and their judgment to weave through false information and biases.
 * The video** was chosen to encourage students to gain an emotional outlook on the subject material. I wanted students to react to the movie in a way to create both interest and dialogue.


 * Class discussion:** It was important to have students as the anchor and lead of classroom and group discussions. This allows the introduction of informal discussion instead of answers questions and being restricted. I also wanted students to feel free to challenge the material and engage in debate but in respects of both myself and their fellow classmates.

S.Jones

<span style="font-family: Garamond,serif; font-size: 10pt;">2) SSU that consumption is not a centralized problem. <span style="font-family: Garamond,serif; font-size: 10pt;">3) SSU regardless of the type of government, consumption is present in nations. ||
 * Global Consumption -- Lesson Day 2**
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">CLASS: 11th Grade Economics ** || **<span style="font-family: Garamond,serif; font-size: 8pt;">DATE: ** || **<span style="font-family: Garamond,serif; font-size: 8pt;">UNIT: //Consumption// ** ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">ENDURING UNDERSTANDING: **<span style="font-family: Garamond,serif; font-size: 8pt;">What will my students be able to do or understand by the end of class? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">1) SSU trends of consumption across the globe.
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">ESSENTIAL QUESTION: **<span style="font-family: Garamond,serif; font-size: 8pt;">What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">1)What trends of global consumption are noticed across the globe?

<span style="font-family: Garamond,serif; font-size: 10pt;">2) Is there any way to balance these trends or eliminate them? || <span style="font-family: Garamond,serif; font-size: 10pt;">1)3.1.4 GDP and Standard of Living <span style="font-family: Garamond,serif; font-size: 10pt;">2)3.1.5 Comparing Economic Systems ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">MICHIGAN HSCE: **<span style="font-family: Garamond,serif; font-size: 8pt;">Which three state standards does my plan address?


 * **<span style="font-family: Garamond,serif; font-size: 8pt;">HOOK/INITIATION: **<span style="font-family: Garamond,serif; font-size: 8pt;">What will you do to get the students invested in the lesson? ||
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Cartograph of 2006 consumption levels.
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Do the largest countries on the map reflect the bell ringer?
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Why did you pick the countries you did?
 * <span style="font-family: Garamond,serif; font-size: 10pt;"> Why do you think these nations are the largest consumers?
 * <span style="font-family: Garamond,serif; font-size: 10pt;">What common factors do they all share? ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">TEACHER ACTIVITIES: **<span style="font-family: Garamond,serif; font-size: 8pt;">How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * * <span style="font-family: Garamond,serif; font-size: 10pt;">Handout graphic organizer (chart attached)
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Lead students through the chart.
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Assign groups for each country so that the students can formulate research as to why these countries are like this. The United States group will have information from the previous days lessons, and then needs to build the previous arguments. ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">STUDENT ACTIVITIES **<span style="font-family: Garamond,serif; font-size: 8pt;">What will the students do to demonstrate their understanding? ||
 * * <span style="font-family: Garamond,serif; font-size: 10pt;">Fill out the worksheet.
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Using the computer center/ resource center work with teams/groups to formulate the causes behind consumption for each country.
 * <span style="font-family: Garamond,serif; font-size: 10pt;">Find an article, map, chart, or current event relating to your country and their consumption level. Also, what are they doing to decrease their level of consumption? ||
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">CLOSURE/SHARE BACK: **<span style="font-family: Garamond,serif; font-size: 8pt;">How will the students share/interpret knowledge for others in the class? ||
 * * <span style="font-family: Garamond,serif; font-size: 10pt;">Each country group will share their reasoning and logic. This leaves the students accountable for the information they need to share with their students. ||


 * **<span style="font-family: Garamond,serif; font-size: 8pt;">BELLRINGER: **
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">List the 3-5 countries you think are the top consumers in the world. **


 * <span style="font-family: Garamond,serif; font-size: 8pt;">TICKET OUT THE DOOR: **
 * **<span style="font-family: Garamond,serif; font-size: 8pt;">Completed worksheet from the day and the groups article. ** ||  ||

**__ Lesson Plan __**
 * Lesson Number**: 3


 * Lesson Title:** Energy Consumption


 * Lesson Length:** 2 Classes (55 min ea. /110 min total)


