COURSE
COMPETENCY
OBJECTIVE
ESSENTIAL
QUESTIONS
6208 Exploring
Business, Marketing
and Entrepreneurship
5.00
B2
Unit B
Business Career Exploration
9%
Understand appropriate business
procedures.
5.02
B2
4%
Understand ethics and ethical
decision-making.
 What is business ethics and why is it important?
 What are some ethics abuses in the workplace?
 What are guidelines for ethical decision-making?
6208 B 5.02
Core Content
UNPACKED CONTENT
I.
What Is Ethics?
A. The principles of right and wrong behavior accepted by a group
B. Behavior based on moral values and principles
II.
What Is Business Ethics?
A. Legal Responsibility of Businesses—the United States' government sets
up regulatory agencies to protect our society against unethical business
practices
B. Code of Ethics—a set of guidelines for maintaining ethics in the workplace
1. Professional Groups (doctors, lawyers, journalists, teachers)
2. Other businesses, especially financial firms
III.



Why is ethics important?
A. In society it is important to treat people fairly and to try to do the "right
thing"
B. In the workplace valued employees exhibit good workplace ethics by
being
 Confidential
 Dependable
 Honest
 Prompt
Trustworthy
Respecting company time and
resources
Respecting coworkers
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2008
IV.
What are some examples of ethical abuse and their effects in the
workplace?
A. Regarding work time—workers should arrive at work on time or early and
work a full day.
B. Regarding use of company money—employees should use company
money appropriately.
C. Respect for company property—workers should respect all company
property and use it only for work purposes.
D. Use of information and technology must be respected by all employees.
1. Acceptable Use Policy—user must agree to follow the AUP before
being provided access (login privileges) to a network or the Internet.
2. Copyright—employees must abide by all copyright laws.
3. Email Privacy Policy—employees must use work email for work
purposes and follow all guidelines and regulations.
4. Internet Use Policy—workers must use the Internet at work for work
purposes.
E. Treatment of Others—employees must treat coworkers with respect.
V.
Ethical decision-making process
A. What is the ethical issue or problem?
B. What facts have the greatest impact on the decision?
C. Who could be affected by the decision and how?
D. What would each affected person want you to do about the issue?
E. What are 3 alternative actions?
1. Who would be harmed by each choice and how?
2. Are there any automatic reasons to eliminate any choice?
F. Select your course of action—make the ethical decision.
Adapted from BF Skinner http://lessonplans.btskinner.com/ethics1.html
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2008
INSTRUCTIONAL ACTIVITIES
1.
2.
3.
ACTIVITIES
RELEVANCY TO OBJECTIVE
RESOURCES
What is Ethics? Using Fairy
Tales to Debate Ethics
 Teachers should visit the
website prior to class:
http://www.educationworld.com/a_curr/curr295.sht
ml
 If desired, print text copies of
Puss in Boots for the
students from the link at the
site.
 Have students read the story,
or read the story aloud to the
students.
 Facilitate a class discussion
using the discussion starters
provided at the site.
 Conclude the discussion with
the question "Is trickery ever
justified?" If so, when?
 Then ask the students how
the fairy tale is related to
ethics and facilitate a
discussion. Ask students to
explain the value of ethics at
school and in the workplace.
This activity will interest the
students in learning more about
ethics and ethical decisionmaking. Relating ethics to
familiar content (the fairy tale)
will help students better
UNDERSTAND (B2) the new
concept of ethics.
Using Fairy Tales to
teach ethics
http://www.educationworld.com/a_curr/curr29
5.shtml
PowerPoint Presentation
 Distribute the 5.02 Cornell
Notes graphic organizer to
the students.
 Have students view the
Objective 5.02 PowerPoint
presentation as teacher
facilitates a discussion.
 Have students take notes
on the 5.02 Cornell Notes
while viewing the
presentation.
The PowerPoint presentation
introduces students to the
concepts of ethics and
business ethics. Taking notes
on the graphic organizer will
help students better
UNDERSTAND (B2) the
concepts.
5.02 Cornell Notes
Ethics in the Workplace
The U-Tube video will allow
U-Tube Video
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2008
Puss in Boots text:
http://www.pitt.edu/~das
h/perrault04.html
5.02 PowerPoint
Presentation
INSTRUCTIONAL ACTIVITIES
ACTIVITIES
RELEVANCY TO OBJECTIVE
RESOURCES
Distribute the 5.02 Ethics
in the Workplace activity
sheet to the students.
Project the YouTube Video
(9 minutes) for students to
view:
http://www.youtube.com/wa
tch?v=9ddUK2LeASw&feat
ure=related
Note: If your school
system blocks YouTube,
the video can be
downloaded from another
location, saved, and then
shown at school.
As students view the video,
have them complete the
5.02 Ethics in the
Workplace activity sheet.
After viewing the video, the
teacher should facilitate a
class discussion about
ethics and what the
students noted on their
activity sheets.
students to compare the
workplace behavior of an
ethical employee with that of an
unethical employee. By
comparing the two employees,
the students will better
UNDERSTAND (B2) ethics and
ethical behavior in the
workplace. The students will
be interested in the video and
be able to relate to the
concepts portrayed because
the actors are young people.
http://www.youtube.com/
watch?v=9ddUK2LeAS
w&feature=related
Ethics in the Workplace
PowerPoint
 Distribute the 5.02 Ethics
in the Workplace T-Chart
to students.
 Have students view the
Ethics in the Workplace
PowerPoint presentation
http://www.voced.iup.edu/p
cea/Resources/Ethics%20i
n%20the%20Workplace.pp
t as teacher facilitates a
discussion.
 Note: If you have trouble
viewing the PowerPoint, try
using the arrow keys or the
page down key to advance
the presentation.
The PowerPoint Presentation
will help the students
UNDERSTAND (B2) workplace
ethics by presenting examples
of business abuse (of ethics)
and some results of business
abuse. Completing the T-Chart
will help the students be able to
visualize the concepts
presented.
5.02 Ethics in the
Workplace T-Chart





