1	1. The Question Identity theft is a growing problem in the U.S. It can affect anyone, anywhere, even students like you. Having your identity stolen can create big financial problems for you later in life, so the question is: How can you protect yourself from identity theft? To answer this question , you will review an article and watch a video.
2	2. Information Sources First, click on the link below, then scroll down to the extra credit section and click on “Video about teen identity theft”. Teen Identity Theft Video Now, click on the link below and read the article “Identity Theft” Identity Theft Use the information from these two sources to complete the chart on the next slide.
3	3. The Student Activity Use the information from the two sources to complete the chart below.
4	4. The Assessment Activity Now that you have learned about the problem of identity theft, create a brochure either by hand or using Microsoft Publisher informing others about what they can do to prevent identity theft. Use information from your graphic organizer to support your answer.
5	5. Enrichment Activities Here are some other sites on identity theft that you might want to explore to get more information. Federal Trade Commission How Stuff Works: Identity Theft
6	6. Teacher Support Materials Objective: SWBAT utilize analyze various resources in order to explain how to prevent identity theft. 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 brochure 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