Activity Sheet 9-a (Morality)
Agree or Disagree with the following statements:
1. “Honesty is the best policy”
2. “Politicians are generally honest”
3. “The poor are generally lazy”
4. “People are essentially greedy”
5. “Drinking and driving is always wrong”
6. “Rapists should be executed”
7. “Since Jesus said the poor will be with you always’ there isn’t much reason
for welfare programs”
8. “Going to mass just to please one’s parents is wrong”
9. “Smoking cigarettes and drinking alcohol is my own business”
10. “There are no good reasons for breaking the law”
based on material found in You and Christian Morality – right and wrong in an age of
freedom by Michael Pennock. Ave Maria Press (Notre Dame, IN, 1984), p. 15
Activity Sheet 9-b
Important Terms in
Christian Morality
Instructions: Find the correct definitions and fill in the blanks below.
Conscience:
Grace:
Justice:
Morality:
Mortal Sin:
Motives:
Natural Law:
Original Sin:
Power:
Prejudice:
Rationalization:
Reconciliation:
Sin:
Stereotype:
Venial Sin:
Responsibility:Important Terms in
Christian Morality
Conscience: Conscience involves using our head - our ability to reason, considering all
alternatives and aspects of a given situation while always keeping in mind which values and
priorities are most important and which are not; and trying to do the most loving and least
harmful thing for all concerned.
Grace: God’s loving presence with us
Justice: The striving to ensure the well-being of others as well as ourselves.
Morality: The set of values and principles that guide someone’s choices about what kind
of person he or she is becoming. These values and principles point to the meaning that life
has for that person.
Mortal Sin: Cutting oneself off so severely from God, self and others.
Deadened
oneself to goodness and life
Motives: The “why’s” behind an action.
Natural Law: Refers not to the law that is written, but to the moral code that is built
into creation.
Original Sin: The refusal to treat others and ourselves as likenesses of God.
Power: The ability to act on freely chosen decisions
Prejudice: Prejudging people without knowing them as individuals
Rationalization: False motives, when our reasons are not so admirable and we don’t not
want to admit them even to ourselves.
Reconciliation: Opening ourselves up to God’s grace and love bringing about healing in
our relationships that have been wounded as a result of sin.
Sin: A violation of relationships.
Stereotype: A mental label applied to the members of a group, an oversimplified
“picture” of who they are based on assumptions about the group as a whole that may have
little or no basis in fact.
Venial Sin: Choosing to hurt one’s relationship with God, self and others, but not totally
cutting these relationships off.
Responsibility:
Accountability for choices
Activity Sheet 9-c
Important Terms in
Christian Morality
The set of values and
principles that guide
someone’s choices about
what kind of person he or
she is becoming. These
values and principles point to
the meaning that life has for
that person.
A mental label applied to the
members of a group, an
oversimplified “picture” of
who they are based on
assumptions about the group
as a whole that may have
little or no basis in fact.
Prejudging people without
knowing them as individuals
The striving to ensure the
well-being of others as well
as ourselves.
God’s loving presence with us
The “why’s” behind an action.
False motives, when our
reasons are not so admirable
and we don not want to
admit them even to
ourselves.
Cutting oneself off so
The refusal to treat others
severely from God, self and
and ourselves as likenesses
others. Deadened oneself to of God.
goodness and life
Choosing to hurt one’s
relationship with God, self
and others, but not totally
cutting these relationships
off.
The ability to act on freely
chosen decisions
Accountability for choices
A violation of relationships.
Refers not to the law that is
written, but to the moral
code that is built into
creation.
Opening ourselves up to
God’s grace and love bringing
about healing in our
relationships that have been
wounded as a result of sin.
Activity Sheet 9-d
Important Terms in
Christian Morality (answers)
Instructions: Make copies and cut out the definitions. Use one envelope for each
complete set of definitions. Give one envelope to each group. Students sort
through and match the definitions with the terms on the student work sheet. If
students are unsure about an answer they should be encouraged to right in pencil.
Teacher will take up the correct answers in class discussion.
The set of values and principles
that guide someone’s choices
about what kind of person he or
she is becoming. These values and
principles point to the meaning
that life has for that person.
(morality) p. 12
The striving to ensure the wellbeing of others as well as
ourselves.
(justice) p. 44
False motives, when our reasons
are not so admirable and we don’t
not want to admit them even to
ourselves.
(rationalization) p. 105
Choosing to hurt one’s relationship
with God, self and others, but not
totally cutting these relationships
off.
(venial sin) p. 68
A violation of relationships.
(sin) p. 66
A mental label applied to the
members of a group, an
oversimplified “picture” of who
they are based on assumptions
about the group as a whole that
may have little or no basis in fact.
(stereotypes) p. 208
God’s loving presence with us
(Grace) p. 51
Prejudging people without knowing
them as individuals
(prejudice) p. 208
Cutting oneself off so severely
from God, self and others.
Deadened oneself to goodness and
life
(mortal sin) p. 68
The ability to act on freely chosen
decisions
(power) p. 31
The refusal to treat others and
ourselves as likenesses of God.
(original sin) p. 31
Refers not to the law that is
written, but to the moral code
that is built into creation.
(Natural law) p. 59
Opening ourselves up to God’s
grace and love bringing about
healing in our relationships that
have been wounded as a result of
sin.
(reconciliation) p. 71
The “why’s” behind an action.
(motives) p. 104
Accountability for choices
(responsibility) p. 31
Source of all answers: Growing in Christian Morality. (Ahlers, Allaire, Koch) St.
Mary’s Press, 1996
Activity Sheet 9-e
THEORIES OF CONSCIENCE
1. THE "HUNCH THEORY"
When asked whether a certain action or decision is right or wrong,
many people respond: I just know it is or something just tells me it is.
However, when asked the reasons, they can't be specific.
2. "DOING WHAT COMES NATURALLY" THEORY
Some believe we are born with a certain moral instinct that tells them
right from wrong. Therefore, if people just did what came naturally by
instinct they would be doing the right thing according to their
conscience.
3. "THE LITTLE VOICE " THEORY
A voice inside telling right or wrong. To them it is the voice of a force
or a power other than themselves who gives guidance. When asked
these people will often say: I just know that's what God wants or it’s
God's will.
4. "FOLLOW THE CROWD" THEORY This group believe the majority
can't be wrong. If enough people think or feel that something is right
then it must be, or wrong- it has to be so.
5. "THE FEELING " THEORY
Conscience for some is a matter of how one "feels" after the action is
taken or a decision is made. If you feel good - it was right, if you feel
bad - it was wrong. If a person feels bad, or guilty, then it was wrong.
6. "NO CONSCIENCE" THEORY
No conscience at all. The idea is something that religions have made up
to make people feel guilty about certain actions. A person just does
what they decide to do or does what they must in a given situation and
that is all that should be expected or required of anyone.
7. "USING YOUR HEAD" THEORY
Conscience involves using our head - our ability to reason, considering
all alternatives and aspects of a given situation while always keeping in
mind which values and priorities are most important and which are not;
and trying to do the most loving and least harmful thing for all
concerned.
Number 7 is the teaching of the Catholic church. We also believe that
a person's conscience develops as that individual's ability to think, to
reflect and to exercise clearer, more objective judgement matures.
Source: Michele M. McCarty, Deciding, Dubuque, Iowa: Wm. C. Brown,
1981.
Activity Sheet 10-a
METHOD OF MORAL DECISION-MAKING
“T”
Think about
alternatives and
consequences
“S”
Search the
facts
S.T.O.P.
Source: Moral Problems: what does a Christian Do? Pages 27-56
Activity Sheet 10-b
Method of Moral Decision Making
S.T.O.P.
Search
WHAT?
What is right and wrong? Search out the facts:
Know what you are talking about.
 What do you propose to do?
 What is the moral object?
 What is it that you are deciding? (i.e. intention)
 What are the circumstances?
 This answer is the ground-work for determining
right/wrong.
WHY?
What are my motives? Or WHY am I doing this?
 Why do I propose to act this way?
WHO?
Who is involved?
 What is their situation or responsibility?
WHERE? The place can affect the morality of the action.
WHEN?
The timing of the action can affect the morality of it.
HOW?
The means used to bring about the desired action:
Remember that a good end does not justify an evil means to
achieve it.
Think
After searching out the facts, we must think about the
ALTERNATIVES and the CONSEQUENCES; it is necessary to reflect upon
the basic facts before making a decision.
1. ALTERNATIVES: Consider the variety of way to approach the
problem.
2. CONSEQUENCES: Reflect on the consequences of each
alternative.
How will an act affect other people?
Others
Pray
 Christians believe that we live for others. By consulting
other we are able to get a second opinion, etc.