4.
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2008
5.02 Ethics in the
Workplace
5.02 Ethics in the
Workplace Key
Ethics in the Workplace
PPT
http://www.voced.iup.ed
u/pcea/Resources/Ethic
s%20in%20the%20Wor
kplace.ppt
INSTRUCTIONAL ACTIVITIES
ACTIVITIES


5.
RELEVANCY TO OBJECTIVE
RESOURCES
This activity will help the
students better UNDERSTAND
(B2) ethical decision-making by
actually following an
established procedure to make
an informed ethical decision.
Working in groups will
contribute to the students'
understanding as they interact
with their peers.
http://lessonplans.btskin
ner.com/ethics1.html
Have students take notes
on the 5.02 Ethics in the
Workplace T-Chart as
they view the presentation.
Facilitate a class
discussion about the
presentation.
Making Informed Ethical
Decisions
 Before class, read the B. T.
Skinner lesson plan:
http://lessonplans.btskinner
.com/ethics1.html
 Divide the class into five
groups. Assign each
student a role to play in the
group to keep each student
engaged. Each group
should have a:
 Leader—manages or
leads the group
 Recorder—writes the
group decisions
 Reporter—reports the
group decisions to the
group
 Facilitator/Time
Keeper—keeps the
group on task
 Distribute the 5.02 Making
Informed Ethical
Decisions activity to each
group.
 Assign each group one of
the five cases in the lesson
plan. You may want to
print these prior to the
beginning of class,
 Have students collaborate
and reach an ethical
decision using the "Six
Steps" given in the lesson
plan.
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2008
5.02 Making Informed
Ethical Decisions
INSTRUCTIONAL ACTIVITIES
ACTIVITIES




6.
RELEVANCY TO OBJECTIVE
RESOURCES
Have the recorder write the
group decision on the
activity sheet.
When all groups have
reached a decision, have
the group reporter report
the group's decision to the
class, stating WHY the
group made that decision.
Facilitate a discussion after
each group presentation.
Conclude the students by
asking them if making an
ethical decision is easy.
Ask them Why or Why
not?
Ethics in Technology
 Read the From Paper
Clips to Software:
Understanding Cyber
Ethics lesson plan from the
link at the right.
 Make a transparency or
PowerPoint slide of the Ten
Commandments of
Technology Use (page 6—
in Appendix online) or plan
to display the document
using a digital projector.
 Duplicate Saving Software
(page 8—in Appendix
online) for the students.
 If the students are not
sitting in rows, have them
place their desks in rows
and distribute the paper
clips as directed.
 Continue with the Paper
Clip Activity. At the end of
the activity, as you debrief
the students, help them
recall what they already
know about ethics and the
This lesson offers teachers an
opportunity to identify and
discuss the concept of cyber
ethics and appropriate use with
the students. The Paper Clip
Activity will grab the students'
interest and will help them
UNDERSTAND (B2) the need
for rules or guidelines. The
Ten Commandments of
Computer Ethics will give the
students an overview of cyber
ethics. Solving the Saving
Software case will help the
students better UNDERSTAND
(B2) cyber ethics and the need
to follow acceptable use
agreements in school. The
students will learn from their
peers as they complete the
Pair-Share part of the case,
deepening their understanding.
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2008
From Paper Clips to
Software:
Understanding Cyber
Ethics - Lesson Plan
(Permission is granted
by the Center for
Education and Research
in Information
Assurance and Security
at Purdue University to
reprint and use the
lesson and appendix for
educational purposes
only.)
INSTRUCTIONAL ACTIVITIES
ACTIVITIES





7.
RELEVANCY TO OBJECTIVE
RESOURCES
This culminating activity will
focus the students' attention on
cyber ethics, which directly
impacts them. By reflecting
and writing a journal entry, the
students will better
UNDERSTAND (B2) ethics.
http://www.educationwor
ld.com/a_tech/tech/tech
055.shtml
need for rules in society
and the workplace.
Display the Ten
Commandments of
Technology Use (page 6—
in Appendix online) as you
facilitate a class discussion.
Distribute the Saving
Software case to the
students.
Have students spend 10 –
15 minutes reading the
case and answering the
four questions.
Then have each student
pair with another student
and share responses.
Have a few students share
their responses with the
class and facilitate class
discussion.
Do we need Cyber Ethics?
 Have students read the
cyber ethics news clips and
information at the website
http://www.educationworld.
com/a_tech/tech/tech055.s
html
 Have students write a
journal entry about cyber
ethics and what some of
the possible effects of
cyber ethic abuse could be.
 Ask a few students to share
their response with the
class.
 Lead the class in a
discussion of your own
school's Acceptable Use
Policy. Ask the students if
they think the policy is
needed or not, and why or
why not?
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Page 23
School's Acceptable
Use Policy
If you do not have an
Acceptable Use Policy,
you can find examples
at this site:
http://www.doe.virginia.g
ov/VDOE/Technology/A
2008
INSTRUCTIONAL ACTIVITIES
ACTIVITIES
RELEVANCY TO OBJECTIVE
RESOURCES
UP/home.shtml#sample
s
Textbooks:
Kelly-Plate, Joan.
Exploring Careers.
Glencoe
Other Resources
Aesop's Fables
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2008