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Standard IV. Ethics ... Achievement Standard: Describe the environmental
factors that define what is considered ethical business behavior.
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Level
3 (Secondary) - Performance Expectations: Identify groups to whom international
companies are responsible.
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TIME
REQUIRED:
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60
minutes
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RECOMMENDED
GRADE:
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Grades
9-12
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MAJOR
CONCEPTS:
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Compare regulations to responsibilities |
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INSTRUCTIONAL
OBJECTIVES:
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Students
will
· define the term responsibility; · identify individuals, groups, and businesses that regulate students personal lives; and, ·identify individuals, groups, and businesses for whom students are responsible. Key Terms:
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MATERIALS:
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Chalk/Marker Board or Overhead Projector
· One copy of Handouts #1 and #2 for each student |
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RATIONALE:
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In
order to understand the global perspective of responsible ethics, an understanding
of responsibility is needed. Responsible actions towards others and
learning to accept responsibility personally are extremely important today
as society interacts world-wide.Regulations placed on society come in different
forms. Students should develop an understanding of the origins of
regulations and those who are entrusted to regulate them, as well as knowing
when those regulations have gone beyond their intent.Responsibilities are
applied to businesses as well as individuals. Students should develop
an awareness of the types of responsibilities that they have, as well as
identifying when those responsibilities have been filled.
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PROCEDURE:
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1. Draw a two column table with the heading of REGULATION on the left and RESPONSIBILITY on the right. 2. Ask students to give a definition of the term regulation. 3. Distribute Handout #1 to each student. 4. Ask students to develop a list of people (individuals and groups) who regulate their lives, for example, parents, police, teachers, etc 5. Conduct a class discussion of the necessities of regulations. Have students input their lists into the discussion, allowing for comments supporting their choices. Then continue with discussions of the need for regulation of businesses and business that is conducted across national boundaries. 6. Have students identify the point at which that regulation should cease, or when it becomes a personal infringement. 7. Ask students to give a definition of the term responsibility. 8. Ask students to develop a list of people (individuals and groups) to whom they are responsible. 9. Continue the class discussion of the purpose of responsibilities. Have students input their lists into the discussion, allowing for comments supporting their choices. 10. Have students identify the point at which their responsibility should cease, or when it becomes “pushy” or “butting in”. |
| EVALUATION: | Close the lesson by defining SOCIAL RESPONSIBILITY (functioning as good citizens, sensitive to the surroundings). Have each student develop and write a pledge (see Handout #2) that announces the level of responsibility that they are going to strive to achieve for a specific situation, for example, environmental, social, educational, etc. |
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AUTHOR:
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Gary Schepf, Nimitz High School, Irving, TX. |
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EDITORS:
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Les
Dlabay, Lake Forrest College, Wildwood, IL.
Robert
Ristau, Eastern Michigan University (ret.), Ypsilanti, MI.
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Click here to download Microsoft Word version of the plan including handouts. |
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