Lesson Plan
Course Title: Principles of Business, Marketing, and Finance
Session Title: The Roles of Government
Performance Objective:
The student identifies the role and impact of government, the legal system, and organized labor in business.
Specific Objectives:
3 (5) (A) Differentiate among the roles of government in business.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in
the elimination of one or more of the TEKS listed.
Interdisciplinary Correlations:
English:
§110.42. English I (c) The student is expected to:
(8)(B) read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media;
(6)(A) expand vocabulary through wide reading, listening, and discussing; and,
(4)(F) compile written ideas and representations into reports, summaries, or other formats and draw conclusions.
Economics:
§118.2. Economics (c) The student is expected to:
(3)(B) Identify and evaluate examples of restrictions that the government places on the use of business and
individual property.
(15)(B) Evaluate government rules and regulations in the U.S. free enterprise system.
Instructor/Trainer
References:
1. Brown, Betty J. and Clow, John E. (2003). Introduction to Business: Fifth Edition. New York: Glencoe/MacGraw Hill.
2. O’Sullivan, Arthur and Sheffrin, Steven M. (2007). Economics: Principles in Action. Boston: Pearson
Prentice Hall.
3. http://ecedweb.unomaha.edu/lessons/fecga.htm
4. http://www.variety-games.com/CW/Puzzles/1033000300761851928-puzzle.htm
5. http://rubistar.4teachers.org/
Instructional Aids:
1. Optional – Overhead, SmartBoard, Internet, ELMO (if available and where applicable)
Materials Needed:
Copyright © Texas Education Agency, 2011. All rights reserved.
1
1.
2.
3.
4.
Textbook
Internet
Periodicals
Poster board
Teacher Preparation:
Instructors should review content from textbook and websites prior to class.
Learner Preparation:
Learners will review vocabulary terms the night before class.
Lesson Plan
Vocabulary:
Antitrust Laws
Laws that allow the federal government to break up, regulate, or take over monopolies and trusts.
Intrastate Commerce
Business that take place within a state, overseen by the state government.
Copyright
Gives artists the sole right to own their creations, such as plays, photos, music, paintings, and books.
Oligopoly
Control of an industry by a small number of companies.
Monopoly
Control of an entire industry by one company or a trust.
Breach of Contract
The failure of a party to live up to the terms of a contract.
Interstate Commerce
Business that take place across states, overseen by the federal government.
Patent
A legal “right” that prevents copying or use of an invention.
Trademark
A brand name, trade name, trade characteristic, or a combination of these that is given legal protection by the
federal government.
Subsidies
Payments the government gives to businesses to make up for their business losses.
Tax Incentives
Reductions in taxes that the government gives to businesses to encourage socially responsible behavior.
Copyright © Texas Education Agency, 2011. All rights reserved.
2
Trust
A group of companies that band together to form a monopoly and eliminate competition.
Contract
A legal agreement between two or more parties to conduct business.
Revenue
The money the government takes in through sources such as taxes (i.e., personal income tax, payroll tax, and
property tax), interest, and fines.
Brown, Betty J. and Clow, John E. (2003). Introduction to Business: Fifth Edition. New York: Glencoe/Mac-Graw
Hill.
O’Sullivan, Arthur and Sheffrin, Steven M. (2007). Economics: Principles in Action. Boston: Pearson Prentice
Hall.
Introduction (LSI Quadrant I):
See EcEdWeb Economics Lesson introduction from “What are the Economic Functions of Government?”
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages to support and reinforce the
following outline.
MI
I.
Outline
Application – Guided Practice
A. Students consider
information on the roles of
government in business.
B. Students explore the various
governmental roles by
interpreting meaning of
“headlines.”
II. Application – Independent
See Multiple
Intelligences
(MI) key
below.
Practice
A. Students demonstrate
comprehension of student
expectation by applying
information from current
events.
B. Students complete an oral,
informal assessment based
on their documented
research.
I.
Notes to Instructor
Application – Guided Practice
A. Instructor leads class in a discussion of the
roles of government in business.
1. Distribute puzzle entitled Government
and Business.
2. Review the vocabulary words found in the
puzzle activity.
3. Review the six roles of government from
http://ecedweb.unomaha.edu/lessons/fecga.htm.
B. Instructor allows students to explore content
introduced within the chapter.
1. Distribute “Activity 2, Newspaper
Headlines” found at
http://ecedweb.unomaha.edu/lessons/fecga.htm
2.
to the students
a. Optional: Use Excel workbook
entitled “Activity 2.”
b. Excel workbook includes key on
separate tab.
Students independently complete Activity.
Copyright © Texas Education Agency, 2011. All rights reserved.
3
3.
II.
Students discuss rationale for answers;
instructor moderates discussion.
