Course - Winston-Salem/Forsyth County Schools



UNPACKED CONTENT

I. Business practices that positively impact communities are socially responsible actions.

A. Social responsibilities commonly addressed by businesses are:

1. Environmental protection

2. Workplace diversity

3. Job safety

4. Employee wellness

A. Business ethics guide the actions of businesses, which usually include guidelines that address:

1. Is the action legal?

2. Does the action violate professional or company standards?

3. Who is affected by the action and how?

II. The government protects businesses, individuals, and workers while they are conducting business. The protections provided are:

1. Safe work environment

2. Contract enforcement

3. Intellectual property

III. The Consumer Bill of Rights protects consumers against unfair business practices. The rights of consumers protected are:

A. To be informed

B. To safety

C. To choose

D. To be heard

E. To a remedy

F. To consumer education

G. To service

IV. The government regulate practices of businesses and assistance them through:

A. Regulating utility companies

B. Promoting fair competition

C. Assisting businesses by:

1. Providing demographic information

2. Buying goods and services

3. Employing workers

| |RELEVANCY TO OBJECTIVE |RESOURCES |

|INSTRUCTIONAL ACTIVITES | | |

|1 |Business Social Responsibility Introduction |Helps students begin to |Textbook |

| |Have students read Focus on Real Life on page 76 in Intro to Business, 6e, Thomson |UNDERSTAND (B2) how business | |

| |Southwestern textbook. |conduct social responsible | |

| |Facilitate a discussion about the impact of social responsibility practiced by |practices | |

| |business using these questions: | | |

| |What are some benefits of business involvement in community activities? | | |

| |How might environmental issues affect your life goals? | | |

|2 |Business Social Responsibility Reading and PowerPoint Presentation |Helps students UNDERSTAND (B2) |Textbook |

| |Present an overview of social-responsible practices of business by using the Think |how business conduct social | |

| |Critically through Visuals on pages 76, 77, and 78 in Intro to Business, 6e, Thomson |responsible practices |Socially Responsible |

| |Southwestern textbook. | |Practices of Businesses |

| |Facilitate students completing the Socially Responsible Practices of Businesses | |Organizer |

| |Organizer. Students may obtain information by reading pages 76-80 in Intro to | | |

| |Business, 6e, Thomson South-Western textbook OR by participating during presentation | |PowerPoint Presentation |

| |of PowerPoint Presentation 2.05, slides 1-13. | |2.05, slides 1-13 |

| |Facilitate a discussion using these questions: | | |

| |What environmental concerns may be addressed by business? | | |

| |What workplace diversities are usually addressed by business? | | |

| |What is job safety? | | |

| |What are some ways employees may support employee wellness? | | |

|Instructional Activities continued on the next page. |

| |RELEVANCY TO OBJECTIVE |RESOURCES |

|INSTRUCTIONAL ACTIVITES | | |

|3 |Making an Ethical Decision |Helps students UNDERSTAND (B2) |Socially Responsible |

| |Facilitate a discussion about situations when ethics may be concerned. |appropriate actions when |Activity |

| |Facilitate a discussion about situations when business ethics may be concerned. |business ethics are considered | |

| |Assign students into groups of three to four. | | |

| |Facilitate students completing Socially Responsible Activity. | | |

| |Facilitate groups sharing responses. | | |

| |NOTE: Monitor whether responses are within the business ethics guidelines. | | |

|4 |Affording Social Responsibility |Helps students UNDERSTAND (B2) |Textbook |

|[pic] |Present how to find the percents using these steps: |how to determine if social | |

| |What percent a number is of another number? |responsibility is affordable |Math Problem of Make |

| |Divide the part by the whole number, and then show the result as a percent. | |Academic Connections Key |

| |Example: $13,000 is what percent of $24,000? 54% | |(spreadsheet file) |

| |$13,000/$24,000 = 54% | | |

| |What is the percent of a number? | | |

| |Convert the percent to a fraction or decimal, and then multiply it by the number. | | |

| |Example: What is 15% of $13,000? $1,950 | | |

| |$13,000 * .15 = $1,950 | | |

| |Example: Proposed 3% increase | | |

| |$13,000 * 1.03=$13,390 | | |

| |Facilitate students completing the Math problem of Make Academic Connections on page | | |

| |94 in Intro to Business, 6e, Thomson South-Western textbook using spreadsheet | | |

| |software. | | |

| |Facilitate a discussion about whether the company could afford the 15% increase in | | |

| |each social responsibility and whether the company should change its social | | |