 Don’t just consult with anyone: The person should have
our best interest at heart and always remember that a
true friend will “level” with us and not just tell us what we
want to hear.
Put yourself consciously in the presence of the Lord.
God is there for you.
4 Ways To Pray:
1. Pray with others;
2. Meditation with or without Scripture;
3. Reflect upon the events in our lives;
4. Ask for things in God’s name (prayers are always answered – are you
listening closely enough).
Activity Sheet 10-c
Case Study: The Unfair Teacher
The Situation:
A certain English teacher doesn’t like you. He has no reason
other than that he had your older brother in class. Your brother was something of
a troublemaker and usually spoke his mind when he didn’t like unfair policies. From
day one of your course with this teacher, he has made snide, sarcastic remarks
whenever he calls on you in class. He has embarrassed you several times, causing
fellow students to laugh at you. Furthermore, you are convinced that he is grading
your papers unfairly.
After a third poor grade you have a conference with the teacher. He
defends his actions and claims that you have an attitude problem. You do not make
any progress talking to him. It is too late in the term to change teachers, and your
counselor has advised you to “tough it out.”
You are at your wit’s end. What you really want to do is get even with this
unfeeling, cruel teacher. Two of your friends say they will help you slash his tires.
But you’re not sure what you’ll do.
S – SEARCH OUT THE FACTS:
WHO, WHAT, WHERE, WHEN, WHY, HOW
T – THINK OF ALTERNATIVES AND CONSEQUENCES
O – OTHERS: FOR ADVICE AND EFFECTS ON OTHERS
P – PRAY – WHAT CAN YOU PRAY FOR?
Activity Sheet 10-d
STOP Sign Helpers
1.
JESUS
Jesus is the perfect standard against which we should measure our
behaviour because he was the perfect human being. Jesus had a dual nature – he
was fully human AND divine at the same time. He is the perfect model for
Christians to try and follow. The more we try to be like Jesus, the closer we get
to what it truly means to be human.
Although it is impossible to know what Jesus would do in every case, his advice can
be boiled down to two questions:
Is this a loving thing?
Is this a serving thing?
Jesus’ golden rule for living is “Always treat others as you would like them to treat
you.” (Mt 7:12)
Activity:
Our attitudes toward money and wealth can greatly influence our choices in life
both in regard to other people and our own vocation. Jesus said a number of things
about money. Check out the following references:
 “Then give to Caesar what is Caesar’s, but give to God what is God’s.” (Lk
20:25). (On the question posed by the opponents of Jesus concerning
taxation).
 “How hard it will be for the rich to go into the Kingdom of God! Indeed, it is
easier for a camel to go through a needle’s eye than for a rich man to enter
the kingdom of heaven” (Lk 18:24-25). (Jesus said this about wealth after a
rich young man turned down Jesus’ invitation to follow him. The young man
refused to sell his riches and give them to the poor.)
 “No servant can serve two masters. Either he will hate the one and love the
other or be attentive to the one and despise the other. You cannot give
yourself to God and money” (Lk 16:13). (Jesus’ teaching on wealth after his
parable on the “Wily Manager.”)
Activity Sheet 10-d (continued)
Discuss:
a)
Does Jesus ask his followers to be poor? Explain.
b)
If you are blessed with good things, what are you supposed to do?
c) What does it mean to be poor in spirit?
d)
How do you know if money is starting to control your life?
2.
REASON AND REVELATION
To be moral is to be human. The problem is that we cannot all agree on what
exactly it means to be human. These two features: Reason and Revelation reveal
important aspects of our humanity and therefore aid us in becoming more moral.
Reason: is the power of thought to reach conclusions. Our reason reveals that we
are spiritual-minded beings.
Revelation: is God’s free self-communication with us through history. If reason
helps us to uncover certain aspects of our humanity, revelation completes the
picture. It helps us to see the spiritual dimension of ourselves. As Christians, we
believe that God’s revelation is found in the Bible.
3.
IMAGINATION
In addition to rational thought, creative imagination is also a very
valuable human attribute. It is especially important in the area of considering and
creating alternatives. It is useful in realizing that there isn’t only one way to do
things. Imagination also aids in changing our point of view: in seeing a problem as
an opportunity.
4.
LAW
Law represents the accumulated wisdom of those who have gone before us.
It provides an objective norm of morality against which we can measure our
behaviour.Activity Sheet 10-d (continued)
Catholic tradition recognizes 4 kinds of law that guide moral actions:
I – Natural law – refers to our ability to understand what it means to be human
and what must be done to develop as humans. It refers to those principles which
are held to be derived from nature and binding upon human society. More simply
put, they are laws about the way things are meant to be. These laws make sense to
reasonable people.
II – Civil law – is human law made for the smooth functioning of the particular
groups to which we belong. Often, civil law is an application of Natural Law.
Because it is human law, it is not always good law.
III – Divine law – is given to us by God. It is present in the scriptures and
especially in the example of Jesus. The 10 Commandments and The Beatitudes are
excellent summaries of how Christians should respond to God and to neighbour.
These laws are of a higher order, since they are based on values, rather than on
selfish human interests. Even though the 10 Commandments arose out of the
experience of the Hebrew people, they are important aids in making moral
decisions today.
IV – Church law – is the Church’s interpretation of Divine Law. In the same way
that Civil Law interprets Natural Law for real life situations, so the Church
interprets Divine Law for everyday situations.
Activity:
Below, you will find a list of laws that exist, have existed or may very well exist
within the next century. Check those laws that you think are clearly examples of
bad law and explain why you think they were bad.
a.
All youngsters must take a pill that will enable them to learn at three
times the normal rate.
b.
The speed limit for expressways is 80 km/hr.
c.
Because of its connection with cancer, the growing, selling or smoking of
any kind of tobacco is prohibited.
d.
No one should eat in public.
e.
Motorcyclists must wear safety helmets.
Same-sex marriage is forbidden.Activity Sheet 10-d (continued)
5. CHURCH
Catholics believe that Jesus handed his teaching authority to his disciples
and to their successors. These people became the Church. The primary teacher in
the Church is the Pope, followed by the Bishops, the successors to the apostles.
Teachings from these sources can be found in church council documents like those
written at VATICAN II. Another important source is the papal ENCYCLICALS,
letters written by the Pope to the worldwide Church concentrating on certain
topics.
Closer to home for most Catholics are the religious guides: priests,
theologians, and the religious press. Another source of guidance is our FELLOW
BELIEVERS. They form a community of strength and faith, composed of people
who share our experiences with us. Finally, Church law is the application of God’s
law to the everyday running of the Church community.
6. VALUES
A value is something you choose, cherish and act upon. Before we make a
moral decision we must separate the values that are involved in the issue. Then we
must decide which values are more important to us.
Activity: Below are listed some Christian values of extreme importance. Find in
the New Testament an example of how Jesus valued each of them:
 Mercy
 Justice
 Respect for the individual
 Peace
 Care for the lowly
 Honesty
 Life
a. What values were in conflict in the case of the woman caught in
adultery? How did Jesus solve this moral dilemma?
What values were in conflict in the question of whether a Jew should pay taxes to
Caesar? How did Jesus resolve the conflict?Activity Sheet 10-d (continued)
7. INSTINCT
In Western society, we have been taught to trust our intellect. However, we
have other mental gifts that are just as valuable: intuition, creative insight, and
sensitive feelings. We should be attentive to our gut feelings when making a
decision. Often this instinctual reaction precedes any other stop-sign
considerations.
8. CONSCIENCE
The moral decision-making process ends with the principle: Follow your
conscience. After you have considered the STOP Sign Method, you must ultimately
decide whether to act or not.
Our conscience tells us that we are answerable for what we do. It tells us
what we ought to do. It tells us to do something about this “ought.” It looks back
to judge whether or not we did the right or the wrong thing.
Activity Sheet 10 h
HEINZ’S DILEMMA
Read the following dilemma carefully, and prepare to discuss your
thoughts about it with the class:
In Europe, a woman was near death from a special kind of
cancer. There was one drug that the doctors thought might
save her. It was a form of radium that a druggist in the same
town had recently discovered. The drug was expensive to
make, but the druggist was charging ten times what the drug
cost him. He paid $200 for the radium and charged $2,000
for a small dose of the drug. The sick woman’s husband,
Heinz, went to everyone he knew to borrow the money, but he
could only get together about $1,000. He told the druggist
that his wife was dying and asked him to sell it cheaper or let
him pay later, but the druggist said, “No, I discovered the
drug and I’m going to make money from it.”
What are Heinz’s alternatives? What do you think he should do?
Why?
Source (among many)
http://exchanges.state.gov/forum/vols/vol34/no3/p103.htm
Activity Sheet 10-f
KOHLBERG’S STAGES OF MORAL DEVELOPMENT
1.
