Shopping Addiction Lesson Plan

Instructor: Christine Jarus

Christine has over twenty years of experience in education. She is certified in learning disabilities, behavior disorders, elementary education and high school communication arts. She also holds a principal certification and has obtained a doctorate degree in educational leadership.

Shopping is a fun pastime and necessity, but can turn into an addictive habit. This lesson will allow students to use their research skills to learn more about shopping addiction and the behaviors associated with this problem. Students will get the chance to use their knowledge gained from their research to create a shopping addiction self-assessment.

Learning Objectives

Students will:

  • define shopping addiction
  • identify the behaviors associated with a shopping addiction

Length

1.5 - 2 hours

Materials

  • paper
  • pens/pencils
  • computers
  • News article about individual with a shopping addiction

Curriculum Standards

CCSS.ELA-LITERACY.RI.9-10.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Please note that each state has different standards for Psychology. Please consult your state's standards to ensure proper alignment.

Vocabulary

  • Addiction: the state of being controlled by a psychological or physical habit
  • Symptom: a sign or indication of a disease
  • Self-assessment: a questionnaire taken to determine if an individual meets the criteria for a specific condition
  • Compulsion: a strong urge to perform an act

Instructions

  • Ask students to create a KWL chart. A KWL chart is a three-column chart with the following headings: What I Know, What I Want to Know and What I Learned.
  • Tell students to consider the topic of shopping addiction. Review the vocabulary terms above with students. Direct them to complete the What I Know and What I Want to Know sections of their chart.
  • After giving students about ten minutes to complete their first two columns, discuss student responses with the class.
  • Ask students to find a partner. Provide each pair of students access to a computer.
  • Instruct students to research the topic of shopping addiction. As they complete their research, ask them to take notes in their What I Learned section of their chart. Students can use their What I Want to Know section as a guide for research. At this time, you may want to review with students how to check a website's validity and determine if the site is trustworthy.
  • Ask each pair of students to share three facts they uncovered about shopping addiction with the class. Challenge students to present facts that were not already discussed by a prior group.
  • After the students present their research, summarize the definition and key components of a shopping addiction.

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