• decipher the language in credit card offers.
• make an informed decision after comparing credit card offers.
• locate relevant information from a credit card statement.
• synthesize their learning into a "using credit responsibly" advertisement.

• Each learner's copy of My Future Money Pie Chart at 55 Years of Age Homework (Attachment Five - Lesson One): Optional- for recall use only
  
• Each learner's copy of My Future Money Pie Chart at 55 Years of Age Revisited (Attachment Nine-Lesson Three): Optional- for recall use only
• Instructor's copy of Choosing and Using a Credit Card Responsibly (Attachment One). 
• Credit Card Applications-Three applications representing different credit card companies for each group of three learners. (NOTE: If internet is available, this may prove a more efficient way to obtain copies of credit card applications) 
  
• If internet is unavailable to the learners, download learner copies of www.practicalmoneyskills.com/english/
  resources/tutor/statements/credit_state.php 
• Group copies of Comparing Credit Cards (Attachment Two)  
• Group copies of Credit Advertisement Rubric (Attachment Three)
• Art materials for the construction of the pie chart/credit slogans display.

Anticipatory Set:
Begin this lesson with the students sharing their writings/reflections from Lesson Three. Following this sharing, pose this thought provoking statement, " People typically tend to cut back on their donating to charity--become less philanthropic with their treasures--when their desires and wants exceed their budgets."  (Be sure that the learners know and understand that while philanthropy is shown by giving time and talent, it also includes the donating of treasures--money--for the common good.) Have the learners share their thinking about why this statement may or may not be true.

Ask the learners to guess the average number of credit cards and annual credit debt in every household in American. (Consumer reports indicate that there are an average of seven credit cards and an average credit debt of $9,300 in every household in the United States today.) Ask the learners of the four ways to use money, how many of those ways directly affect charity/charitable organizations? (Just one, Donate.) Ask them to share how important they think charity/charitable organizations are for the common good and why someone who donates their time, talent and/or treasure might be considered a good citizen. Have them silently recall their reflection comparison comparing their original My Future Money Pie Chart at 55 Years of Age (Attachment Five - Lesson One) proportions with their My Future Money Pie Chart at 55 Years of Age Revisited (Attachment Nine-Lesson Three) taking particular note of the impact the huge credit card debt had on the amount they proportioned for Donate.  Indicate that today they will identify ways to responsibly select and use credit in order to more easily proportion their use of money, stick to their 'budget, and avoid huge credit debts.

• Lecture/discuss choosing and using a credit card responsibly Choosing and Using a Credit Card Responsibly (Attachment One).
  
  
• Arrange the class into groups of three and distribute copies of Comparing Credit Cards (Attachment Two). Tell the class to go on-line at www.creditcards/com (If internet is not available to the learners, provide three Credit Card applications to each group) and select three different credit card options, using the information found at each credit card site the learners are to fill out the Comparing Credit Cards sheet.
  
  
• In a group discussion, have them share and discuss their findings and draw some conclusions based upon what they discover.
  
  
• Have each of the learners go on line at www.practicalmoneyskills.com/english/
  resources/tutor/statements/credit_state.php  for access to reading a statement. (Note: If internet is not available to the learners download the tutorial, duplicate, and distribute a copy to each learner.
  
  
• Pose questions concerning the statement. Have the learners locate the information and respond appropriately.
  
  
• Summarize the importance of responsibly choosing and using credit and indicate to the learners that by now they should realize that huge credit debt can be the result of not only abusing credit, but also of not fully understanding it.
  
  
• Arrange the learners into groups of four and indicate that because it is so important that people understand what they are getting themselves into when they choose to use credit, their group is being asked to provide a service to their peers by designing an advertisement (either print or video media), the goal of which is to provide useful information about credit so that everyone will be better informed and more able to avoid huge credit debt.
  
  
• Tell the learners that their ads will be displayed during parent/teacher conferences, video announcements, community night, etc. and that the ads are being created in accordance with the guidelines found in the Credit Advertisement Rubric (Attachment Three).
  
  
• Have them brainstorm as to why/how by doing this they are being philanthropic (They are sharing their time, talent, and treasure for the sake of the common good of all those who will encounter their ads.)
  
  
• After sufficient time has been given for the completion of the ads, have each group present their ads to the rest of the class for input and constructive criticism based upon the Credit Advertisement Rubric (Attachment Three).
  
  
• Have each group then consider and make the recommended changes to their ads prior to the public showing of the ads.
  
  
• Conclude this lesson/unit by having each learner create one sentence and/or slogan concerning the use of credit that would ensure ones ability to create and follow a budget for spending, saving, investing and donating.
  
  
• Ask the learners to reflect on their learning by writing a short essay comparing and contrasting the effects of using credit responsibly and irresponsibly for themselves, their families and the common good.