PUNISHMENT AND OBEDIENCE (Spanking)
Good or bad is seen in terms of obeying authority and
avoiding punishment. Something is seen as okay as long
as the person isn’t caught and or punished. The
consequences to others aren’t as important as they’re
not getting hurt. (As a child, why did you do the things
you were told to do? Why did you NOT do what you
were told was “wrong”?)
2.
PERSONAL REWARD/PERSONAL USEFULNESS
(Lollipop)
Right is what makes ME feel good; wrong is what makes me
feel bad or gives ME pain. If I am concerned about someone
else, it is only because of what I can get out of it. (If I’m
nice to you, you’ll be nice to me).Activity Sheet 10-f (continued)
3.
PLEASING OTHERS (Good boy/Good girl)
Right or wrong depends on what makes other people
happy or unhappy. If “everybody does it” then it’s
okay; if everyone says it’s wrong, then it’s wrong for
me too. This is the peer pressure stage where moral
decisions are made based on what will cause others to
accept or reject me.
4. IT’S YOUR DUTY (Law and Order)
Right is what the law - or any legitimate authority – says is
right. For someone at this stage there is no room or need
to think or make an individual moral decision because it has
already been determined by “law”. (It must be alright
because my parents, peers, employers, teachers, etc. don’t
object).Activity Sheet 10-f (continued)
5.
SOCIAL CONTRACT (Civil Disobedience –
Conscience)
One goes beyond law and order or the approval of
others. Here, the individual believes that what is right
is what is good for the rest of society. The common
good is the goal. Rules are obeyed, not because of fear
of punishment, but because one sees these rules as
necessary for the protection of the rights of
everyone.
6.
PERSONAL CONSCIENCE (Loving Stage)
The highest level of moral development is the stage at which
one operates based on universal ethical principles – those
things upon which laws, rules and commandments are based.
At this stage one would be willing to risk punishment for an
act which he/she knows to be right in principle but which
others – maybe a whole society - may find wrong. The basis
for these principles is the welfare of ALL persons; the goal is
to bring about the GREATEST GOOD FOR ALL
HUMANITY.Activity Sheet 10-g
6 Stages of Kohlberg’s Moral Development:
Instructions: When we have to decide whether to do or not to do a certain good
thing, various questions run through our minds. We don’t necessarily allude to the
questions, but they are there. They give us a clue as to what level we are acting on.
Some of these questions are listed below..
What will people say?
What’s right is right.
What would make someone else happy? Is there a law against it?
Who’s going to make me?
What is the right thing to do?
What’ll I get out of it?
My parents say I have to.
What should I do?
Who else is doing it?
What would Jesus do?
What’ll you pay me?
What’ll happen if I don’t?
It’s my job and I’ll do it.
How will I look?
Someone needs me.
How would I like to be treated?
We always do it that way.
Do I have to?
I owe it to someone.
What’s in it for me?
Who’ll know if I don’t?
How can I help someone?
Someone has to do it, so I will.
Everybody else is doing it.
What can I do to help?
Activity Sheet 10-h
Moral Decision-Making Worksheet
Instructions: For each of the following, select the appropriate stages according to
Kohlberg’s theory of moral development and state why you selected that stage.
a) Tim sets up a recycling program at school because he cares about the
environment.
Stage ______________ Why? _________________________________
b) Anna plays cards because everyone else does.
Stage ______________ Why? _________________________________
c) Pat stops talking because Ms. Medeiros asks her to.
Stage ______________ Why? _________________________________
d) Sandra is working with physically disabled people because she is concerned with
their welfare and wants her peers to be exposed to these people.
Stage ______________ Why? _________________________________
e) Luci works hard because she knows that is how one gets good marks.
Stage ______________ Why? _________________________________
f) Mike comes to class out of uniform because his best friend got in a fight during
lunch and as his clothes were all torn, Mike lent his.
Stage ______________ Why? _________________________________
g) Margi, Rosie, and Mary do not tell lies to each other because that is the
expected behaviour of the group.
Stage ______________
Why? _________________________________
h) Ninth-grader Rob drinks beer at the party because everyone else is doing it.
Stage ______________ Why?
_________________________________Activity Sheet 10-i
KOHLBERG STAGES OF MORALITY QUIZ
Date ________________
Name: _______________
PART A:
Listed on the left are a number of reasons for not cheating. Listed on the right
are Kohlberg’s six stages of moral reasoning. Match the reason on the left with
the stage on the right. NOTE: ONE STAGE IS NOT REPRESENTED HERE. (5
marks)
REASONS FOR NOT CHEATING
KOHLBERG’S STAGES
1._____ I won’t cheat because we have a rule in the
classroom, “No cheating.”
A. Punishment/obedience
2._____ I won’t cheat because if everyone cheated
we would never have a true measure of an
individual’s worth and it would destroy
society.
B. Personal Usefulness
3._____ I won’t cheat because I want my teacher to
like me.
C. Pleasing Others
4._____ I won’t cheat because it’s not fair to cheat
and we hurt ourselves and others when we
cheat.
D. It’s Your Duty
5._____ I won’t cheat because I’m afraid I’ll get
caught.
E. Social Contract
F. Personal Conscience
Part B:
For each of the following, select the appropriate stages according to Kohlberg’s
theory of moral decision-making and state why you selected that stage. (6 marks)
a) Marisa, the mother of four children, is active in the pro-life movement. She
writes letters to the government petitioning them to outlaw abortion.
Stage ____________
Why? _________________________________________
b) Dr. Simone spends all of his free time and energy feeding starving children in
the third world. He says he is ministering to Jesus Christ.
Stage _________________
Why? ________________________________________
c) Grade twelve student Brian decides to get active in the Parish Youth Group, so
he gets sponsored to attend the next World Youth Day.
Stage _________________
Why? _________________________________________
Total: 11 marks
Activity Sheet 10-m
Stages of Moral Reasoning
PRECONVENTIONAL LEVEL: FOCUS ON THE SELF
Stage 1 – Punishment and Obedience
 Physical consequences determine the goodness or
badness of an act.
 Avoidance of punishment is the key motivation.
 The person submits to power and authority in order to
avoid punishment.
Stage 2 – Personal Usefulness
 What is right is that which satisfies one’s own needs and
occasionally the needs of others.
 Human relations and fairness are interpreted in a
physical, pragmatic way: what is useful to me?
 “You scratch my back and I’ll scratch yours” is a basic
motivation.
CONVENTIONAL LEVEL: FOCUS ON THE GROUP
Stage 3 – Conforming to the will of the group
 Good behaviour is that which pleases or helps others and
gets approval from them.
 One conforms to standard ideas of appropriate
behaviour.
 One earns acceptance by being “nice.”
 Behaviour is often judged by intention – “they mean well.”
Stage 4 – Law and Order
 One sees obedience to rules for their own sake as
necessary to maintain order.
 Right behaviour consists of doing one’s duty and
respecting authority.
 Flaws in the system are due to the failure of individuals
to obey the system.
POSTCONVENTIONAL LEVEL: FOCUS ON PRINCIPLES
Stage 5 – Social Contract
 Right action is described in terms of general values that
have been agreed upon by the whole society.
 Laws are justified on the basis of general principles.
 One may work to change the law for the sake of society.
 Right action is seen as a matter or personal values.
Stage 6 – Personal Conscience
 Right is a decision of personal conscience in accord with
abstract ethical principles that apply to all persons
everywhere.
 Decisions are based upon universal principle of justice,
the reciprocity and equality of human right, and respect
for the dignity of human beings as individual persons.
 Choices are grounded in genuine moral interest in the
well-being of others, regardless of who or where they
are.
Activity Sheet 11-a
Church and Culture – open level MAJOR PROJECT
Christian Morality
The Christian vision of morality centres on what it means to be fully human as
modeled by Jesus. Part of our present challenge is to hold true to Christ’s example
by being critical of the values we find in our pluralistic and secular society. We
need to examine the values that permeate our contemporary ethos by using the
teachings of the Catholic Church as both a basis for exploring and responding to
these dilemmas.
As part of your major project, you are required to wisely select 3-4 students to
compose a group, and you are to begin researching one of the following moral issues
in light of our Catholic teaching:
Abortion
Artificial Insemination
Business Ethics
Child / Sweatshop Labour
Date Rape
Eating Disorders
Female Circumcision
Genetic Engineering
Ageism
Assisted Suicide
Capital Punishment
Cloning
Divorce
Ethical Investment
Health Care
Hate Literature
Alcohol Abuse
Bio-patenting
Child Abuse
Co-habitation
Drug Abuse
False Idols
Homelessness
Invitro-Fertilization
Pre-marital sex
Sexual Orientation
Teen Pregnancy
Racism
STDs and infertility
Violence in the Media
Sexism
Suicide
Youth Violence
Each group will research a different area of focus in order to widen your
understanding of an ethical issue. You are required to compose a poster board and
present it to the class. Students wishing to choose their own topic are encouraged
to do so. However, the approval from the teacher is required. Please note that any
discrepancies regarding the distribution of the final grade should be discussed
with the teacher before and/or during the conferences.
