Interdisciplinary Approaches to Consumer Culture

CONTENTS OF CURRICULUM UNIT 12.01.04

  1. Unit Guide
  1. Objective: Do you teach the same population I do?
  2. My students
  3. Rationale
  4. Teaching Impoverished Children
  5. Describing your consumer choice may change you as a consumer.
  6. Marketing Tricks
  7. Books that influenced this unit.
  8. The Big Idea
  9. Technology tools and classroom meetings
  10. Classroom Activities
  11. Appendix A: Implementing District Standards
  12. Annotated Teacher Bibliography
  13. Endnotes

Do We Really Need What We Want?: Consumerism and Second Graders

Mary Grace Flowers

Published September 2012

Tools for this Unit:

My students

This upcoming year, my class list, which was created at the end of my current students' first grade year by their previous teachers, shows that I will have twenty-four students. The class is comprised of sixteen boys and eight girls. As in years past, because of the neighborhoods we serve, I have a very impoverished and diverse group of students. Of the twenty-four, fourteen are Hispanic, six are African-American, three are Caucasian, and one is of Asian descent. Colwyck, the school in which I teach, is located in New Castle, Delaware and 100% of our population qualify for free lunch. The school's population is currently at two hundred and sixty-five students enrolled, but enrollment always increases when parents register their children over the summer months. We have a high Hispanic population, which is the majority of our population, and continues to grow each year.

Academically this group of children looks to be a stronger group compared to my second graders of last year. Based on data from their beginning of year (BOY) and end of year (EOY), oral reading fluency (ORF) scores and reading comprehension assessments, the results show that 56% of my new students read below grade level, 32% are on grade level, and 12% read above grade level.

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