4. Instructor leads students in a discussion
of the result key.
a. Optional: Use SmartBoard or ELMO
Application – Independent Practice
A. Instructor allows students to find examples of
the various roles of government by using
websites and/or hard copies of periodicals.
1. Distribute “Activity 1, Economic
Functions of Government Worksheet”
found at
http://ecedweb.unomaha.edu/lessons/fecga.htm
2.
3.
4.
5.
Summary
I. Summary Review Questions
A. Students will answer review
questions.
Evaluation
I.
Evaluation
A. Students complete a
collaborative timeline.
to the students.
Direct students to complete the
worksheet by finding headlines
exemplifying one of the six functions.
Students discuss rationale for
answers; instructor moderates
discussion.
Instructor leads students in a
discussion of the results (no answer
key since results will vary).
Optional: This activity can be
completed in small teams of 2 – 3 if
there is time or other resource
considerations.
I. Summary Review Questions
A. Ask review questions found on page 6 (see
Summary).
I. Evaluation
A. Instructor directs students to use pictures to
B.
C.
D.
E.
F.
illustrate one of the six roles of government.
Picture presentation is to be in the form of a
collage.
Dimensions of the poster board are to be
determined by instructor.
Pictures can be from a variety of sources:
Newspapers, fliers, magazines, PowerPoint clip
art, and Internet.
Rubric is provided.
Optional: To ensure consistency, the instructor
may distribute poster boards.
Copyright © Texas Education Agency, 2011. All rights reserved.
4
Extension/Enrichment
I. Extension/Enrichment
A. Students debate the extent
to which government should
be involved in business.
B. Teachers utilize other online
lesson plans.
I.
Extension/Enrichment
A. Allow students to debate the conservative and
liberal arguments regarding the role of
government in business. See Activity 3 at the
following website:
http://ecedweb.unomaha.edu/lessons/fecga.htm
B. Explore additional related lesson plans through
various websites, i.e.,
http://www.lessonplanet.com/
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
IntraPersonal
InterPersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
I. Application – Guided Practice
A. Instructor leads class in a discussion of the roles of government in business.
1. Distribute puzzle entitled Government and Business.
2. Review the vocabulary words found in the puzzle activity.
3. Review Chapter 11 of the Introduction to Business textbook and/or PowerPoint pages.
B. Instructor allows students to explore content introduced within the chapter.
1. Distribute “Activity 2, Newspaper Headlines” found at http://ecedweb.unomaha.edu/lessons/fecga.htm
a.
Optional: Use Excel workbook entitled “Activity 2.”
b.
Excel workbook includes key on separate tab.
2. Students independently complete Activity 2.
3. Students discuss rationale for answers; instructor moderates discussion.
4. Instructor leads students in a discussion of the result key.
b.
Optional: Use SmartBoard or ELMO.
Independent Practice (LSI Quadrant III):
II. Application – Independent Practice
A. Instructor allows students to find examples of the various roles of government by using websites and/or
hard copies of periodicals.
1. Distribute “Activity 1, Economic Functions of Government Worksheet” found at
Copyright © Texas Education Agency, 2011. All rights reserved.
5
http://ecedweb.unomaha.edu/lessons/fecga.htm
2. Direct students to complete the worksheet by finding headlines exemplifying one of the six
functions.
3. Students discuss rationale for answers; instructor moderates discussion.
4. Instructor leads students in a discussion of the results (no answer key since results will vary).
5. Optional: This activity can be completed in small teams of 2 – 3 if there is time or other
resource considerations.
Summary
Review (LSI Quadrants I and IV):
•
•
Question: Name and describe each governmental role with respect to business.
Answer: See Procedure – Day One - #2 at http://ecedweb.unomaha.edu/lessons/fecga.htm for response.
•
Question: What would happen if one aspect of the six roles (i.e., education/schools) did not operate
effectively? Provide examples.
Answer: Answers will vary.
•
•
•
•
Question: Provide examples of current events that significantly affect business operations. You may
draw examples from Independent Practice Activity 1.
Answer: Answers will vary.
•
Question: What role did the government serve during the bailout of the financial and automotive
industries?
Answer: Stabilizing the economy.
•
•
Question: Cite pros and cons of government bailout on the economy.
Answer: Answers will vary. Answers should include vocabulary such as unemployment and recession.
Evaluation
Informal Assessment (LSI Quadrant III):
Evaluate answers to independent practice.
 Address issues raised in independent practice.
Formal Assessment (LSI Quadrant III, IV):
I.
Evaluation
A. Instructor directs students to use pictures to illustrate one of the six roles of government.
B. Picture presentation is to be in the form of a collage.
C. Dimensions of the poster board are to be determined by instructor.
D. Pictures can be from a variety of sources: Newspapers, fliers, magazines, PowerPoint clip art, and
Internet.
