Because home economics education concerns itself with the economic use of resources, home economics is an ideal place to teach about recycling and conservation. (SK)

Sketches the origins and growth of consumer education and presents results of a survey to determine priorities for the objectives of consumer education. (SK)

Home economics can help students deal with social problems, learn to cope with their lives, make sound judgments, get along with family members, and manage their resources. Guidelines are given for implementing the new, socially significant home economics. (MJL)

This annotated bibliography of resources for family and consumer science teachers lists 59 items developed for "Teacher Pages" (an electronic information service) by Penn State Cooperative Extension Service between December 1, 1993 and December 1, 1994. Each listing includes a short description, source, address, price if appropriate, and…

Presents two lesson plans for a consumer education unit and the questionnaire used to survey student needs, attitudes, and concerns in consumer education. Lesson objectives were to help students determine their own needs and attitudes toward consumer education and money management and to evaluate a tentative consumer education syllabus. (MF)

This courseware evaluation rates the "Personal Consumerism" program developed by Aquarius People Materials. (The eight-program series--not contained in this document--includes understanding labels, consumer help, consumer fraud, consumer law, comparative shopping, consumerism and you, reading an advertisement, and tips on buying a used…

This courseware evaluation rates the "Microcomputer Applications in Vocational Education: Home Economics" program developed by the Illinois State Board of Education. (This series of programs--not contained in this document--includes interior decorating estimating, pounds away program, decision analysis, fiber care, clothing figure…

Describes how a home economics teacher developed a low budget home economics program for elementary students aged six to twelve. Includes class activities in clothing construction, baby care, foods and nutrition, crafts, and shopping. (EM)

Discusses some of the differences between margarine and butter, focusing on the chemical differences. Provides a brief historical overview of the development of both commodities. Describes the manufacture of butter and of margarine, and details the differences in chemical composition and nutritive contents. (TW)

Consumer education activities for secondary, adult, and special needs students are described in "What Does It Cost to Run a Home?" by John and Joseph Gindele; "Taking the Show on the Road" by Linda Lewis; "Special Home Ec Program" by Marty Nelson; and "Understanding Civil Law" by Michael Weis. (SK)

This document consists of a handbook for consumers and a teacher's guide to the handbook. The first part of the handbook gives advice on how to be a smart consumer and includes information on how to get the most for the money, handle a complaint, write a complaint letter, use the handbook, select child care, protect personal property, choose a…

A project was conducted to create a handbook for consumer and homemaking education teachers in Georgia who deal with mainstreamed handicapped students. The handbook is intended to help teachers develop and implement effective individualized education programs and is designed to supplement the Georgia Curriculum Guide for Consumer and Homemaking…

This curriculum guide has been developed to assist home and family life education teachers in identifying goals, course objectives, and supporting generalizations in the area of housing. The guide includes five program goals: (1) make decisions based on the relationship between housing and the environment; (2) make housing decisions based on…

This model is designed to be used as a guide by all teachers and designers of adult vocational consumer and homemaking courses who usually function as program planners. Chapter 1 contains an operational definition, the rationale, and description of intended users. Chapter 2 presents the model description with an overview and discussion of the…

Fifth graders became interested in math by learning about jobs, housing, and transportation costs based on information in the local newspaper. In the process they learned something about the economics of living, and about how mathematics would be important to them in the years ahead. (KC)