 * Lesson Objectives:**


 * Students will be able to understand the relationship between the supply and demand of natural resources and how both conditions affect the cost of energy.
 * Students will be able to understand opportunity cost and how it relates to energy consumption and our environment.
 * Students will be able to compose charts and graphs representing different energy sources and consumption


 * Lesson Standards:**


 * 1.1.1- Scarcity, Opportunity Cost, Comparative Advantage
 * 1.3.3- Price, Equilibrium, Elasticity, Incentives
 * 2.1.9- American Economy in the World

We are a consumer society and energy consumption is one of the biggest challenges we face now and looking into the future. The Unites States is the largest consumer of energy in the world, heavily dependent on fossil fuels like oil and coal. Our heavy dependence on these fuels is having a negative impact on our society and the environment as a whole. It is important for students to understand our consumption habits when it comes to energy and what affects the sources we use, and why we use them. How supply and demand determines the prices of these products and the opportunity cost associated with their uses. I want students to be able to understand what kind of energy sources we are dependent upon, why we are, and what the costs are associated with their use. Explain how such things such as supply and demand impact our choices, and ultimately have students reflect on their own energy usage. I want them to think about how they can alter their habits to better and more efficiently use energy in their lives to help better society as a whole.
 * Lesson Rationale:**


 * Lesson Resources:**


 * []
 * []
 * []
 * []
 * 5 different colors of beads (31% black, 27 % white, 19% blue, 13% green, 10% red)
 * Stopwatch
 * Posters and Markers
 * Calculators
 * Textbook


 * Lesson Procedure:**

//__Introduction: (15 min)__//
 * Day 1**

[] I will have the image of the world at night projected on the screen in the front of the class and have questions written on the board that I want students to answer when they walk into class. These include:

Describe what you see? What is this photo showing? What does this photo represent? What do the lights represent? Where are the lights located? Why are they located where they are? Are there any similarities in this picture? How does this photo represent consumption? What can this tell us bout the world? What does this photo say about population? Formulate a conclusion from this photo? What types on energy are used to power these lights?

After the Students answer these questions on a sheet of paper, as a class go over each of these questions and talk about each one. I want students to notice that developed countries use the most energy and that these lights are concentrated for several reasons. I want the students to notice just how much electricity we use as a society and world at large. At the end I want students to give examples of all the different types of energies like coal, oil, natural gas, nuclear, etc.

//__Activity 1: (40 min)__// After we have a list of energy sources I will divide the class into 5 groups. I will the assign a color to each group and tell them that they have 2 minutes to pick up all the beads they can that are the color assigned to their group. I then will throw all the beads around the classroom and give the class two minutes to collect as many beads as possible. Each color bead represents an energy source so oil, coal, natural gas, nuclear, solar/ green. When done, each group will count their total number of beads and write it on the board. Then each group will compose a pie chart or table with percentages of each color bead. After that we will come together and Discuss as a class which energy sources were easier to collect. Why? Which were the most difficult to find? Why? Ask the students which energy source they think would be the most expensive. Why? What do they think happens to the price of energy sources as they become scarcer? Then reveal to students the identities of the five resources. Tell them that the percentages they calculated represent the actual percentages of these available resources in the United States. Explain that given these findings it should be no surprise that coal is the least expensive and most abundant natural energy resource in the United States. Next is natural gas. Then comes oil, solar and nuclear, in descending order of accessibility. Explain that while supply is one factor that dictates the cost of a resource, demand is another one. The higher the demand for something, the more a provider can charge for it. How do students think this phenomenon affects the energy industry in the United States? What areas of the country are more likely to use coal? What areas are more likely to use a different energy source? Why?

//__Homework/ Assessment:__// Have students go home and explain to either a parent or older sibling what they did in class and what their findings were as a class. Also have students think about what factors dictate what energy sources are used and the environmental impact each one has. Students will write one page answering the questions above and turn it in the following day

//__Introduction: (10 min)__// Have students read the transcript from the National Public radio broadcast on Dec, 28, 2001 when OPEC announced it would decrease crude oil production (transcript below). They did this to increase gas prices after September 11, 2001 when they took a major hit. Have students answer:
 * Day 2**

Why OPEC cut oil production? How does supply and demand affect oil prices?