There will be one opportunity to conference with your teacher regarding questions
and/or concerns about your research. During this scheduled date, your group is
required to present all researched findings, and discuss how you will creatively
present your findings. Please indicate all technical equipment that is required for
the scheduled presentation date during your conference.
Conference 1: _____________________ (5 marks) (Present all researched
findings)
The Research Component:
Step ONE:
You are required to present an outline detailing your top three selections for this
assignment. You are to state your choices in order of preference and provide a
two to three sentence explanation to discuss why your group wishes to research a
particular topic.
Due Date: ____________________
Each group will be given a folder to keep all of your research notes. Your notes
should indicate who has covered what aspect of the research and writing process.
Each member will be held accountable. This folder is to be submitted to your
teacher the day of your presentation.
Step TWO:
You are required to make research notes in defining your topic. In this process,
you should be compiling arguments for and against, statistics, and scholarly
information that are pertinent to your area of study.
You should include a variety of resources (books, Internet, magazines, newspapers,
journals, Encyclopedias) to present the various arguments pertaining to your area
of study. Keep a record of your resources. You need to provide a reference guide
on your poster board.
Conduct a survey, interview etc. to further explore your topic by attaining data
that is not from secondary sources.
This component of your research will be presented in your presentation. Your notes
should be approximately 200 words. The length of this component is only a guide!
Only present what is important to the class. AT NO TIME ARE YOU TO READ
YOUR NOTES! Your knowledge of the topic should come through your discussion of
the area you have researched.
Step THREE:
You are required to make research notes by examining our Church teaching and how
it addresses your topic of interest. You are required to make specific reference
to scriptural passages and The Catechism of the Catholic Church. These required
sources of reference are easily accessed via the Internet.
b) This component of your research will be presented in your presentation. Your
notes should be approximately 500 words. Your knowledge of the topic should
come through your discussion of the area you have researched.
Step FOUR:
Apply the Stop Sign Method studied in class to your ethical issue. Make reference
to the notes provided in class. Your notes should be approximately 100 words.
Step FIVE:
a) After compiling all of this information, what insights have you gained on this
topic? How does this apply to your life personally? Your notes should be
approximately 100 words.
The Evaluation component:
After collecting your data and conferencing with your teacher, the next step is to
analyze and present your findings in an oral report.
The Oral Report:
Each group will be required to present their findings to the class in a creative and
informative fashion. You are required to present step two to five from the
research process, but do not read your notes! Select key ideas and make a power
point presentation, create a poster board, use dramatic skits, music, prayers etc.
to make your findings more interesting. Reminder: You are required to submit all
your notes to the teacher in a separate folder.
Each group will be given fifteen to twenty minutes to discuss their research with
the class.
IMPORTANT REMINDER: Rather than reading your research, it is strongly
encouraged that you design a presentation that creatively involves the class and
makes them active participants in your presentation. Think about the
characteristics that make a great presentation. What has worked in past
presentations? What does not stimulate class involvement? What would you want
to see and hear if you were sitting and listening to the presentation?
Your Group’s Presentation Date: _______________________
Good Luck!
Activity Sheet 11-b
Church and Culture – UNIVERSITY/COLLEGE LEVEL
MAJOR PROJECT
Christian Morality
The Christian vision of morality centres on what it means to be fully human as
modeled by Jesus. Part of our present challenge is to hold true to Christ’s example
by being critical of the values we find in our pluralistic and secular society. We
need to examine the values that permeate our contemporary ethos by using the
teachings of the Catholic Church as both a basis for exploring and responding to
these dilemmas.
As part of your project, you are required to wisely select 3-4 students to compose
a group, and you are to begin researching one of the following moral issues in light
of our Catholic teaching:
Abortion
Artificial Insemination
Business Ethics
Child / Sweatshop Labour
Date Rape
Eating Disorders
Female Circumcision
Genetic Engineering
Pre-marital sex
Sexual Orientation
Teen Pregnancy
Ageism
Assisted Suicide
Capital Punishment
Cloning
Divorce
Ethical Investment
Health Care
Hate Literature
Racism
STDs and infertility
Violence in the Media
Alcohol Abuse
Bio-patenting
Child Abuse
Co-habitation
Drug Abuse
False Idols
Homelessness
Invitro-Fertilization
Sexism
Suicide
Youth Violence
Each group will research a different area of focus in order to widen your
understanding of an ethical issue. You are required to compose a research paper as
a group and conduct a class presentation. Students wishing to choose their own
topic are encouraged to do so. However, the approval from the teacher is
required. Please note that any discrepancies regarding the distribution of the final
grade should be discussed with the teacher before and/or during the conferences.
There will be two opportunities to conference with your teacher regarding
questions and/or concerns about your research. During these scheduled dates,
your group is required to present all researched findings, and during the final
conference a typed outline for the presentation is required. Please indicate all
technical equipment that is required for the scheduled presentation date on the
outline.
Conference 1: _____________________ (5 marks)
(Present findings from Step One & Two of the Research Component, provide all
resources)
Conference 2: _____________________ (5 marks + 10 marks for outline) (focus
on presentation, final research components)
The Research Component:
Step One:
You are required to present an outline detailing your top three selections for this
assignment. You are to state your choices in order of preference and provide a
two to three sentence explanation to discuss why your group wishes to research a
particular topic.
Due Date: ____________________
Step TWO:
You are required to make research notes in defining your topic. In this process,
you should be compiling arguments, statistics, and scholarly research findings etc.
that are pertinent to your area of study. You should include a variety of resources
(books, Internet, magazines, newspapers, journals, Encyclopedias) to present the
various arguments pertaining to your moral issue. Conduct a survey, interview etc.
to further explore your topic by attaining data that is not from secondary sources.
Remember to keep a record of your documentation. Your group will be held
accountable. This component of your research paper should be approximately 500
words.
Step THREE:
You are required to make research notes by examining our Church teaching and how
it addresses your topic of interest. You are required to make specific reference
to scriptural passages, The Catechism of the Catholic Church, Vatican II
documents, encyclicals, etc. These required sources of reference are easily
accessed via the Internet. You will be required to include this component of the
assignment in the written report. Remember to keep a record of proper
documentation of your citings. This component of your research paper should be
approximately 750 words.
Step Four:
Apply the Stop Sign Method studied in class to your ethical issue. Make reference
to the notes provided in class. This component of your research paper should be
approximately 200 words.
The Evaluation component:
After collecting your data and conferencing with your teacher, the next step is to
analyze and present your findings in an oral and written report.
The Written Report:
a) Each group member will take part in submitting one paper of 1500-2000 words (a
minimum of 500 words per student). Your paper should note who has covered what
aspect of the research and writing process. Each member will be held accountable.
In a separate folder, your are required to submit all rough notes.
b) The typed, written report must include a summary of all the collected material,
references to interviews, surveys conducted, etc. It must be presented in proper
essay format: introduction, body paragraphs, and conclusion.
c) Your thesis will centre on the main conclusion you have drawn from your
research. As such, your body paragraphs must support your thesis statement.
Don't forget to include the Catholic Church's position on your topic and applying
the Stop Sign Method to your area of study. Keep in mind you are required to
submit a paper centering on theological reflection not a social studies research
paper!
d) In addition, you are required to include your personal awareness / insight and
measures for future action in your paper. What connections can be made from
your findings to your personal life and to society in general?
e) You must make use of proper referencing in order for the teacher to evaluate
your research paper!
An appendix is required if you have used an interview and/or survey format. You
must provide all of your findings, including sample interview questions and surveys
conducted.
The paper will be submitted the day of your presentation.
The Oral Report:
Each group will be required to present their findings to the class in a creative and
informative fashion. Do not read your notes to the class!
Each group will be given half a period to discuss their research with the class.
Rather than reading your written report to the class, it is strongly encouraged that
you design a presentation that creatively involves the class and makes them active
participants in your presentation. Think about the characteristics that make a
great presentation. What has worked in past presentations? What does not
stimulate class involvement? What would you want to see and hear if you were
sitting and listening to the presentation?
Your Group’s Presentation Date and Written Report:
_______________________
Good Luck!
Activity sheet 11-c
Higher Prices for New Drugs
The threat to Canada’s health system
Do Canadians pay too much for prescription drugs because of Bill C-91? The
multinational drug companies that benefit from long-term patent protection would
have us believe we don’t. They point to the fact that increases in the cost of new
patent drugs remained below the rate of inflation between 1987 and 1994. They
also refer to an OECD study, which shows that, on a per capita basis, Canadians pay
less for their drugs than citizens of other western countries.
