This archival publication may not reflect current scientific knowledge or recommendations. Current information available from the University of Minnesota Extension: https://www.extension.umn.edu

Jordahl, Edna K.

University of Minnesota Digital Conservancy

University of Minnesota 
Agricultural Extension Service 
Extension Folder 509 - 1981 
a 
Edna K. Jordahl, professor and extension specialist, Family Resource Management 
CONSUMERISM 
Leader's Guide 
and How to 
Conduct a Meeting 
OBJECTIVES For the Consumer 
• To become aware of the role of the consumer in our ever-
changing marketplace 
• To know the complaint and redress sources when a rational 
choice was not possible 
• To exercise the consumer rights and responsibilities to be 
better informed 
• To avoid becoming a victim of prevalent frauds and deceit 
• To be involved in local consumer protection action pro-
grams to meet real life needs 
INTRODUCTION 
Leader may begin by reporting some major frauds, de-
ceits, misrepresentations and half-truths which are in the news 
today . Consumer education is preparation for living. It's the 
development of a person's skills, concepts, and understanding 
required to satisfactorily function as a responsible consumer-
citizen. The following framework will help in showing the 
broad idea of consumer education: 
Socialization - We educate for consumer roles to help peo-
ple with a way of thinking, feeling, and acting in the market-
place. 
Example-Helping children to make a satisfactory choice in 
spending. 
Earning - This is the procurement of money income for the 
family. 
Example-There are advantages and disadvantages of various 
employment opportunities or family investments. 
Allocation - This is the distribution of family income 
among alternative uses. 
Example-About 20 percent of average family income in the 
United States is spent for food. 
Spending - This is the actual buying of goods and services 
in the marketplace. 
Example-Buying a house, the food supply, a car. Different 
information is needed for each. 
Family Services - This has reference to the skills, intellect, 
and interests of contributing family members toward family 
living. 
Example-Mental planning in managerial skills or performance 
of a physical task such as cleaning and oiling a sewing machine. 
Consumer Citizenship - This refers to participation in com-
munity affairs or supporting government, organizations, or 
citizen groups on matters of consumer welfare. 
Example-Study and support given to consumer legislation. 
Savings-Credit - This refers to creating an emergency fund, 
life savings and investments, and the wise use of credit. 
Example-Comparing advantages and disadvantages in the use 
of charge accounts. 
Leader may review the above objectives as the purpose 
of this consumer program. 
Consumers who feel defrauded: 
• pay too much for what they receive. 
• never get what they paid for. 
• are deceived by gimmicks or selling techniques including 
harrassment or fright. 
Most consumers encounter fraud at one time or other, but 
the following are defrauded most often: 
• The young, newly-wed couples, because they are inexperi-
enced. 
• The poor or debt-ridden because they are lured into buying. 
• The elderly because they spend what they cannot afford. 
• The ill and pain-ridden because any cure sounds hopeful 
and especially a new, scientific discovery. 
• The lonely, the gullible, the impulsive because they are 
easily flattered and easily sold. They are perfect customers 
for the huckster. 
• The greedy because they are always looking for a bargain 
too good to be true. 
VISUAL PRESENTATIONS 
In dealing in the marketplace, the consumer must learn 
to distinguish between valuable or useless information, exag-
geration, opinion, and half-truths. (Leader could collect and 
show examples of advertising.) 
Review available visual aids listed at the end of this 
Guide to select what will be presented at your meeting. 
CONSUMERISM: Where to Complain and How to 
Get Results, Extension Folder 447 - 1978 
• Review the major federal and local protection agencies 
• Review consumer rights and responsibilities 
• Remind audience to be reasonable and prepared in present-
ing complaints 
CONSUMERISM: How the Consumer Got Involved 
and Concerns Today, Extension Folder 505 - 1981 
• If you do not use the slide set reviewing "Consumer Pro-
tection History," review the three major consumer move-
ments. 
• Form audience into groups and let them list their major 
concerns in the marketplace. 
• Leader may supply additional concerns. 
CONSUMERISM: Minnesota Laws for Protection and 
How to be on Guard, Extension Folder 506 - 1981 
• Select a few laws of local interest and explain the breadth 
of the laws in folder. 
• Ask a local resource person to review major laws and local 
concerns and situations (League of Women Voters, Better 
Business Bureaus, Chamber of Commerce, local law enforce-
ment officer, representative from consumer services, an 
interested reporter from local television, radio or news-
paper, local attorney or a well-informed lay person). 