| |responsibilities. | | |

|Instructional Activities continued on the next page. |

| |RELEVANCY TO OBJECTIVE |RESOURCES |

|INSTRUCTIONAL ACTIVITES | | |

|5 |Government Protection Introduction |Helps students begin to |Textbook |

| |Have students read Focus on Real Life on page 82 in Intro to Business, 6e, Thomson |UNDERSTAND (B2) how the | |

| |Southwestern textbook. |government protect the rights | |

| |Facilitate a discussion using these questions: |of businesses, consumers, and | |

| |What are advantages of government services? |workers | |

| |What are disadvantages of government services? | | |

|6 |Government Protection Reading and PowerPoint Presentation |Helps students to UNDERSTAND |Textbook |

| |Present an overview of the roles of government and allow students to provide examples|(B2) how the government protect| |

| |of each role. NOTE: Be ready to provide examples of government roles that students do|the rights of businesses, |Government Protection |

| |not have responses. Use the Teach activity on page 82 in Intro to Business, 6e, |consumers, and workers |Organizer |

| |Thomson Southwestern textbook as a guide. | | |

| |Facilitate students completing the Government Protection Organizer. Students may | |PowerPoint Presentation |

| |obtain information by reading pages 82-85 in Intro to Business, 6e, Thomson | |2.05, slides 14-18 |

| |South-Western textbook OR by participating during presentation of PowerPoint | | |

| |Presentation 2.05, slides 14-18. | | |

| |Facilitate a discussion using these questions: | | |

| |What rights of workers are protected by the government? | | |

| |How do consumers and businesses benefit from government enforcement of contracts? | | |

| |How does the government protect owners of intellectual property? | | |

| |NOTE: Examples of intellectual properties to possibly share with student: | | |

| |Copyrights: Author of any book | | |

| |Patents: Cosmetic company’s process for producing lipstick | | |

| |Trademark: Logo of a soft drink | | |

|Instructional Activities continued on the next page. |

| |RELEVANCY TO OBJECTIVE |RESOURCES |

|INSTRUCTIONAL ACTIVITES | | |

|7 |Copyright, Patent, or Trademark |Helps students CLASSIFY (B2) |How is Intellectual |

| |Facilitate students completing Activity: How is Intellectual Property Protected? |intellectual property |Property Protected? |

| |Activity |protection |Activity |

| |Facilitate a discussion about responses to activity. | | |

| | | |How is Intellectual |

| | | |Property Protected? |

| | | |Activity KEY |

|8 |Consumer Rights Introduction |Helps students begin to |Textbook |

| |Have students read Focus on Real Life on page 380 in Intro to Business, 6e, Thomson |UNDERSTAND (B2) consumer rights| |

| |Southwestern textbook. |protected by the government | |

| |Facilitate a discussion about consumer rights using these discussion questions: | | |

| |While shopping, has anyone ever felt disrespected by a sales associate? | | |

| |What did you do to remedy the situation? | | |

|9 |Consumer Rights Reading and PowerPoint Presentation |Helps students UNDERSTAND (B2) |Textbook |

| |Present an overview of the purpose of the Consumer Bill of Rights. |why businesses should honor | |

| |Facilitate students completing the middle column of the Consumer Rights Organizer. |consumer rights |Consumer Rights Organizer |

| |Facilitate students completing the right column of the Consumer Rights Organizer. | | |

| |Students may obtain information by reading pages 380-384 in Intro to Business, 6e, | |PowerPoint Presentation |

| |Thomson South-Western textbook OR by participating during presentation of PowerPoint | |2.05, slides 19-24 |

| |Presentation 2.05, slides 19-24. | | |

| |Facilitate a discussion about what students learned about consumer rights after | | |

| |completing the organizer. | | |

| |Facilitate a discussion about consumer rights using this question: | | |

| |How can violating consumer rights impact a business? NOTE: Look for answers such as | | |

|Instructional Activities continued on the next page. |

| |RELEVANCY TO OBJECTIVE |RESOURCES |

|INSTRUCTIONAL ACTIVITES | | |

| |customers may distrust companies and discontinue trading with them. Customers may | | |

| |also use word of mouth advertising and impact a business negatively. | | |

|10 |Consumer Rights |Helps students EXEMPLIFY (B2) |Exemplifying Consumer |

|[pic] |NOTE: The next activity could be a class or homework activity. Students will need |consumer rights |Rights Activity |

| |access to product labels and service descriptions for both options. Review examples | | |