But is this the whole story? The answer clearly is NO. First and foremost,
patent-protected brand-name drugs cost Canadians an average of 50 to 60 per
cent more than their generic equivalents. At present, Canadians save $750 million
a year by purchasing generics. The 20-year old patent protections afforded to
multinationals by Bill C-91 means billions of extra dollars will have to be spent on
health care by the turn of the century. These costs will be born by individual
consumers (such as seniors), governments, and companies with employee benefit
plans, private insurance companies and taxpayers.
“If maintaining our health care system is a priority
for Canadians, then controlling drug prices becomes
a necessity.”
If maintaining out health care is a priority for Canadians, then controlling
drug prices becomes a necessity. At present, it is the only area where costs are
not under control.
According to Pat Armstrong of Carleton University:” During the 1990’s,
expenditures on hospitals have declined, those on doctors have remained steady,
and those on drugs have increased. At 15% of health care expenditures in 1993,
drug costs equaled what we spend on doctors and represent close to half what we
spend on hospitals. This is especially the case of we include in the drug costs the
money hospitals spend on drugs. In 1991-92, drugs accounted for 3.2% of public
hospital expenditures, amounting to over $780 million dollars that year.
“Hospitals are very much under attack these days as costs cows, as the
expensive, uncontrolled and overused part of the system. But between 1991 and
1993, hospital per capita expenditures decreased by $17.08 while drug costs went
up by $20.96.
“According to the OECD, Canada has the highest pharmaceutical-specific
rates of all OECD [Organization for Economic Co-operation and Development]
countries.
The pharmaceutical-specific rate calculates the excess of
pharmaceutical price increases over those of all other goods and services. For
Canada, the 1980-90 increase was 4.4 The next highest was the U.S. with 3.8 and
then Germany at 2.2 At the same time, there was a decline in this inflation rate
for all counties combined. In other words, our drug price increase were out of line
even before Bill C-91 extended monopolies for patent drugs manufacturers in
1991”.
A sign of how much patent-protected drugs contribute to health care costs
can be seen in the fact that, while they make up 62 per cent of all prescriptions,
they account for 86.7 per cent of all drug costs in Canada (1995).
Rising prescription costs
Costs of prescriptions have also risen dramatically in recent years and the primary
cause has been the cost of new-patented drugs, according to Joel Lexchin MD. He
notes “the average price per prescription (excluding the dispensing fee) in Ontario
went up from $12.48 in 1987 to $24.09 in 1993, a rise of 93% compared to an
increase in the Consumers Price Index of 23.1%. Over half of the rise in
prescription costs is due to the introduction of new drugs, specifically new (since
1987) patented medications. Prices for prescriptions containing new-patented
medications rose at a rate of 13.4% per annum since 1988 compared to 7.6% for
prices for prescriptions using non-patented drugs.
The British Columbia government, for one, has taken steps to deal with
these rising costs. After watching its Pharmacare expenses grow at an average
annual rate of 16 per cent between 1989 and 1994, it introduced Reference Based
Pricing. In its first ten months, the program saved $21 million by encouraging
doctors to prescribe older, less costly products.
“Prices for prescriptions containing new patented
medications rose at a rate of 13.4% per annum
since 1988 compared to 7.6% for prices for
prescriptions using no-patented drugs.”
Reference-Based Pricing can control drug costs
Reference-based pricing is a method of controlling drug costs that has been
employed successfully in countries such as New Zealand and Germany.
It involves government and physicians working together to reduce the cost
of drugs paid for by public health insurance programs such as B.C.’s Pharamacare.
The goal of such programs is to provide physician with up-to-date scientific and
cost information so that they can prescribe drugs, which have the lowest cost to
the taxpayer, without compromising medical care.
Under the program, doctors retain the final decision over which drug will
suit their patient. The provision of up-to-date information, however, has a notable
impact on doctors’ prescribing patterns. Between October 1st and November 25,
1995, for example, the number of prescriptions for cimetidine, one of the older H2
antagonists, more than tripled, while prescriptions for some of the newer more
expensive products declined.
Is reference-based pricing effective? Within ten months of introducing the
program in October 1995, the B.C. government saved $21 million in drug costs. The
patented drug industry challenged the program in court in 1996, but the B.C.
Supreme Court supported the government’s right to proceed with the program.
“ Over half of the rise in prescription costs is due to
the introduction of new drugs, specifically new (since
1987) patented medications.”
CANADIAN HEALTH COALITION: C-91: A PRESCRIPTION FOR PLUNDER
Source:
What can be done? Pages 6-7
Canadian Health Coalition
http://www.healthcoalition.ca/plunder.pdf
Activity sheet 11-d
Drug Licensing in Canada: A brief History
“ In 1993, the multinationals went back to their friends in the Mulroney
government and persuaded them to extend patent protection even
further”
In 1923, Canada introduced “compulsory licensing” for pharmaceuticals, thereby
allowing “generic” companies to produce drugs, which were still under patent to
brand-named firms. Because of severe restrictions on their ability to import the
needed ingredients, however, as well as a lack of a manufacturing capacity within
Canada, few companies took advantage of this opportunity for the next halfcentury.
In the 1960’s, rising drug costs convinced the Canadian government to ease
restrictions on compulsory licensing. In 1969, legislation was passed allowing
companies to import the necessary ingredients and produce “generic” products for
sale at process below those of brand-name companies. (Royalties were paid to
patent holders to compensate them for their research and development costs).
The growth of Canada [sic] generic drug industry over the next twenty years
helped to level off drug price increases in Canada. It also supported the growth of
provincial drug plan, which subsidized medicine for seniors and the poor.
Despite the fact that the multinational drug companies lost only 3.1% of the
Canadian market because of generic competition, their association, the
Pharmaceutical Manufacturers Associations of Canada (PMAC) successfully lobbied
the Mulroney government to introduce Bill C-22 in 1987. It provided brand-name
manufacturers with a guarantee of 7 to 10 years of market exclusivity (depending
on the source of materials for their products).
In 1993, the multinationals went back to their friends in the Mulroney
government and persuaded them to extend this patent protection even further – to
20 years.
Source:
What can be done? Page 15.
http://www.healthcoalition.ca/plunder.pdf
Activity Sheet 11-e
Index on Pharmaceuticals
Estimated cost of C-91 and monopoly patent protection to consumers and
taxpayers by the year 2010:
3.6 to $7.3 billion
Amount spent per year by pharmaceutical companies on product promotion:
$1 million
Amount spent by pharmaceutical (after tax write-offs) in basic research:
$89 million
Percentage of all new drugs released from 1991 to 1995 that do not substantially
improve therapy:
92%
Number of visits to a GP that result in a prescription being issued:
1 in 2
Percentage of health care budget spent on drugs, (the only area of spending that
remains out of control):
12.7%
Estimated annual cost to hospitals of inappropriate prescriptions:
$256 million to $1 billion
Number of jobs eliminated by brand name pharmaceutical companies between 1990
and 1995:
2,055
Number of jobs created by generic drug companies between 1990 and 1995:
2, 118
Average rate of return on equity before taxes in the pharmaceutical industry,
1988-1995:
29.5%
Average rate of return for all other manufacturing industries for the same period:
10.7%
Number of top 24 industrialized nations (besides Canada and the U.S.) without
universal drug insurance:
O
Number of Canadians not covered by any drug benefit plan:
3.6 million
Source:
What can be done? Page 20
Canadian Health Coalition
http://www.healthcoalition.ca/plunder.pdfActivity sheet 11-f
Why we are challenging Corporate Rule?
For 19 years, the Jesuit Center for Social Faith and Justice promoted
social and economic justice in Canada and Latin America through public education,
advocacy, and support for community development.
The social movements with whom the Jesuit Centre worked complained that
governments no longer listened to them, regardless of whether they offered sound
policy proposals or protested against existing policies. Our governments appeared
to be catering more to the interests of business than to the needs of ordinary
citizens, and had been cutting social programs in the face of increasing economic
inequality.
Large corporations have become the real “special interests” in Canada.
Collectively, they have made record profits in recent years – over $79 billion in
1997- while 1.5 million Canadians remain without work. The average CEO took home
$1.5 million in compensation in 1997. This total was some 71 times the income of
the median Canadian in 1997, which was $21,000.