CONSUMERISM: Two Prevalent Con Games, Bank 
Swindle/Pigeon Drop, Extension Folder 507 - 1981 
These two major swindles can be dramatized by leaders 
or other members. There are a set of transparencies which may 
be presented before or after the dramatization. Perhaps a bank 
representative may explain the two con games. 
CONSUMERISM: Advertising, Contracts 
and Warranties, Extension Folder 508 - 1981 
Leader or a local informed resource person can review 
materials in the folder and proceed with one or more of the 
activities suggested: 
Advertising: 
• A person or group follow up on ads of appliances and 
locker meat. Clip the ad and note what happens when you 
inquire about it. (Bait and Switch may be detected.) 
• List some brand name products you buy regularly. Shop 
and compare with lower cost nonbrand products. (Look 
for the house label or the generic name.) 
• Buy three brands of a product and evaluate content. 
Contracts: 
• Let group members bring a recent contract to the meeting. 
Evaluate the contract as a charge account, a cash loan, an 
installment purchase, or other contract. What kind of con-
tract is it? Who are the parties? Are all the necessary parts 
included? Can you understand it? 
Warranties: 
• Small groups may evaluate warranties they have been asked 
to bring or which the leader has collected. Use the evalua-
tion questions in the warranty part of the folder and note 
the strengths and weaknesses of the warranties. 
• How do you file the warranties you have? Is the system 
satisfactory? How could it be improved? 
Review the options of program development utilizing 
the consumer materials and local resource people. The group 
may consider additional ways to extend educational informa-
tion: open meetings, leader training, special interest groups, 
local study groups, formal classroom presentations, 4-H, and 
other youth groups. It may be this year or later. 
Review consumerism materials available from the county 
extension agent who can order for you. 
111111~1l1il1l1i1iim11l1i11i1i1l1i1l1i1Im11111 
Consumerism: 3 1951 DO 1 921 027 J 
Where to Complain and How to Get Results, Ext. Folder 447 
How the Consumer Got Involved and Concerns Today, Exten-
sion Folder 505 
Minnesota Laws for Protection and How to be on Guard, Ex-
tension Folder 506 
Two Prevalent Con Games: Bank Swindle/Pigeon Drop, Exten-
sion Folder 507 
Advertising, Contracts and Warranties, Extension Folder 508 
Film: 
Decisions - Decisions - 5½ minutes #3320 
Slide sets: 
Effective Consumerism # 323 
Complaining and Redress #324 
Buyer Beware: Rip-offs #329 
Complain Complain #330 
Advertising #325 
Problem Solving: Using Your Head Creatively - 45 minutes 
#487 
Dealing with Decisions - 40 minutes #488 
Cassette tape: 
Radio spot 
Jack the Rip-offer 
Beep Home Call 
Rambling Letter 
Complain Complain 
(These fit at various places with the above slide set presentations) 
Film Strip and tape: 
A Look at the Consumer Through History #335 
EVALUATION 
Evaluation may be for knowledge and/or behavior 
change as a result of the lesson. Knowledge change measures 
might be done by using a pre- and post-quiz such as 10 to 15 
multiple choice questions. This will not give you a complete 
review of knowledge changes, but with careful question form-
ulation it can provide guideposts and be used within the lesson 
format. For behavior change evaluation, a time lapse is necess-
ary. A follow-up survey 3 to 6 months later could be used. 
Because of the effort required for follow-up survey, you may 
wish to sample the clientele receiving the information rather 
than do a complete survey. If names of participants are avail-
able, you may wish to select every 10th or 15th participant, 
for example. Another alternative for groups that meet regu-
larly is to sample selected groups at a later meeting. 
editor ........................... . 
designer 
✓-
Leona Nelson 
Rose Mauch 
The information given in this publication is for educational purposes 
only. Reference to commercial products or trade names is made with 
the understanding that no discrimination is intended and no endorse-
ment by the Minnesota Agricultural Extension Service is implied. 
Issued in furtherance of cooperative extension work in agriculture and 
home economics, acts of May 8 and June 30, 1914, in cooperation with 
the U.S. Department of Agriculture. Norman A. Brown, Director of 
Agricultural Extension Service, University of Minnesota, St. Paul, Min· 
· nesota 55108. The University of Minnesota, including the Agricultural 
Extension Service, is committed to the policy that all persons shall have 
equal access to its programs, facilities, and employment without regard 
to race, creed, color, sex, national origin, or handicap. 10 cents 


Consumerism: Leader's Guide and How to Conduct a Meeting

http://conservancy.umn.edu/bitstream/11299/205367/1/509_1981_31951D01921027J.pdf

Consumerism: Leader's Guide and How to Conduct a Meeting

Abstract

Similar works

Full text

Available Versions

University of Minnesota Digital Conservancy