1	1. The Question Have you ever: Bought something only to find out it doesn’t work? Seen something advertised for a low price that was actually being sold for more money once you got to the store? Bought a toy only to have it break the next day? These are just a few examples of problems faced by consumers every day. The good news is, as consumers we are entitled to certain rights. Your question for today is:
2	2. Information Sources Read the information on the following site: Maryland Consumer Rights Coalition Complaint Guide Also, examine this sample letter of complaint: Sample letter of complaint Now use the information you have learned to complete the graphic organizer on the next slide.
3	3. The Student Activity Now that you have learned about your consumer rights, complete the chart identifying the four options you have for dealing with a consumer problem and giving a brief description of each one. Refer to the readings to find the information.
4	4. The Assessment Activity Imagine that you have just purchased a new MP3 player. You bring it home and put batteries in only to find out that it doesn’t work. You try to take it back to the store, but they tell you they don’t do refunds or exchanges. Write a letter of complaint to the store manager outlining how your consumer rights have been violated. You can write your letter by hand or type it. Be sure to refer to the sample letter of complaint to help you write your own letter.
5	5. Enrichment Activities Here are some additional sites you can refer to in order to learn more about consumer rights. Bank Complaints Consumer Protection Laws Federal Trade Commission
6	6. Teacher Support Materials Objective: SWBAT analyze information in order to explain how they can protect their rights as a consumer. Differentiation: Pair special needs students with a partner so they can work collaboratively. Provide a written copy of the text. Model how to complete the graphic organizer. Time Management: The research and student activity should take one 45 minute class period. The letter could be done in another class period, or could be assigned to students to complete on their own. Learning Styles: Visual, Kinesthetic, Active Avid Strategies: Collaboration, Notetaking Voluntary State Curriculum (Draft, 2004) Content Strand: Resource Concerns of Individuals, Families, and consumers Guiding Concern: What should be done about individual, family, and consumer –related financial and other resource concerns Overarching Standard: Students will develop, analyze, and apply processes to achieve personal, family, and consumer-related resource goals. Valued End 1: Family and consumer science students who make justifiable resource-based decisions considering individual , family, and community needs. A. Incorporate processes associated with using resources to meet individual, family, and community needs. 9. Consider the possible consequences for individuals, families, and society related to resource abuse and neglect including: a. Consumer Fraud 1. Determine strategies to reduce the risk of consumer fraud