E. Rubric is provided.
F. Optional: To ensure consistency, the instructor may distribute poster boards.
Copyright © Texas Education Agency, 2011. All rights reserved.
6
Extension/Enrichment (LSI Quadrant IV):
I.
Extension/Enrichment
A. Allow students to debate the conservative and liberal arguments regarding the role of government in
business. See Activity 3 at the following website: http://ecedweb.unomaha.edu/lessons/fecga.htm
B. Explore additional related lesson plans through various websites, i.e., http://www.lessonplanet.com/
Copyright © Texas Education Agency, 2011. All rights reserved.
7
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No
Federal Government Approves Crime Bill;
Cities to Hire Additional Police
X
Minnesota to Sue Tobacco Firms to Recover
Health Care Costs
X
Consumer Product Safety Commission
Recall of Skirts Made in India
X
X
U.S. Investigation Seeks to Find if Aluminum
Producers Conspired to Cut Output, Broke
Anti-Trust Laws
X
Insurer Files Suit Charging Bank Made False
Claims
X
Higher Interest Rates Likely Despite Inflation
Data
X
U.S. Government to Increase Aid to
Education Next Year
X
Northeast's Petition for Tighter Curbs on
Auto Emissions Approved by Environmental
Protection Agency
X
Group of Economists Urges Federal Reserve
System Not to Act Against Inflation Now
X
Hughes Aircraft to Lay Off 4,400 and Close
Big Defense Plant
Social Security Payments to Increase by 4%
Next Year: Cost of Living Allowance Up
X
Congress Approves Higher Income Tax Rate
for Top Wage Earners
X
Copyright © Texas Education Agency, 2011. All rights reserved.
Government and Business
1
2
3
4
5
6
7
8
9
10
11
12
13
14
ACROSS
DOWN
1 Payments the government gives to businesses to
make up for their business losses.
3 Laws that allow the federal government to break
up, regulate, or take over monopolies and trusts.
4 Gives artists the sole right to own their creations,
such as plays, photos, music, paintings, and
books.
6 A legal “right” that prevents copying or use of an
invention.
8 Control of an entire industry by one company or
a trust.
10 A group of companies that band together to form
a monopoly and eliminate competition.
11 Business that take place within a state, overseen
by the state government.
12 A brand name, trade name, trade characteristic,
or a combination of these that is given legal
protection by the federal government.
13 Reductions in taxes that the government gives to
businesses to encourage socially responsible
behavior.
14 The failure of a party to live up to the terms of a
contract.
2 Business that take place across states, overseen by
the federal government.
5 The money the government takes in through
sources such as taxes, interest, and fines.
7 A legal agreement between two or more parties to
conduct business.
9 Control of an industry by a small number of
companies.
Copyright © Texas Education Agency, 2011. All rights reserved.
Government and Business Rubric
Making a Collage
Teacher Name: ________________________________________
Student Name:
________________________________________
CATEGORY
Attention to Theme
20 points
The student gives a
reasonable explanation
of how every item in
the collage is related to
the assigned theme.
For most items, the
relationship is clear
without explanation.
Number of Items
The collage includes 15 The collage includes 10- The collage includes The collage contains
or more items, each
14 different items.
9 different items.
fewer than 9 different
different.
items.
Quality of
Construction
The collage shows
considerable attention
to construction. The
items are neatly
trimmed. All items are
carefully and securely
attached to the
backing. There are no
stray marks, smudges
or glue stains. Nothing
is hanging over the
edges.
The collage shows
attention to
construction. The
items are neatly
trimmed. All items are
carefully and securely
attached to the
backing. A few barely
noticeable stray marks,
smudges or glue stains
are present. Nothing is
hanging over the
edges.
The collage shows
some attention to
construction. Most
items are neatly
trimmed. All items
are securely
attached to the
backing. A few barely
noticeable stray
marks, smudges or
glue stains are
present. Nothing is
hanging over the
edges.
The collage was put
together sloppily.
Items appear to be
just "slapped on".
Pieces may be loose
or hanging over the
edges. Smudges,
stains, rips, uneven
edges, and/or stray
marks are evident.
Time and Effort
Class time was used
wisely. Much time and
effort went into the
planning and design of
the collage. It is clear
the student worked at
home as well as at
school.
Class time was used
wisely. Student could
have put in more time
and effort at home.
Class time was not
always used wisely,
but student did do
some additional
work at home.
Class time was not
used wisely and the
student put in no
additional effort.
18 points
The student gives a
reasonable explanation
of how most items in
the collage are related
to the assigned theme.
For many of the items,
the relationship is clear
without explanation.
16 points
The student gives a
fairly reasonable
explanation of how
most items in the
collage are related to
the assigned theme.
14 points
The student's
explanations are
weak and illustrate
difficulty
understanding how to
relate items to the
assigned theme.
Copyright © Texas Education Agency, 2011. All rights reserved.