The Centre for Social Justice was created in 1997 to carry on much of the
work of the Jesuit Centre for Social Faith and Justice, which the Jesuits of Upper
Canada were forced to close in 1997 for financial reasons. During its 19 years of
operation, the Jesuit Centre had earned widespread respect for its work on
Central American issues, for its support of refugees, and for its efforts to
strengthen social movements here in Canada. In an effort to continue this work, a
partnership of activists from unions, universities, faith communities and social
movements approached the Jesuits, who agreed to help them in setting up a new
independent centre. The Jesuit Centre has since re-opened its doors and can be
reached in Toronto.
Since 1997, the Centre for Social Justice has concentrated on research and
the production of materials on social justice issues. It has also had a strong
education component that collaborated with other groups to popularize progressive
ideas.
The Centre for Social Justice
836 Bloor St. W. Toronto, ON M6G 1M2
Tel (416) 516-0009; 1-888-803-9991
www.socialjustice.orgActivity Sheet 11-g
Country/Corporation
1 United States
2 Japan
3 Germany
4 France
5 United Kingdom
6 Italy
7 China
8 Brazil
9 Canada
10 Spain
11 Mexico
12 India
13 Korea, Rep.
14 Australia
15 Netherlands
16 Russian Federation
GDP/sales
($millions)
8,708,870.0
4,395,083.0
2,081,202.0
1,410,262.0
1,373,612.0
1,149,958.0
1,149,814.0
760,345.0
612,049.0
562,245.0
474,951.0
459,765.0
406,940.0
389,691.0
384,766.0
375,345.0
17 Argentina
18 Switzerland
19 Belgium
20 Sweden
21 Austria
22 Turkey
23 General Motors
24 Denmark
25 Wal-Mart
26 Exxon Mobil
27 Ford Motor
281,942.0
260,299.0
245,706.0
226,388.0
208,949.0
188,374.0
176,558.0
174,363.0
166,809.0
163,881.0
162,558.0
28 DaimlerChrysler
29 Poland
30 Norway
31 Indonesia
32 South Africa
33 Saudi Arabia
34 Finland
35 Greece
36 Thailand
159,985.7
154,146.0
145,449.0
140,964.0
131,127.0
128,892.0
126,130.0
123,934.0
123,887.0
World’s Top 100 Economies, 1999
Country/Corporation
51 Colombia
52 AXA
53 IBM
54 Singapore
55 Ireland
56 BP Amoco
57 Citi group
58 Volkswagen
59 Nippon Life Insurance
60 Philippines
61 Siemens
62 Malaysia
63 Allianz
64 Hitachi
65 Chile
66 Matsushita Electric
Ind.
67 Nissho Iwai
68 ING Group
69 AT&T
70 Philip Morris
71 Sony
72 Pakistan
73 Deutsche Bank
74 Boeing
75 Peru
76 Czech Republic
77 Dai-Ichi Mutual Life
Ins.
78 Honda Motor
79 Assicurazioni Generali
80 Nissan Motor
81 New Zealand
82 E.On
83 Toshiba
84 Bank of America
85 Fiat
86 Nestle
GDP/sales
($millions)
88,596.0
87,645.7
87,548.0
84,945.0
84,861.0
83,556.0
82,005.0
80,072.7
78,515.1
75,350.0
75,337.0
74,634.0
74,178.2
71,858.5
71,092.0
65,555.6
65,393.2
62,492.4
62,391.0
61,751.0
60,052.7
59,880.0
58,585.1
57,993.0
57,318.0
56,379.0
55,104.7
54,773.5
53,723.2
53,679.9
53,622.0
52,227.7
51,634.9
51,392.0
51,331.7
49,694.1
37 Mitsui
38 Mitsubishi
39 Toyota Motor
40 General Electric
41 Itochu
42 Portugal
43 Royal Dutch/Shell
44 Venezuela
45 Iran, Islamic rep.
46 Israel
47 Sumitomo
48 Nippon Tel & Tel
49 Egypt, Arab
Republic
50 Marubeni
118,555.2
117,765.6
115,670.9
111,630.0
109,068.9
107,716.0
105,366.0
103,918.0
101,073.0
99,068.0
95,701.6
93,591.7
92,413.0
87 SBC Communications
88 Credit Suisse
89 Hungary
90 Hewlett-Packard
91 Fujitsu
92 Algeria
93 Metro
94 Sumitomo Life Insur.
95 Bangladesh
96 Tokyo Electric Power
97 Kroger
98 Total Fina Elf
99 NEC
49,489.0
49,362.0
48,355.0
48,253.0
47,195.9
47,015.0
46,663.6
46,445.1
45,779.0
45,727.7
45,351.6
44,990.3
44,828.0
91,807.4
100 State Farm
Insurance
44,637.2
(Corporations in bold, italic)
Sources: Sales: Fortune, July 31, 2000. GDP: World Bank, World Development Report
2000.
Source of table:
“Top 200 Rise of Corporate Global Power” by Sarah Anderson and John Cavanagh
of the Institute for Policy Studies
http://www.ips-dc.org/downloads/Top_200.pdf
Activity Sheet 11-h
The Rise of Global Corporate Power

Of the 100 largest economies in the world, 51 are corporations. Wal-Mart,
the number 12 corporation, (42 on the overall list) is bigger than 161
countries, including Israel, Poland, and Greece. Mitsubishi is larger than the
fourth most populous nation on earth, Indonesia. General Motors is bigger
than Denmark. Ford is bigger than South Africa. Toyota is bigger than
Norway.

The combined sales of world’s Top 200 corporations are greater than a
quarter of the world’s economic activity. In 1982, the Top 200 firms had
sales that were the equivalent of 24.2% of the world’s GDP. Today, that
figure has grown to 28.3% of world GDP.

The Top 200 corporations’ combined sales are bigger than the combined
economies of all countries minus the biggest nine; that is they surpass the
combined economies of 182 countries. At latest count, the world has 191
countries. If you subtract the GDP of the big nine economies –the United
States, Japan, Germany, France, Italy, the United Kingdom, Brazil, Canada,
and China –the combined GDP of the other 182 countries is $6.9 trillion. The
combined sales of the Top 200 corporations is $7.1 trillion.

The Top 200 have almost twice the economic clout of the poorest fourfifths of humanity. The world’s economic income and wealth remain highly
concentrated among the rich, with 85% of the world’s GDP controlled by the
richest one-fifth of the planet’s population; and only 15% controlled by the
poorest four-fifths. The poorest 4.5 billion people in the world account for
3.9 trillion dollars of economic activity; only a little over half the combined
revenues of the Top 200’s $7.1 trillion.

The Top 200 have been net job destroyers in recent years. The combined
global employment of the Top 200 in only 18.8 million, which is less than a
third of one percent of the world’s 5.6 billion people. The biggest employer
on Earth is not a private firm, but the U.S. Postal Service, with 870,160
employees, compared to GM’s 709,000 workers.

Not only are the world’s largest corporations cutting workers, their CEOs
often benefit financially from the job cuts. Of the 59 U.S. firms in the
global Top 200, 9 laid of at least 3,000 workers in 1995: AT&T, Boeing,
Lockheed-Martin, BellSouth, Kmart, Chase Manhattan, GTE, Mobil, and
Texaco.

Japanese corporations have surpassed U.S. corporation in the ranking of the
Top 200. Six of the top 10 firms are Japanese; only 3 are from the United
States. Of the Top 200, the 58 Japanese firms account for almost 93% of
total sales, while the U.S.’s 59 firms account for only 28% of total sales.
The vast majority (186) of the Top 200 are headquartered in just seven
countries: Japan, the United States, Germany, France, the United Kingdom,
the Netherlands, and Switzerland.

Half of the total sales of the Top 200 are in trading, automobiles, banking,
retailing, and electronics. The concentrated economic power in these and
other sectors is enormous. In autos, the top 5 firms account for almost
60% of global sales. In electronics, the top 5 firms have garnered over half
of global sales. And the top 5 firms have over 30% of global sales in airlines,
aerospace, steel, oil, personal computers, chemicals, and the media.

When General Motors trades with itself, is that free trade? One-third of
world trade consists simply of transactions among various units of the same
corporation. This figure has remained steady for the past few years, and is
higher in certain countries. Two-fifths of Japanese exports, for example,
are intra-firm. For manufacturing exports from Brazil, the figure is 44
percent.

The Top 200 are creating an economic version of apartheid, not global
village. The top 8 telecommunications forms, for example, have been
expanding global sales rapidly, yet 9 out of 10 of the world’s people remain
without phones. Their ads suggest that they re bringing the world closer
together, yet 90% of all people live in a household that is not connected to a
telephone line. Likewise, in the financial sector, close to 4.8 billion of the
world’s 5.6 billion people have per capita incomes of less than $1,000 a year;
only a handful of these people have access to credit from transnational
banks. Nonetheless, the 31 banks in the Top 200 have combined assets of
$10.4 trillion and sales of more than $800 billion.
