Personal Finance

 

Module Title/Topic:  Alice’s AWOL Purse

 

Overview/Annotation:  In this module, you will learn about identity theft, examine federal polices and laws providing consumer protection, determine the rights and responsibilities of consumers in the marketplace, analyze common deceptive/fraudulent practices, and procedures to follow when consumer rights are violated.  Using a scenario, you will identify how you can protect yourself from identity theft.  

 

Essential Question(s): 

1.  How do you protect yourself from identity theft?

2.  What are your rights as a consumer in the marketplace?

 

Learning Objective(s): You will:

1.  Compare services offered by retail establishments that affect consumer behavior.

2.  Examine the economic impact of laws and regulations that pertain to consumers and providers

of services.                      

3.  Examine state and federal polices and laws providing consumer protection.

4.  Analyze policies that support consumer rights and responsibilities.

5.  Determine the rights and responsibilities of consumers in the marketplace.

6.  Analyze common deceptive/fraudulent practices.

 7.  Evaluate procedures to follow when consumer rights are violated.

 8.  Define what is meant by the term “identity theft.”

 

Materials, Equipment, and Technology Resources:

Art Supplies, Computers,  Printers, Internet Access, Textbooks, and Reference Materials

 

Procedures/Activities:  You will work in groups of four to complete the activities listed below.  You must complete each of the activities included in the module in the order listed.  After completing an activity or worksheet, place the completed assignments in your Group Folder.

 

You will complete the following activities:

 

1.      In groups of four, your group researches the topic of “identify theft.”

 

2.      Using your research data, your group reacts to the attached scenario in written format.

 

3.      Your group presents its reaction to the scenario to the entire class. 

 

4.      Using your group’s research data and information obtained from other group presentations, your group creates a brochure to inform consumers of their rights and responsibilities associated with the loss of a wallet or purse.  (You will use art supplies, computers, printers, etc., to complete assignment.)

 

5.      A copy of your group’s brochure is distributed to the other groups in the class.

 

6.      Your group presents the information included in its brochure.  Groups listen to each group’s

presentation and then proofs the brochure for relevant and adequate information.  A discussion on invalid information or missing information included in the brochures is conducted by the teacher.  Each group has a chance to support the information included in its brochure.  After the discussion and the addition or deletion of information included in each group’s’ brochure, the class votes on the best brochure.

 

 

7.      The team having the winning brochure incorporates any additional or relevant information that needs to be included in the brochure to make it the best it can be.

 

  8.  The class reviews the final draft of the brochure and approves the final draft.

 

9.   The class decides on the how, when, and where the brochures will be distributed.

 

10. One hundred copies of the winning brochure are printed.

 

11. Class members distribute brochures.

 

12. After distribution of brochures, class discusses the reaction to those who received the brochures.

 

Assessment Strategies:

1.  Written response to scenario (Rubric)

2.  Group brochure (Rubric)

3.  Group presentation of brochure (Rating Scale)

4.  Student’s assessment of each group’s brochure (Rubric)

5.  Student’s participation in discussion

6.  Class grade for final brochure

7.  Distribution of brochure

 

 

 

 

 

 

 

 

 


 

ALICE’S AWOL PURSE

Scenario

 

Directions.  After conducting your research on “identify theft,” please read the scenario below and answer the questions listed at the end of the scenario.

 

Alice Jones had just finished shopping at the XYZ Grocery Store.  As usual, she placed her purse on the child’s seat of the grocery cart.  As she selected items, she would partially cover her purse.  After paying for her items, Alice went to the parking lot to unload her cart.  As she removed items, her purse remained on the shopping cart.  She had to reach down to the bottom of the cart to remove her case of soft drinks.  After she finished unloading, she closed the trunk and drove home.  After arriving at home, she unloaded her car.  The next morning as she was getting ready for work, she could not find her purse.  Many times she placed her purse in the trunk as the grocery items were unloaded.  She went to the car and discovered her purse was not there.  After searching her house for her purse, she decided her purse was stolen.  She started rethinking her activities of the day before.  The last time she could remember having her purse was at the XYZ Grocery Store around 6:00 p.m.  Before leaving work, she called the grocery store.  Her purse was found, but the contents were missing.  Alice was frantic.  She began thinking about all of her personal identities in her purse, such as, Driver’s license, social security card, checkbook, ATM card with her PIN, cash, MasterCard, Visa card, Lowe’s credit card, Penney’s credit card, Blockbuster ID, Sear’s credit card, The Gap credit card, Dillard’s credit card, two Wal-Mart gift cards, BP gasoline credit card, last pay check, grocery savings, Money Market account number, passport, tickets to a rock band concert, and her cell phone.  She could not remember how many credit cards she had or their account numbers.

 

After conducting research on “identify theft,” respond to the following questions:

 

  1. What services do the retail establishments offer for issued documents/items lost in Alice’s purse that affects consumer behavior?

 

  1. What economic impact do laws and regulations have on Alice and the providers of the services related to the documentation in her purse?

 

  1. Discuss the state and federal policies and laws that provide protection to Alice’s identity theft, credit, and other documents/items in her purse.

 

  1. Describe what policies support Alice’s consumer rights and responsibilities.

 

  1. What rights and responsibilities does Alice have in the marketplace?

 

  1. What are the common deceptive/fraudulent practices associated with identity theft?

 

  1. Describe the procedure Alice should take to ensure that the individual who stole her purse does not use her personal identity, credit, or other documents/items in her purse.

 

  1. What does Alice need to do now to protect herself from future loss of her purse, her identity, credit, and other documents/items?

 

  1. How can this crisis keep Alice from being a billionaire?

 

  1. What should Alice do if someone finds her wallet containing everything that she lost?

 

Teacher’s Note:  The following concepts should be included in the brochure:  When to make the decision to call off the search, calling the credit card companies, contacting your local bank, contacting a credit bureau to report fraud, replacing your driver’s license, obtaining a new social security number, replacing concert tickets, obtaining new passport, and filing a police report.

 

Last modified: Friday, 11 June 2010, 12:47 PM