ETHICAL BASIS FOR LAWS
Course
Practicum in
Local, State,
and Federal
Government
Unit III
Ethics &
Politics
Essential
Question
What does the
term ethics
mean and why
is it important
to careers in
government?
TEKS
§130.190(c)
(3)(A)(B)(C)
Prior Student
Learning
None
Rationale
Ethical awareness is essential to careers in government. Knowledge of the
legalities of ethics and ethical behavior are necessary to avoid ethical
problems and to achieve success.
Objectives
The students will be able to:
1. Define ethics
2. Compare and contrast consequence-based ethics with rule-based
ethics
3. Discuss ways in which ethics are reflected in laws
Engage
Use the following scenario and questions for a class discussion:
Jasmine, Maria, and Logan were employees of the Rolling Wheel
Restaurant. They were aware that the owner never checked the totals on
the sales checks against the cash in the register, making it very easy to
steal from the cash register. The three employees did not steal from the
restaurant. Jasmine said she did not take the money because she was
afraid of being caught. Maria said that she did not take the money
because she felt obligated to obey the law. Logan said he did not take the
money because of his religious beliefs.
Ask the students which person they relate to the most. Then give students
examples of ethical dilemmas and ask how they would respond. Use the
Discussion Rubric for assessment.
Key Points
Estimated Time I. Ethics and the Law
4 to 5 hours
A. Ethics – practice of deciding what is right or wrong in a reasoned,
impartial manner
1. Decision must affect you or others in a significant way
2. Reasoned out by referring to an established authority that provides
consistency
3. The law and religious texts provide authority
4. Impartial decision – same ethical standards are applied to everyone
5. Profit maximization may overlook ethics
B. Basic forms of ethical reasoning
1. Consequence-based ethical reasoning
a) Look for alternative ways to alter the current situation
b) Alternative that generates the greatest good (financial reward,
pleasure, love, justice)
c) Who will be receiving “the good” often is a major consideration
2. Rule-based ethical reasoning
a) Acts are judged as right or wrong
b) Standard for judging comes from a recognized authority or
human reasoning
c) Authority is frequently a religious source
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d) Universalizing – picture everyone doing the action and then
asking whether the result would be irrational, illogical or
demeaning
II. Ethics Reflected in Laws
A. US Democracy – representatives must vote for laws that are
acceptable to the majority of people if the representatives expect to be
reelected (consequence-based ethics)
B. Constitution – seeks to protect the well-being of minorities that might be
taken advantage of by the wrong actions of the majority
C. Ethics based on consequences and ethics based on rules both
conclude that we are obligated to obey the law
D. Laws can easily be broken by those with superior abilities or knowledge
1. Fidelity bond – an insurance policy that pays the employer money
in the case of theft by employees
2. Scofflaws – persons who do not respect the law at all and are not
deterred by the risk of being caught and punished
3. Lack personal integrity (capacity) to do what is right in the face of
temptation or pressure to do otherwise
E. Civil disobedience – open, peaceful, violation of a law to protest its
alleged or supposed injustice
1. Goal to make the legal system more just
2. View a written law being in conflict with ethical reasoning
3. No effective political methods are available to change the law
4. The civil disobedience is nonviolent
5. The civil disobedience does not advance a person’s immediate selfinterest
6. The civil disobedience is public, and one willingly accepts the
punishment for violating the law
Activities
1. Current Ethical Issue – Divide the class into groups of two students. Each
group must outline a current ethical issue in society. Each group will report
about its ethical issue to the class. Use the Presentation Rubric for
assessment.
2. Ethics Presentation – Divide the class into teams consisting of two
students. Each team must prepare a presentation that deals with three
ethical situations: shoplifting (stashing candy in a purse), cheating on
income taxes to save nearly $2,000, and skipping the automobileemissions inspection with the rationale that you are a mechanic who takes
better care of your automobile than a service station. The presentation
must indicate the ethical issues involved with each situation, the
consequences of each situation, and who is affected by the unethical
actions. Use the Presentation Rubric, the Group Evaluation Rubric and/or
the Peer Evaluation Rubric for assessment.
