|Lesson Plan ID:
Scams: What's Your Ethical Viewpoint?
Students will identify how investment scams work, go inside an investment scam pitch, and create an ethical dilemma.
|ELA(9) ||5. Identify persuasive strategies, including propaganda, in world literature selections. |
|ELA(9) ||17. Use supporting details to present a position and to respond to an argument. |
|ELA2013(8) ||31. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. [SL.8.2] |
|ELA2013(8) ||32. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. [SL.8.3] |
|ELA2013(8) ||33. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.8.4] |
|ELA2013(8) ||34. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. [SL.8.5] |
Law In Society (COS) 2. Differentiate between ethics and law using research results. Determining consequences of illegal and unethical conduct.
|Primary Learning Objective(s):
The students will: 1. Develop an ethical dilemma appealing to teenagers. 2. Create and share a well thought out comic posing or exemplifying the ethical dilemma.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Teacher-made handout (Refer to attached document CreatingAnEthicalDilemma.doc) Paper OR word processor Writing utensil
|Technology Resources Needed:
Computer Word processor Internet access Projector
Teacher may opt to teach Unit 4 Lessons 1-4 from the Personal Finance for the Economics Classroom: A Teaching Guide for Econ Instructors. This is a free resource that can be requested by following the link provided below: Financial Literacy 2010
1.)Teacher should make a copy for each student of the teacher-made handout which includes the assignment. (Refer to the attached document CreatingAnEthicalDilemma.doc)
2.)Disseminate handout and discuss assignment to ensure students' understanding. Allow for questions. Adress questions appropriately.
3.)Instruct students to begin, adhering to the guidelines established in the handout.
4.)Students should reflect on the ethical dilemma s/he created and include a consequence for a decision teens would likely make if faced with that particular ethical dilemma.
5.)Link students'ethical dilemma comic to the school or teacher web site.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Teacher observation Student completion of project
Students may post their ethical dilemma comic on the school or teacher web site.
Have student complete an activity from Unit 4 Lessons 1-4 from the Personal Finance for the Economics Classroom: A Teaching Guide for Econ Instructors. This is a free resource that can be requested by following the link provided below: Financial Literacy 2010
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: