2 .  Economics--Citizenship-the student understands the rights and responsibilities of businesses in the U.S. free enterprise system. 

     A.  analyze the economic rights and responsibilities of businesses

     B.  analyze the consequences of an economic decision made by a business

     C.  analyze theethics policy of a selected business

15.  Government--the student understands the role that the government plays in the U.S. free enterprise system. 

     B.  evaluate government rules and regulations in the U.S. free enterprise system.

23.  Social Study skills--the student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

     A.  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing making generalizations, predictions, and drawing inferences and conclusions.

25.  Social Studies skills--the student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

     A.   Use a problem-solvingprocess to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution and

     B.  use a decision-making process to identify a situation that reqires a decision , gather information, identify options, predict consequences, and take action to implement a decision. 

No TAKS this is a Character Ed. lesson

The students will investigate different business scandals over the past several years.   They will research these on the internet and report on what company was involved and who the officers of the company were.  They will then report on what  the legal ramifications were for both the company and the officer(s).  They will then state their own opinion of the outcome and whether the punishment was too lenient, too harsh or fair.  If they feel that there should have been a different outcome they will state what they feel should have been a more appropriate punishment.  They will also state what lessons should have been learned from the particular case they were researching.

1.  What is the particular scandal we are looking at?

2.  Who is involved?

3.  Who was harmed by the actions of the company?

4.  What was the punishment to both the company and the officers of the company?

5.  Was the punishment to the company fair?

6.  Was the punishment to the officers fair?

7.  What would have been a more appropriate punishment to the company?

8.  What would have been a more appropriate punishment to the officer(s)?

9.  What could have or should have been learned by the actions of the officers?

10.  What safeguards can be or should be implemented in order to deter this from happening again?

By answering the quesions from the previous section, the students are creating answers to real life questions. 

1.  Knowledge-the students will have to first identify the company or person that they are investigating and become familiar with what actually happened.

2.  Comprehension-the students will have to understand what happened.

3.  Application-the students will have to report on what happened.

4.  Analysis-the students will analyze what happened and form an opinion on what happened.

5.  Synthesis-the students will formulate their opinion and decide if the punishments were appropriate.

6.  Evaluation- the students will evaluate and make recommendations on what they feel is appropri.ate

I will work with individual students who may have problems completing the assignment without modifications.

The students will have to use the internet in order to find many of the available scandals that have taken place.

Students may also use encyclopedias, or other reference books.