Source: “The Top 200: The Rise of Global Corporate Power”, Sarah Anderson
and John Cavanagh, Institute for Policy Studies, Washington, D.C. 1996.
http://www.ips-dc.org/reports/top200text.htm
Activity Sheet 11-i
Corporate Globalization Fact Sheet
March 2001
Global Reach
Fifty-one of the world's top 100 economies are corporations.
Royal Dutch Shell's revenues are greater than Venezuela's Gross Domestic
Product. Using this measurement, WalMart is bigger than Indonesia. General
Motors is roughly the same size as Ireland, New Zealand and Hungary combined.
There are 63,000 transnational corporations worldwide, with 690,000 foreign
affiliates.
Three quarters of all transnational corporations are based in North America,
Western Europe and Japan.
Ninety-nine of the 100 largest transnational corporations are from the
industrialized countries.
WTO and Global Trade: Who Benefits?
Since it was created in 1995, the WTO has ruled that every environmental policy it
has reviewed is an illegal trade barrier that must be eliminated or changed. With
one exception, the WTO also has ruled against every health or food safety law it
has reviewed.
Nations whose laws were declared trade barriers by the WTO-or that were merely
threatened with WTO action-have eliminated or watered down their policies to
meet WTO requirements.
Supposedly each of the WTO's 134 member countries have an equal say in
governance. In practice, decision-making is dominated by the "Quad": USA;
European Union; Japan and Canada.
Each member of the Quad represents its corporations' interests at the WTO.
These corporations are often directly involved in writing and shaping WTO rules.
In the U.S. this is achieved through official "Trade Advisory Committees" which
are dominated by the private sector.
For instance, the US International Trade Administration's Energy Advisory
Committee is made up exclusively of representatives of giant oil, mining, gas and
utility corporations, including Texaco, Enron, Halliburton and Freeport-McMoran.
The top fifth of the world's people in the richest countries enjoy 82% of the
expanding export trade and 68% of foreign investment-the bottom fifth, receive
roughly 1%.
Women comprise 70 percent of the world's 1.3 billion absolute poor. Worldwide,
they bear the brunt of economic and financial transition and crisis caused by
market forces and globalization.
NAFTA & FTAA: Who Benefits?
Seventy-five percent of Mexico's population lives in poverty today, compared with
49 percent in 1981, before Mexico underwent reforms that paved the way for
NAFTA-the North American Free Trade Agreement.
The number of Mexicans living in severe poverty (living on less than $2 a day) has
grown by four million since NAFTA began in 1994.
NAFTA has generated booming industrial development but little investment in the
environment. As a result, environmental pollution and related public health
problems have increased on both sides of the US-Mexico border.
In the first four years of NAFTA, 15 wood product companies, including
International Paper and Boisie Cascade, set up shop in Mexico, cutting some of
North America's largest intact forests.
Hundreds of thousands of US jobs have shifted to Mexico under NAFTA. 260,000
U.S. workers have qualified for a special NAFTA retraining program. Especially
hard hit are the apparel and electronics industries, major employers of women and
people of color.
The Free Trade Area of the Americas (FTAA), currently being negotiated by 34
countries, is intended by its architects to be the most far-reaching trade
agreement in history.
Although it is based on the model of NAFTA, the FTAA goes far beyond it in scope
and power, potentially granting unequalled new rights to corporations to compete
for and even challenge publicly funded government services, including health care,
education, social security, culture and environmental protection.
The World Bank and IMF: Who Benefits?
In the 1980s and early 1990s, the International Monetary Fund imposed structural
adjustment programs on more than 70 countries.
Structural adjustment policies have required 36 countries in sub-Saharan Africawhere more than half of the population lives in absolute poverty-to decrease
domestic consumption and shift scarce resources into production of cash crops for
export; state-owned companies and many state services have been privatized, and
health and education expenditures have been cut and restructured.
The absolute number of people living in poverty rose in the 1990s in Eastern
Europe, South Asia, Latin America and the Caribbean, and sub-Saharan Africa-all
areas that came under the sway of adjustment programs.
Structural adjustment policies have elicited massive protests in countries as far
flung as Ecuador, Zambia, the Philippines and Jamaica.
In 2000 a bipartisan Congressional panel-the Meltzer Commission-found that
World Bank Group and IMF failures can be traced to "overlapping missions,
ineffectiveness, corruption, and waste of resources, and failure to develop
successful regional programs in agriculture, forestry, environment and health
care," among other problems.
Each year, the World Bank awards some 40,000 contracts to private firms.
US Treasury Department calculates that for every US$1 the U.S. contributes to
international development banks, US corporations receive more than double that
amount in bank-financed procurement contracts.
The World Bank has an astounding 65-70 per cent failure rate of its projects in
the poorest countries.Activity Sheet 11-j
Global Fortune 500
Every year, the world’s leading business magazines and newspapers rank the
top transactional corporations in terms of their annual revenues, profits and other
indicators of economic power and clout. The best known is the Global Fortune 500
published by Fortune Magazine in the U.S.
Over the past two decades, the number of transnational corporations has
mushroomed, Fifteen years ago, the United Nations counted some 7,000. Today,
there are over 45,000 with more than 250,000 affiliates around the world. What’s
more, out of the top 100 economies in the world today, 51 are individual
transnational corporations.
Mitsubishi, the largest transnational conglomerate in the world, has more
total revenue than the fourth most populous nation on the planet, Indonesia. WalMart is larger than the economies of 161 countries, including Israel, Poland and
Greece. Ford’s economy is bigger than either Saudi Arabia or South Africa. Philip
Morris’ annual sales are greater than New Zealand’s GDP, while General Motor’s
yearly income is larger than Denmark’s and Toyota’s is bigger than Norway’s.
Indeed, transnational corporations have emerged as the dominant
institutions on the planet. Fortified by telecommunications technology and the
global movement of finance capital, transnational corporations are now able to shift
production from one country or region to another around the world at a moment’s
notice, outflanking both nation states and worker’s demands.
The list could go on and on, sector by sector, What’s important here,
however, is that transnational corporations are no longer economic machines alone.
They have also become highly sophisticated political machines. In all the major
industrialized countries and regions of the world, these corporate giants have
organized their own political alliances such as the Business Round Table in the U.S.,
the Keidanren in Japan, and the Round Table of Industrialists in Europe, with the
mandate of not only instituting pro-big-business policies but also reinventing
government itself.
Unselected and unaccountable, these new political machines of transnational
corporations have, in effect, mounted an arsenal of powerful weapons (e.g. legal and
public relations firms, lobby machinery, political advertising in the media, citizen
front groups, plus political party donations) for their campaigns.Activity Sheet 11-k
7 Critical Facts
1. The combined sales of the world’s top 200 corporations are equal to 28 per cent
of the world’s Gross National Product, yet these same top 200 conglomerates
employ only 18.8 million people, less than one-third of one per cent of the
world’s population.
2. Five transnational corporations alone control 50 percent of the global market in
seven industries (i.e. consumer durables, automobiles, airlines, aerospace,
electronic, and steel).
3. Petroleum production and refining has become largely controlled by ten majors
in the world, five of which are U.S. –based (Exxon, Mobil, Texaco, Chevron, and
Amco), two British (Royal Dutch Shell, British Petroleum), two French (Elf
Aquitaine, Totall, and one Italian (Eni).
4. While many companies worldwide are involved in forest and paper production,
the industry is now concentrated in the hands of five majors, four of which are
U.S. –based (international Paper, Georgia-Pacific, Kimberly-Clark, and
Weyerhauser) and one Japanese (Nippon Paper Industries).
5. In electronics and electrical equipment, Japanese corporations control seven of
the top 10 spots (Hitashi, Matsushita Electric, Toshiba, Sony, NEC, Mitsubishi,
Sanyo, and Sharp) followed by two U.S. companies (General Electric, Motorola).
6. Wal-Mart has become the world’s top retailer with its superstore chains (i.e.
selling a wide range of consumer goods like food, clothing, hardware, furniture,
pharmaceuticals. etc) followed by five other U.S. companies, two Japanese
firms, one German and one French.
Other global retailers like Coca-Cola, Procter & Gamble, Philip Morris, RJR
Nabisco, Kellogg, Unilever, Pepsico, Nestle, Kentucky Fried Chicken and
McDonald’s spend billions of dollars on advertising and promotion each year to
create a global market based on mass consumption.
Discussion Starters
1. What are some of the dangers of transnational corporations becoming larger
and more powerful than nationstates? What impacts does this have on people’s
sovereignty?