| |provided in the activity. | |Product labels |

| |Facilitate students completing Exemplifying Consumer Rights Activity. | | |

| |Assign students to Think-Pair-Share groups to discuss their responses to activity, | |Service descriptions |

| |and then facilitate a class discussion. | | |

| |NOTE: Students are checking for how their responses are similar and different then | | |

| |determining the most appropriate response. | | |

|11 |Government Regulation and Assistance Reading and PowerPoint Presentation |Helps students UNDERSTAND (B2) |Textbook |

| |Present an overview of why the government regulates utility companies and how the |how government regulate utility| |

| |government assists businesses. |businesses and possibly assists|Government Regulation and |

| |Facilitate students completing Government Regulation and Assistance Organizer. |all businesses |Assistance Organizer |

| |Students may obtain information by reading pages 87-89 in Intro to Business, 6e, | | |

| |Thomson South-Western textbook OR by participating during presentation of PowerPoint | |PowerPoint Presentation |

| |Presentation 2.05, slides 25-26. | |2.05, slides 25-26 |

| |Facilitate a discussion about government regulation and assistance using these | | |

| |questions: | | |

| |What has government done to regulate utility companies? | | |

| |How does the government assist businesses by buying goods and services from them? | | |

| |How do the government employing workers assist businesses? | | |

|Instructional Activities continued on the next page. |

| |RELEVANCY TO OBJECTIVE |RESOURCES |

|INSTRUCTIONAL ACTIVITES | | |

|12 |Fair or Unfair Business Practices |Helps students UNDERSTAND (B2) |Textbook |

|[pic] |Have students collect an advertisement and determine if it could lead to fair or |how messages in advertisements | |

| |unfair business practices. Student should also justify their position. Use the |could convey fair or unfair |Sources for collecting |

| |Applied Skills Activity on page 88 in Intro to Business, 6e, Thomson South-Western |practices |advertisements |

| |textbook as a guide. | | |

| |Facilitate students posting their advertisement and justification. | |Place to display completed |

| |Facilitate students doing a gallery walk of the displays. | |activity |

| |Facilitate a discussion about similarities and differences in advertisements and | | |

| |whether the viewers agree as a majority on the communicated practices for each | | |

| |advertisement. | | |

|13 |Key Terms |Helps students IDENTIFY (B2) |Social Responsibility Key |

| |Facilitate students completing Social Responsibility Key Terms Crossword Puzzle. |terms associated with social |Terms Crossword Puzzle |

| | |responsibility | |

| | | |Social Responsibility Key |

| | | |Terms Crossword Puzzle KEY |

|[pic] –Literacy Strategy: Gallery Walk is similar to a person walking through an art gallery looking at paintings. In the classroom, students will be|

|looking at student work, which might be in the form of a poster, paper, or other format. Gallery walks are most effective when the teacher gives |

|students a task to do as they look at other student work. For example, the teacher might want students to take notes or give feedback to the writer(s) |

|on a sticky note. |

|[pic] –Literacy Strategy: Think-Pair-Share is a cooperative learning strategy that encourages students to think about course content and then talk |

|about it with a partner. |

|[pic] -Numeracy Strategy: To make a Math-to-Life Connection is to see a relationship between a math concept and a real-life situation. Finding |

|math-to-life connections greatly increase the relevance of new information and skills being learned. |

Instructional Support Material

|Textbook |Website |

|Intro to Business, 6e, Thomson South-Western |None |

|Handouts (included) |Other |

|Socially Responsible Practices of Businesses Organizer |PowerPoint Presentation 2.05 (separate file) |

|Socially Responsible Activity |Math Problem of Make Academic Connections Key (separate and |

|Government Protection Organizer |spreadsheet file) |

|How is Intellectual Property Protected? Activity |Product labels for Exemplifying Consumer Rights Activity |

|How is Intellectual Property Protected? Activity KEY |Service descriptions for Exemplifying Consumer Rights Activity |

|Consumer Rights Organizer |Sources for collecting advertisements in order for students to |

|Exemplifying Consumer Rights Activity |understand Fair or Unfair Business Practices |

|Government Regulation and Assistance Organizer |Space to display advertisements and justification |

|Social Responsibility Key Terms Crossword Puzzle |Assessment Prototypes (included) |

|Social Responsibility Key Terms Crossword Puzzle KEY | |

Name ____________________ Class __________ Date __________

Socially Responsible Practices of Businesses Organizer

Directions: Provide responses for the listed items.