//__Lecture: (15min)__// Then come together as a class and show on the board using supply and demand charts what exactly OPEC was doing in cutting production and the affect this had on prices. Introduce the ideas of elasticity and its impact on products that are either elastic or inelastic. After talk about oil talk about other energy sources and how public demand or supply affects their price and whether they are used or not. Use supply and demand charts in explaining these shifts and reasons for them. To conclude the lecture show statistics of world energy consumption and how the United States is the largest energy consumer in the world.

//__Activity: (25 min)__// Have Students examine their own energy consumption by filling out a worksheet about their use of appliances and electronics during an average day and their transportation methods then have them calculate how much that costs per year, using the formula below.

( __X__ ) / 1,000 = __kW (Electricity used to run this appliance)__ Watts Avg daily kWh use (hrs) Then, X .10 = $ __Daily cost__ kW cost of electricity per kW  Then, ___ X 365 = $__ **Annual cost** Daily days in Cost a year
 * Calculation: **

//__Lecture (10 min)__// Talk to students about the environmental impacts these resources have especially what it takes to extract and produce these resources. Talk about opportunity cost; what it means and how it is related to energy consumption. How some things are given up in order to get these resources.

//__Homework/ Assessment:__// With their calculation complete, have students create a list as to how they could reduce their energy use for each appliance. Then have students write a at least a page about how they could cut down their personal energy consumption and what impact this could have on themselves, the environment, and the economy. What is their opportunity cost?

//__National Public Radio, Market Place, December 28 2001__// Transcript: It's Friday, December 28, 2001. I'm David Brancaccio. It's 94 cents a gallon at some gasoline pumps -- but how long can it last? The oil producers' cartel, OPEC, agreed to cut crude oil production to boost prices that collapsed when demand dried up after Sept.11th. But as Marketplace's Stephen Beard reports from London, OPEC may have trouble reaching its target price of $25 a barrel. Beard:"OPEC members have decided to cut their combined output by 6 percent -- that's 1.5 million barrels a day. The cut will take effect Jan. 1st. It's intended to tighten supplies and boost the flagging price of crude -- which should mean higher prices at the pump. But don't panic, says Ray Holloway, head of a major UK gas retailing association." Holloway:"If oil production is cut, then we are going to see an increase in price. But it depends how much -- how much of a cut, how much of it holds, and how much oil markets perceive the future availability of crude oil. I wouldn't be too pessimistic." Beard:"Indeed, many analysts here say there is every reason for consumers to be optimistic about the price of crude. OPEC now controls only 40% of world oil production. The cartel has had to twist the arms of nonmember countries, like Russia, to cut their output too. The Russians, the Norwegians and the Mexicans have agreed to some cuts, but energy consultant Fergus Macloud is not impressed. He thinks the Russians will certainly renege on the deal. And if they do, he thinks some members of OPEC will too." Macloud:"The chances of the full OPEC cutback of 1.5 million barrels being fully carried through are very low. Probably only two-thirds of that will take place. So the real issue is, 'Is this going to be enough to give OPEC their target price of $22 to $28 a barrel?' I doubt it, really." Beard:"OPEC has succeeded in nudging oil prices back from post-Sept. 11th lows. But Analysts, like Macloud, do not expect a further substantial rise -- unless there is robust economic recovery in the United States, Japan and Germany. In London, this is Stephen Beard for Marketplace."

Lesson Day 4 Chrissy Gentry

2) SSU that consumption plays a role not only in the United States, but the world as a whole. 3) SSU that without consumer spending, there are many consequences that arise that can have direct consequences on their lives. ||
 * ** CLASS: 11th grade economics ** || ** DATE: Monday, November 21, 2011 ** || ** UNIT: Consumption – consumer spending in the United States ** ||
 * ** ENDURING UNDERSTANDING: ** What will my students be able to do or understand by the end of class? ||
 * 1) SSU that there are many different ways consumption plays into our lives, not just by spending and saving
 * ** ESSENTIAL QUESTION: ** What 1-2 major themes/ideas do I want to explore with students in this unit? ||
 * 1) What effect does consumer spending have on the United States and its economy?

2) What are some ways that consumer spending is good, and what leads to bad consumer spending? What are the consequences of negative consumer spending? || 1) E1 1.1 The market economy, NS 1- choices and costs 2) 1.4 Role of the government in the Market 1.4 3) E. 4 decision making ||
 * ** MICHIGAN HSCE: ** Which three state standards does my plan address?