What dangers exist when entire sectors of the global economy are concentrated in
the hands of a few TNCs? What happens when TNCs operate as political machines
to change public policies and governance structures for their own ends? What
does this do to democracy?Activity Sheet 11-l
Percentage of 15- to 24-year old French workers who are unemployed: 24
Number of applicants Sears Roebuck invited to be interviewed last year for 95
executive-training positions: 4,019
Percentage of Americans who feel they are being “left behind” by technology: 46
Chances that a job created in the United States this year will require a college
degree: 1 in 3
Chances that a Somali child will complete the fifth grade: 1 in 50
Percentage of women in Sub-Saharan Africa who use birth control: 9
Chances that an abortion performed last year anywhere in the world was illegal: 1
in 3
Number of films designated as compulsory viewing for Beijing school children by
the Chinese government last fall: 34
Percentage of American adults who believe that if they used a personal computer
they would damage it: 32
Maximum flying speed of a dragonfly, in miles per hour: 30
Rank of tax increases, among the reasons Americans cite for having not achieved
the “American dream”: 1
Percentage of all layoffs announced by US companies in January 1994 that were in
telecommunications: 41
Last year in which the German unemployment rate matched current levels: 1945
Percentage of Russians who believe the West is attempting “to weaken Russian
with its economic advice”: 54
Estimated number of people worldwide who live on less than $1 per day:
1,000,000,000
Chances that a U.N. member paid its dues on time last year: 1 in 12
Chances that a human being is a refugee, worldwide: 1 in 125
Ratio of the number of casualties in the 1988 Armenian earthquake to the number
in Los Angeles in January (1994): 492:1
Ratio of the force of the Armenian earthquake to that of the Lose Angeles
earthquake: 1:1
Number of women a Texas company fired last year after O.S.H.A. ordered it to
build more women’s rest rooms: 30
Percentage of editors of US daily newspapers who say that an advertiser has tried
to influence their content: 90
Percentage who say the advertise was successful: 37
Chances that an American opposes any cuts in defense spending: 2 in 3
Change, since 1982, in the number of developing countries under military rule: +11
Ratio of the amount Americans believe is spent on US foreign aid each year to the
amount that is actually spent: 20:1
Ratio of funds sent home by migrant workers worldwide last year to total foreign
aid distributed by governments: 3:2
Chances that an American girl whose mother receives welfare will also receive
welfare as a young adult: 1 in 3
Percentage of American 18- to 29-year-olds who say their chances of getting
AIDS are zero: 63
Chances that an officer in the Ukrainian Army is an ethnic Russian: 2 in 3
Percentage change, since 1991, in sales at Thailand’s 270 7-Elevents: +700
Factor by which the murder rate in Washington DC, last year exceeded that of
Northern Ireland: 15
Percentage change, between 1992 and 1993, in the average birth weight of a baby
born in Sarajevo: -19
Percentage of all humans who have ever lived past the age of 65 who are alive
today: 20
Ratio of the murder rate last year in New York City to the murder rate in Little
Rock, Arkansas: 1:1
Chances that an American teenage believes he or she will be shot to death before
reaching old age: 1 in 3
Chances that an American believes “there isn’t much government can do to stop
crime”: 1 in 3
Change in the number of monthly political deaths in the Occupied Territories since
the peace Accord was signed: -1
Number of pogroms against Gypsies carried out in Romania since 1989: 30
Percentage change, since 1992, in U.N. members abstaining from a vote to condemn
Iraq for its human-rights record: +58
Chances that a white teenage arrested on drug charges will be transferred to an
adult court: 1 in 70
Chances that a black teenage arrested on drug charges will be: 1 in 18
Average number of infants abandoned in US hospitals each month last year: 1,000
Chances that a job created in the US since the end of the recession is at WalMart: 1 in 14
Number of American’s ten largest companies that have created new jobs since the
end of the recession: 1
Percentage of all immigrants to the United States during the 1980s who are
receiving welfare in 1989: 4
Ratio of the number of New York City cabbies killed last year to the number of US
soldiers killed in Somalia: 6:5
Percentage of Americans who do not know that Somalia is in Africa: 43
Chances that an African lives outside of his or her country of birth: 1 in 18
Number of Kuwaiti human-rights groups permanently banned in August 1992 by the
Kuwaiti government: 6
Hours the average Chinese worker must work to earn the price of an ice-cream
cone at Beijing’s new Baskin-Robbins: 7
Portion of all for-profit US hospitals now owned by the two largest hospital chains:
3/4
Portion of the world’s currency reserves that are in US dollars: 3/5
Number of industrialized countries where manufacturers pay higher wages than
those in the United States: 9
Percentage of Americans who believe non-unionized workers are likely to be fired
for organizing a union drive: 79
Portion of factories operating in Haiti that are owned by US companies: 1/3
Chances that a Santa Clause appearing in a mall in December 1994 has a college
degree: 2 in 3
Chances that a US teenager has not spoken to either parent for more than ten
minutes during the last month: 1 in 5
Percentage of Americans who think US military forces should be used to “protect
the interests of US corporations”: 53
Ratio of the number of miles driven by the Japanese to the number of miles they
ride on trains each year: 2:1
Ratio of the number of miles driven by Americans to the number they ride on
trains: 233:1
Ton of carbon dioxide produced by one US automobile in its lifetime: 42
Percentage chance during 1993 in the inflation rate in Serbia:
+363,000,000,000,000,000
Number of new currencies introduced in Brazil in the last ten years: 5
Tons of talonas, Lithuania’s temporary currency since 1992, that were converted
into toilet paper in 1994: 30
Portion of Rwanda’s Tutsi population killed between May and August 1994: 1/2
Chances that an arms sale made to a developing country in 1993 was made by the
United States: 3 in 4
Chances in 1992: 1 in 2
Ratio of worldwide military spending, per soldier, to educational spending, per
school-age child: 25:1
Number of European governments suspected of torturing prisoners in 1993,
according to Amnesty International: 9
Percentage of U.N.’s global peacekeeping force that comes from the United
States: 1
Percentage of the World Bank’s employees who work in Washington, DC: 95
Number of Mexico’s four largest exporters that are owned by U.S. companies: 3
Estimated number of labour disputes in China last year, according to the Chinese
government: 12,358
Maximum number of people who may congregate publicly in Singapore without police
permission: 5
Number of US cities in which AIDS is the leading cause of death among adults
between the ages of 25 and 44: 64
Amount by which the number of countries where Coca-Cola is sold exceeds the
number that belong to the U.N.: 11
Percentage change, since 1990, in unemployment in Sweden: +387
Chances that an American lives within four miles of a Superfund toxic-waste site:
1 in 3
Number of the world’s 20 most popular cities that meet the World Health
Organization’s clean-air standards: 0
Percentage change, between 1992 and 1993, in the suicide rate in Russia: +18
Percentage of the thirty-six wars currently being fought that are civil wars: 100
Percentage that are being monitored by U.N. peacekeepers: 41
Number of these conflicts that began more than a decade ago: 21
Number of guns manufactured in the United States each hour: 360
Number of countries in which the average life expectancy is less than fifty years:
23
Ratio of the number of Americans holding two or more jobs to the number who are
unemployed: 1:1
Chances that a legal immigrant to the United States from the former Soviet Union
receives welfare: 1 in 6
Chances that a legal Mexican immigrant does: 1 in 9
Percentage change between 1992 and 1993 in the infant-mortality rate in New
York City’s Harlem: +60
Mandatory minimum sentence for possession of five grams of cocaine: 0
Chances that an American sentenced for cocaine possession is white: 1 in 3
These facts were excerpted from Harper’s Magazine over the period beginning
January 1994 and ending January 1995.
AND THIS…
Number of dead lakes in Canada: 14,000
Number of countries that finished the 1980s poorer in capita terms than when the
decade began: 45
Percent by which Canadian sales of luxury cars increased in 1991: 22
Percent by which real wages have dropped in Mexico since 1982: 50
Number of manufacturing jobs lost in Canada between June 1989 and March 1991:
435,000
Minimum hourly wage in Mexico: $0.68
According to Statistics Canada, percent of Canada’s debt due to interest payments
on the debt: 50
Percent of Canada’s debt due to tax-breaks for upper-income Canadians: 44
Percent of Canada’s debt due to social program spending: 6%
Number of Canadian for-profit businesses that paid no tax in 1993: 63,000
Profit reported by Royal Bank of Canada in 1994: $1 billion
Amount of taxes paid by Royal Bank of Canada each year since 1991: $0
Amount of deferred corporate taxes owing to the Canadian government (public) at
January 1994: $36 billion
Number of companies owing $5 million or more to Canadian government in deferred
taxes: 382
Ratio of aid $ going to Latin American to $ sent to industrialized nations in
interest payments, profits and capital flight: 1:6
Sources: OXFAM Canada, Statistics Canada, Canadian Federal Department of
Finance, Ontario
Federation of Labour, Generation X