|Common Social-responsible Practices of Businesses |

|Describe how businesses may address the listed social responsibilities. Provide examples of laws, organizations, or activities for each one. |

|Be sure to identify the examples as a law, an organization, an activity or other appropriate label. |

|Environmental protection |Workplace diversity |Job safety |Employee wellness |

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|Example | | | |

| |Example |Example |Example |

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|Evaluation of a Business Being Socially Responsible |

|List at least three benefits of socially responsible actions. |How should the need of businesses earning a profit impact their |

| |decisions to be socially responsible? |

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What is the purpose of business ethics? _____________________________________

______________________________________________________________________

What are the three business ethics guidelines for carrying out social responsible actions?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Name ____________________ Class __________ Date __________

Socially Responsible Activity

Directions: Using the three business ethic guidelines, make a decision as a group about the provided scenarios. Be prepared to share responses.

Scenario 1

You are the payroll clerk for a department store. You are asked by a friend to look up the personal information of another employee to see their income and marital status. What should you do?

Scenario 2

You are a manager for an office supply company. Your son needs supplies for a science project due by the end of the week. It will be another week before you get paid. What should you do?

Scenario 3

You need an area to dispose of material and chemical waste from the tire production plant you own. You purchased land near the plant to dump the waste from the plant. The nearby river runs closer to your dumping area than allowed by regulations. The EPA rarely comes to your area. What should you do?

Scenario 4

You are a supervisor at a local recreational gymnasium. Regulations allow for a maximum 100 occupants in the gymnasium. The charge is $5 per person to use the gymnasium. Since the owner wants to make more in profits, he sometimes goes over the occupancy regulation. What should you do?

Name ____________________ Class __________ Date __________

Government Protection Organizer

Directions: Provide responses for the listed items.

|Services Provided by the Government During Business Transactions |

|How may workers be protected in their work |What is a contract? |Describe the types of intellectual properties |

|environments by the government? | |that are protected and examples of each. |

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| |What are the elements of a contract? | |

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| |How does the government protect businesses and | |

| |consumers involved in a contract? | |

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| |What are some examples of contracts? | |

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Name ____________________ Class __________ Date __________

Activity: How is Intellectual Property Protected?

Directions: Match the item in the left-hand column with the intellectual property protection.

Forms of protection: copyright patent trademark

|3M ergonomic mouse | |

|Artist’s water paintings | |

|Broadway Play | |

|Corning’s pink panther | |

|CTSO logo | |

|Dance troop’s choreographed routine | |

|Lenox China collectibles | |

|McDonalds’s slogan | |

|MSN’s butterfly | |

|Musician’s song | |

|Salem Baking Company tin cans | |

|Segway human transporter | |

How is Intellectual Property Protected? Activity KEY

Directions: Match the item in the left-hand column with the intellectual property protection.

Forms of protection: copyright patent trademark

|3M ergonomic mouse |Patent |

|Artist’s water paintings |Copyright |

|Broadway Play |Copyright |

|Corning’s pink panther |Trademark |

|CTSO logo |Trademark |

|Dance troop’s choreographed routine |Copyright |

|Lenox China collectibles |Patent |

|McDonalds’s slogan |Trademark |

|MSN’s butterfly |Trademark |

|Musician’s song |Copyright |

|Salem Baking Company tin cans |Patent |

|Segway human transporter |Patent |

Name_________________________ Class ________________ Date _________

Consumer Rights Organizer

Directions: Prior to reading or viewing the PowerPoint presentation about consumer rights, provide information you already know about consumer rights in the middle column of the table. After reading or viewing the PowerPoint presentation, provide information you learned in the right-hand column of the table.

|Consumer Bill of Rights |

|Purpose |

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|Rights |What I know |What I learned |

|To be informed | | |

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|To safety | | |

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|To choose | | |

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|To be heard | | |

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|To a remedy | | |

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Consumer Rights Organizer Continued

|To consumer education | | |

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|To service | | |

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What is a guarantee?

__________________________________________________________________________________________________________________________________________________________________________________________________

What is the difference between an express and an implied warranty?

|express warranty |implied warranty |

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Use the information from the table middle and right-hand columns to provide statements that represent your knowledge and what you learned about consumer rights. These statements should be an overview of consumer rights.