 * ** HOOK/INITIATION: ** What will you do to get the students invested in the lesson? ||
 * (5 minutes) The start of my lecture will be the primary source that I found for my topic, US consumer spending, it is a pie chart broken up into how the US spends their money on average yearly. Along with the picture there will be response questions that the students will need to fill out and hand in to me. The questions will be directed at the picture alone, this will help to get the lecture started.

(5 min) Ask various students when they have been a consumer, or when they have been a producer. Examples could be shopping for clothes or items as a consumer or working for neighbors as a producer. Important to explain that a producer is someone who provides goods and services. This will get the students started on the activity that I will have them prepare later on. (5 min) I want to then discuss the positives and negatives of consumer spending. Examples would be, what can debt do to the economy versus saving and moderation spending for economic stimuli. ||
 * 1) What appears to be shown in this picture? What are some things that stand out to you when viewing this picture?
 * 2) Where does it appear that Americans spend the most money? The least?
 * 3) Do you believe this is a credible source? Why or why not? ||
 * ** TEACHER ACTIVITIES: ** How will I convey the knowledge/skills of the lesson to help my students understand? ||
 * (15 min) At first I want to ask if anyone has any idea what consumer spending is, and what it means to the united States. After hearing a little bit from the class I will begin my lecture on consumer spending in the United States (on the next page). I also want to explain the difference between a consumer and a producer.
 * ** STUDENT ACTIVITIES ** What will the students do to demonstrate their understanding? ||
 * (10 min) break students into groups with a worksheet that they will have to fill out from lecture and report back to the class- open class discussion time.
 * 1) What are some things that can affect consumer spending?
 * 2) What are some of the possible consequences to consumer spending?
 * 3) How might purchases affect the economy?
 * 4) What would you do if you received a pay raise or earned an increase in allowance?
 * 5) What does the Government Issue to help boost economic stimuli?
 * 6) What happens to consumer spending when income levels begin to fall? Is there a trickle effect on other parts of the economy?

(20 min) Split up the groups and give each a large piece of poster board or paper. One side of the class will be producers, while the other will be a consumer. The consumers will have to create an ad that persuades people to save their money, while the producers will have to persuade the class to spend their money. They will need to be logical, and they will have to describe why they chose the images or words that they did. They can use information from their books, or from the lecture notes. Also included in their ads will have to have some sort of phrase that works to persuade from something they have learned, such as “you should save your money because luxury spending leads to debt and a rift in the economy.” The students can get creative as long as they are able to justify their selections. They will need to use some terms from the lecture in their ads. ||


 * ** BELLRINGER: **
 * The students will answer free response questions. **

Each student will need to tell me how he or she contributed to his or her group projects today. || ** RESOURCES: ** ||
 * TICKET OUT THE DOOR: **
 * ^  || Textbook, photograpahs, poster board, worksheets. Lecture ||
 * ^  || ** HOMEWORK: ** ||
 * ^  || Have the students keep track and write down everything that they believe to be consuming or producing for a final project. ||

Consumption is defined in many different ways, because it can describe many different things. It goes anywhere from consumer spending to energy to governmental spending. At the microeconomic level, consumer spending and consumption is the largest demand. There are a few things that can affect consumer spending; one of the biggest is tax. Often times people try to remain constant in their spending because they are working on a budget and going outside of their usual spending can have negative consequences for them. Unless the income of a spender is changed permanently, they are not likely to change their spending habits. Houses with lower income levels tend to react to temporary tax changes differently than higher-level income houses. They tend to spend temporary tax cuts just as quickly as permanent ones. With economic times down people become more hesitant to spend money, even if they receive a little extra. Consumer confidence also plays a role in the way people spend. These are the attitudes that households have about spending. If the economy is bad, than people will be more reluctant to spend money. This also depends on household; some people like to save, while others spend what they have. There are people that do not worry about debt and have no problem adding on to their credit cards no matter the interest. This though, can have negative effects on the government. Government-implemented economic stimuli are also involved in consumer spending. In times of economic trouble or uncertainty, the government tries to issue stimuli such as rebates or checks. The problems is that temporary financial relief doesn’t work because people do not like to drastically change the way they spend. If the economy is bad they also do not want to immediately blow the money they have just received. People also usually realize that the stimuli are just because the economy is doing poorly. So that also doesn’t encourage them to go out and spend all of their money. This can be good as well because savings can help the economy by boosting what the banks make which allows them to lower interest rates and encourage others to save and promote future spending. America has a lot of debt on the international level. Luxury spending leads to a lot of debt in the country. There are people that are able to pay off what they purchase, but there is also a lot of people that end up getting in over their heads with their spending. New technology advances make people want to always buy the latest and greatest item that is out there. People are always wanting the latest craze. When the debt rises so does interest rates and banks are less likely to give out loans because they are in fear that people are going to be defaulting on them. In the United States, consumer spending accounted for 75 percent of the nations economy. This grew and then dropped during world War Two. It began to rise again but then in 2008 as a result of consumer fears about the economy it dropped back down. Now people are saving instead of spending. Most of that went to three big categories, Durable goods such as vehicles and parts, household equipment, Nondurable goods such as food and beverages, clothing and services such as household and utilities, healthcare and recreational services. Breaking bad spending habits can help save money and get back on track with financial woes. If you do not pay things off, or pay of the minimum balance, you can end up spending a lot more money than you think or want. If you get in a cycle of debt than its possible that you will have a very hard time trying to get out of it. Since the economy has hit a downturn, consumer spending has decreased. More people are not spending on clothes and shopping, but heating costs and fuel. More people are also spending less on sugar and sweets and more on fruit and vegetables. Hard times calls for people to spend more on the items that they truly need, and not items that they could go without.