3. Emotions vs. Ethics Table – Split the class into teams of two students.
Design a three-column table. The first column should list different situations
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that involve emotions and ethics. Students should list 10 situations in the
first column and then list the responses to each based on emotions and
ethics. Discuss the students’ answers. Use the Discussion Rubric for
assessment.
Assessments
Discussion Rubric
Essay Rubric
Group Evaluation Rubric
Peer Evaluation Rubric
Presentation Rubric
Materials
Ethical Basis for Laws computer-based presentation
Internet
Computers for students to complete projects
Projector for presentation
Resources
Local newspapers
Television Network Newscasts and the Internet
http://thoreau.eserver.org/civil.html
State of Utah Business Law Curriculum:
http://schools.utah.gov/cte/business_resources_law.html
Accommodations for Learning Differences
For reinforcement, the students will survey family members to learn more
about their cultures. Students should learn at least five facts about the laws
that their relative had to live by when they were young. Then have students
write a paper about the ethics that form the foundations for their cultures. Use
the Essay Rubric for assessment.
For enrichment, ask students to use the Internet to learn more about Henry
David Thoreau’s Civil Disobedience (http://thoreau.eserver.org/civil.html) case
and then write a report that summarizes the situation. Use the Essay Rubric
for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.190. Practicum in Local, State, and Federal Government (Two to Three
Credits).
(3)
The student explores government ethics. The student is
expected to:
(A)
examine local, state, national, and international ethic
issues;
(B)
hypothesize the origins of ethics violations; and
(C)
formulate a plan for avoiding ethical problems in the
future.
3
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College and Career Readiness Standards
Social Studies Standards
I. Interrelated Disciplines and Skills
F. Problem-solving and decision-making skills
1. Use a variety of research and analytical tools to explore
questions or issues thoroughly and fairly.
2. Analyze ethical issues in historical, cultural, and social
contexts.
4
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GROUP EVALUATION
Name_______________________________
Date________________
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
Was the group portrayal creative?
No
1
2
3
4
5
6
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
5
Copyright © Texas Education Agency, 2015. All rights reserved.
Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
6
Copyright © Texas Education Agency, 2015. All rights reserved.
Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
8
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
6
8
9
Yes
10
8
9
Yes
10
7
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate its talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
7
Copyright © Texas Education Agency, 2015. All rights reserved.
PEER EVALUATION
Your Name___________________________________ Your Group Number_______
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
8
Copyright © Texas Education Agency, 2015. All rights reserved.
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
9
Copyright © Texas Education Agency, 2015. All rights reserved.
5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the activity?
No
Yes
0
1
2
3
4
What was the level of their participation in the activity(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
10
Copyright © Texas Education Agency, 2015. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
11
Copyright © Texas Education Agency, 2015. All rights reserved.
Name________________________________
Date_____________________________
Essay Rubric
Objectives
Assigned
Topic
Organization
Mechanics
Presentation
Due Date and
Time
3 pts.
Good
Essay is written using an
approved title.
The essay is clear and
easily read. At no time is
the reader wondering what
the writer is trying to say.
There are 0-1 spelling,
punctuation, or grammar
errors.
The essay is written using
Times New Roman size
12-point font. All margins
are one inch and the essay
is one full page in length.
The essay is in on the date
and at the time specified or
extenuating circumstances
were documented.
2 pts. Needs Some
Improvement
Essay is not written using an
approved title.
Some aspects of the essay
are unclear, and the reader
is left wondering what the
writer is trying to say.
There are 2-3 spelling,
punctuation, or grammar
errors.
1 pt. Needs Much Improvement Pts.
N/A
Most aspects of the essay are
unclear, and the reader is left
wondering what the writer is
trying to say.
There are more than 3 spelling,
punctuation, or grammar errors.
One of the previously
described aspects is
missing.
More than one of the previously
described aspects is missing.
The essay was not turned in
on the date and at the time
specified. No extenuating
circumstances were
documented.
N/A
Total Points (15 pts.)
Comments:
12
Copyright © Texas Education Agency, 2015. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects to
create a professional presentation (transition
and graphics) or appropriate visual aid used
 Title slide, table of contents, bibliography are
included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the entire
audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are dynamic
and audible
Audience Interaction
 Presentation holds audience’s attention and
relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
13
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