THE CURRICULUM PACKAGE IS INTENDED TO ACQUAINT CHILDREN IN GRADES FOUR, FIVE, AND SIX WITH RESPONSIBLE BEHAVIOR TOWARD PROPERTY AND ENABLE THEM TO COPE WITH PEER PRESSURE. MOST ACTIVITIES IN THE PACKAGE ARE DESIGNED SO STUDENTS CAN WORK INDEPENDENTLY. ALL STUDENT VOCABULARY WORDS APPEAR ON EACH UNIT'S GOAL PACKAGE. THEY ARE IDENTIFIED IN THE TEXT IN ITALICS AND ARE DEFINED IMMEDIATELY AFTER THEIR USE IN THE TEXT. AN ATTEMPT IS MADE TO SHOW HOW ACTIVITIES IN THE PACKAGE RELATE TO THE TOTAL SCHOOL PROGRAM. THE FIVE UNITS FOCUS ON (1) DISTINGUISHING BETWEEN PERSONAL AND OTHER KINDS OF PROPERTY AND BETWEEN BORROWING AND STEALING; (2) DISTINGUISHING FAMILY PROPERTY FROM OTHER KINDS OF PROPERTY, USING RULES TO RESOLVE FAMILY CONFLICT, AND EMPHASIZING COOPERATION; (3) DISTINGUISHING SCHOOL PROPERTY FROM OTHER KINDS OF PROPERTY AND INTRODUCING CONSEQUENCES OF THEFT FOR THE VICTIM, THE OBSERVER, AND THE THIEF; (4) IDENTIFYING MEMBERSHIP IN THE ECONOMIC COMMUNITY AND EMPHASIZING CONSEQUENCES OF SHOPLIFTING FOR THE VICTIM AND THE OBSERVER; AND (5) INTRODUCING PEER GROUP, PEER PRESSURE, AND COPING SKILLS AND EMPHASIZING CONSEQUENCES OF SHOPLIFTING FOR THE THIEF. A GLOSSARY OF TERMS IS INCLUDED.