What is shown in the picture? What does the economy spend most of its money on? Least?
 * •Lower-level divergent questions **
 * 1) ** What are some things that can affect consumer spending? **
 * 2) ** What are consumer sediments? **
 * •Higher-level divergent questions **
 * 1) ** What are some of the possible consequences from lack of consumer spending? **
 * 2) ** What type of spending can have negative consequences for the economy? **
 * •Lower-level convergent questions **
 * 1) ** What accounts for most of the economy in The United States? **
 * 2) ** What does the Government Issue to help boost economic stimuli? **
 * •Higher-level convergent questions **
 * 1) ** What can happen to consumer spending when income levels begin to fall? **
 * 2) What are some other ways to boost the economy that involves the way consumers use their money?

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consumer data


 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Number: 5 **


 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Title: **<span style="font-family: 'Times New Roman',serif; font-size: 16px;"> Teenage Consumption


 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Length: **<span style="font-family: 'Times New Roman',serif; font-size: 16px;">1 class, 55 minutes

<span style="font-family: 'Times New Roman',serif; font-size: 16px;">Students will understand the purchase of goods and services in consumption. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Students will analyze their consumption habits.
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Objectives: **

<span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">K1.10 Understand significant concepts, generalizations, principles, and theories of economics. <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">4.1 **Decision Making** <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">4.1.5 **Personal Decisions** – Use a decision-making model (e.g., stating a problem, listing alternatives, establishing criteria, weighing options, making the decision, and evaluating the result) to evaluate the different aspects of personal finance including careers, savings and investing tools, and different forms of income generation.
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Standards: **

<span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">The purpose of this lesson is to make students aware of their own consumption. By learning about their consumption methods they could apply their new knowledge to larger scale consumption such as; local, country, and world consumption.
 * <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Rationale: **

<span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">The accessories the students have.
 * <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Resources: **

<span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">The assessment for this lesson is a thorough breakdown of the things they consumed yesterday and up until class today. They will need to write everything they consumed along with why it was consumed. After their list is compiled, they will write a paragraph explaining how they justify their consumption habits or how they need to slow down their consumption habits.
 * <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Formative Assessments: **

<span style="font-family: 'Times New Roman',serif; font-size: 16px;">7min || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">If you were given $100, what would you buy? <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Have the students write for 4 minutes then share their answers. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Write down what you would buy then share answer with the class. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Ask students that are not engaged a lot about their answer || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">10min || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Discuss the purpose of understanding self consumption. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Why do you consume things? <span style="font-family: 'Times New Roman',serif; font-size: 16px;">How do you consume things? <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Are there restrictions to your consumption? <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Is consumption important to you? || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Answer the questions that the teacher designates toward the students. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Use a snowball effect during some questions to see how students react to other answers. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">10min || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Instruct the students to write down everything they did from their last time in this class. A detailed list of the events. Show students my example. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Write down everything they did for the last 24 hours. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Walk the room and help students develop their list. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">10min || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Ask the students to share their lists and come up with a class list of common things done/consumed. While doing this create two columns to put them into, need and want. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Share with class the things done/consumed. <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Understand the difference between their needs and wants. ||  || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">10 min || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Instruct the students to write a paragraph or two on their findings of their personal consumption and that of the classes. Have the students assess what they learned about their consumption and whether they will change it. || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Write under the consumption list 2 paragraphs about what they learned about their own consumption and teenage consumption relates to local, country, and world consumption. ||  ||
 * <span style="color: #231f20; font-family: 'Times New Roman',serif; font-size: 16px;">Lesson Procedure: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Activity Element and Time || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Procedures and Management || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Students || <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Support ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Warm Up
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Lecture
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Activity 1
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Activity 2
 * <span style="font-family: 'Times New Roman',serif; font-size: 16px;">Activity 3