__________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Why should businesses practice fair trade with customers?

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Name_________________________ Class ______________ Date _________

Exemplifying Consumer Rights Activity

Directions: Read product labels and service descriptions, then determine which consumer right it communicates. In the middle column, provide the type of product or service and in the right-hand column provide how the product label or service description communicates the consumer right.

|Consumer Rights |

|Consumer right to |Type of product/service |How product label or service description communicates consumer right |

|Be informed |food chopper |On the box of the food chopper, a statement indicates it will slice and dice |

| | |fruits and vegetables easily. |

|Be informed | | |

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|Safety |herbs to grow fingernails |On the bottle of the herbs, a statement indicates this product has not been |

| | |tested by FDA. |

|Safety | | |

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|Choose | | |

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|Be heard | | |

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|A remedy | | |

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Exemplifying Consumer Rights Activity Continued

|Consumer education | | |

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|Service | | |

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Name_________________________ Class ______________ Date _________

Government Regulation and Assistance Organizer

Directions: Provide responses for the listed items.

|Why does the government regulate utility companies? |

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|How does the government prevent unfair business practices? |

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|How does the government assist businesses? |

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Name ____________________ Class __________ Date __________

Social Responsibility Key Crossword Terms

Directions: Use the key terms related to social responsibility to complete the crossword puzzle.

[pic]

Social Responsibility Key Crossword Terms

Across

2. The duty of a business to contribute to the well-being of a community.

4. A set of rules for guiding the action of employees or members of an organization.

7. Protection of the creative work of authors, composers, and artists.

9. A natural resource that cannot be replaced when used up.

10. An agreement to exchange goods or services for something of value, usually money.

11. When a business has control of the market for a product or service.

12. Laws intended to prevent unfair business practices such as false advertising, deceptive pricing, and misleading labeling.

Down

1. Rules about how businesses and their employees ought to behave.

3. Principles of morality or rules of conduct.

5. The exclusive rights of an inventor to make, sell, and use a product or process.

6. A distinctive name, symbol, word, picture, or combination of these that a company uses to identify products or services.

8. An organization that supplies a service or product vital to all people including companies that provides local telephone service, water, and electricity.

Social Responsibility Key Crossword Terms KEY

Across

2. Social responsibility-The duty of a business to contribute to the well-being of a community.

4. Code of ethics-A set of rules for guiding the action of employees or members of an organization.

7. Copyright-Protection of the creative work of authors, composers, and artists.

9. Nonrenewable resource-A natural resource that cannot be replaced.

11. Monopoly-When a business has control of the market for a product or service.

12. Antitrust laws-Laws intended to prevent unfair business practices such as false advertising, deceptive pricing, and misleading labeling.

Down

1. Business ethics-Rules about how businesses and their employees ought to behave.

3. Ethics-Principles of morality or rules of conduct.

5. Patent-The exclusive rights of an inventor to make, sell, and use a product or process.

6. Trademark-A distinctive name, symbol, word, picture, or combination of these that a company uses to identify products or services.

8. Public utility-An organization that supplies a service or product vital to all people including companies that provides local telephone service, water, and electricity.

ASSESSMENT PROTOTYPES

Note: These assessment prototypes are examples of the types of items included in the item bank. All items are comparable to the cognitive process of the understand verb. Questions require students to demonstrate that they understand the content. Assessment prototypes will not be used on the secured test, but questions in similar formats will be used.

An investment company offers yoga and other similar activities at its work site during lunch. Which social responsibility is this company addressing?

A. Employee wellness

B. Environmental protection

C. Job safety

D. Workplace diversity

ANSWER: A

Which is an EXAMPLE of practicing business ethics? Auto Mart Inc.:

A. mailed defected parts to several customers.

B. provided a remedy for defected parts.

C. refused to credit a customer’s account after she complained about their services.

D. sends refunds to some of its deserving customers.

ANSWER: B

A manager spent $400 of its $9,000 diversity training budget on videos. What percent of the budget did he use?

A. 4%

B. 8%

C. 12%

D. 16%

ANSWER: A

Marie agreed to buy 10 dresses from a local warehouse. The warehouse owner only delivered nine dresses, but insisted that Marie pay for 10. Which protection does Marie need?

A. Contract enforcement

B. Environmental protection

C. Intellectual property

D. Safe work environment

ANSWER: A

ASSESSMENT PROTOTYPES Continued

A company intentionally listed the amount of water in its 32 ounce bottles of bleach incorrectly. Which right from the consumer bill of rights is the company violating? To be:

A. informed

B. heard

C. involved

D. active

ANSWER: A

McCracken Heating Oil Company makes sure that it remains within regulated price range for its product. Which government regulation is being addressed?

A. Purchase of goods and services

B. Employment of workers

C. Promotion of fair competition

D. Regulation of practices of utility companies

ANSWER: C

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