 * Lesson Number:** 6


 * Lesson Title:** Consumption and Government


 * Lesson Length:** 1 class, 55 minutes

Students will understand how their individual consumption can be affected by macro policies
 * Lesson Objectives:** Students will understand how government can affect consumption

1.3.3 - Price, Equity, Elasticity, and Incentives
 * Lesson Standards:**

1.4.1 - Public Policy and the Market

1.4.2 - Government and Consumers

1.4.3 - Government and Revenue Services

1.4.5 - Economic Incentives and Government

2.2.3 - Fiscal Policy and its Consequences

2.2.5 - Government Revenue and Services


 * Lesson Rationale:**

The purpose of this lesson is for students to understand government intervention and how it affects consumption on an individual and national level. By understanding this students can more adequately realize the connection between their personal consumption decisions and the world around them.

[] []
 * Lesson Resources:**

Students must fill out a chart which logs changes consumption due to price. After completing the chart students must answer two questions about the chart. Students must write a paragraph in which they identify one other case of governmental intervention in consumption and why it is a case of governmental intervention in consumption.
 * Lesson Formative Assessments:**


 * Lesson Procedure:**


 * I. Warm up (10min)**

Post following question on the board and have students answer. List things that you consume. Please number your examples based on how much you consume each item (1 being the item you consume the most of and 5 being the item you consume the least of)


 * II. Activities (40 min)**

1. What role does the government play in helping you to prioritize your consumption? - They help set the price of a good or service through taxation - Government (taxation alters price) – read articles, listen to broadcast on government taxation on soda consumption. [] [] - After, discuss terms they didn’t understand and what the articles meant.

2. Soda Activity - Present a bottle of Mountain Dew to the class. Pose three different prices for the bottle of mountain dew to three volunteers. Ask each of the volunteers how many bottles of mountain dew they would consume at each price. Provide students with a chart to log the price and consumption of each volunteer. Upon completing the chart students must: a) analyze how consumption changed from price to price b) explain how soda activity relates to the articles and audio


 * Based on answers I will provide my own commentary


 * III. Assign Homework (5 min)**

Based on activities ask students to find one other example of government control of consumption and explain why it is an example. They must also make an attempt to explain why the government might want to control consumption. This assignment will be due the next class.

Lesson Number: 8 Lesson Title: Consumption Review Lesson This will be presentation day for the students unit papers/projects. They will be given approximately 5 minutes to present their papers.

I thought this Unit plan was a bit tricky. It is hard to get students interested in Economics, even though if you really understand it the information can be very relevant and can help students out in the long run. It is interesting to really see how far you can go with a unit plan, and that this will be something that is going to be very challenging at times because if the topic is not super interesting that students will zone out and it will be my job to keep the involved. Other units can be taken in so many different directions it can be hard to know where you should lead the students. Personally though, I enjoyed working in my group because it is often nice to get feedback from other people because sometimes they see or have ideas that you missed that can be extremely helpful.

-Chrissy

LINKS ** US Debt Clock Thought you guys might find this interesting. This website is dedicated to gathering all of the current statistical information reported by the various government and independent data counters (US Census, US Treasury, CBO). You can also look up debt clocks for individual states. Could be a cool visual to use as a hook to a lesson talking about consumption and debt?

~ Scott

http://geology.com/articles/satellite-photo-earth-at-night.shtml

http://www.youtube.com/watch?v=imp082AMNH8&feature=related

http://www.fastcompany.com/pics/portraits-consumption-visualizing-statistics-waste-america#7

http://www.youtube.com/watch?v=yZowFT0ToAM

http://www.economicswebinstitute.org/glossary/cons.htm

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