Name: Jessica McCarty

Date and time that the lesson will be taught: January 18, 2017

Name of Class: Business Law

Lesson Title: The Nature of Law and Our Legal Environment

Curriculum Framework Unit and Item:

Standards: 1.1 Define Terminology, 1.2 Identify the origin of our law and the

legal environment in which we live.

Objectives: The learners will be able to

1. Define and identify terminology related to the nature of law and our legal

environment (1.1)
2. Explain the origin and history of U.S. law (1.2.2)
3. Explain the need for order, justice, predictable behavior, protection of

property/persons, and general welfare as purposes of laws (1.2.3)

4. Discover our individual rights of citizenship under constitutional law (1.2.5)
5. Explore the civil liberties of personal security and privacy, self expression,

equality, and ownership of private property (1.2.6).

Materials and equipment needed for lesson:

Movie, projector, computer, popsicle sticks, textbook

Introduction to the Lesson:

Good Morning class! Today we are going to dive into our first chapter for this

unit, and have some debates on ethical dilemmas. For your bell ringer, I would like for

you to write down one ethical dilemmas from your guided notes you have been taking

over the movie. Pick the one that you would like to have a debate on later in this class.

This is and hour and a half class period so we will use the rest of the class to watch the

movie.
Content to be presented in lesson:

We will play vocabulary bingo where students pick a Popsicle stick from a cup

and have to do what is on the Popsicle stick with the vocabulary word I have given them.

There are 8 actions on the popsicle sticks: act it out, fill in the blank, draw it, give

synonyms, give antonyms, hangman, give clues, and one word definition. After we have

gone through all of the vocabulary words, we will go over the rules of the debates in my

class. Everyone will be respectful of others opinions. There is not going to be a winner

or loser of these debates. The purpose of these debates is to discuss different perspectives

and how ethical decisions can be very hard to make. Most of the time people dont

realize they are being unethical when they are acting in such a way. Then I will pose an

ethical decision and I will ask students what they think. From this point the students will

have the floor, I will serve as a mediator and will keep the discussion going by asking

further clarification. Once we have discussed that situation for a few minutes I will give

them another dilemma that they wrote down. We will do this for the rest of class relating

the dilemmas back to the vocabulary and other aspects of business law. When there are 5

minutes remaining in class I will have my students answer the following questions and

then play trashketball to see who can make them into a bucket. The questions that they

will answer are: What is one vocab word that stuck with you? What is one vocab word

that you struggled with? Of the things other people said, what was one thing you agreed

with and why? Of the things other people said, what was one thing you disagreed with

and why?

Questions:
 What vocabulary words did you notice in the movie? Did you learn anything that

you didnt already know from the movie? Did anything you heard in the movie surprise

you? Why did it surprise you? Are all laws ethical? Are ethical decisions always legal?

What is the difference between a law and a code? Why does ethics matter? For each

ethical dilemma: Is this legal? Is it ethical? Would you have done something

differently? Why? What if this was different? Would your answer change?

Learning activities:

The vocabulary word activity that I am having my students do is to help them

make connections that may help them remember the vocabulary words. Once the class

has guessed the vocabulary word, we will discuss its meaning and importance in more

detail. The next activity is the ethical debates. These will hopefully help my students

understand why some of the laws have been made and why some of them may not be the

best laws. I want them to understand that business law is surrounded by ethical dilemmas

and its not always going to be a black and white answer

Summary of information in lesson:

Today we discussed the vocabulary words of this chapter and the ethical

dilemmas that we discovered within the movie National Treasure and how that movie

relates to business law. This gave us examples of how, as individuals can be hard to

determine the most ethical way to handle certain situations that we may find ourselves in.

We then related this to how businesses make decisions.

Evaluation/assessment of student learning:

 My formative assessment will be the responses the students wrote on the papers

they played trashketball with. I will read their responses and use them to tweak my

lessons for the rest of the units.

Accommodations:

I have a student that has migraines. If this occurs, I will allow my student to wear

sunglasses or if needed I can postpone the pre-assessment for another day. Several

students have medical problems for which I will follow their individual 504s. One

student I will have has anxiety and depression; I will follow this students IEP and

provide support where I can. The last special student that I have has Aspergers and I will

follow this students IEP as well. I will allow extra time on assignments and tests and

provide supplemental instruction when needed.

References:

Adamson, J. E. (2009). Law for Business and Personal Use. Mason, OH: South-Western

Cengage Learning.
Name: Jessica McCarty

Date and time that the lesson will be taught: January 20, 2017

Name of Class: Business Law

Lesson Title: The Nature of Law and Our Legal Environment

Curriculum Framework Unit and Item:

Standards: 1.1 Define Terminology, 1.2 Identify the origin of our law and the

legal environment in which we live.

Objectives: The learners will be able to

1. Explain the need for order, justice, predictable behavior, protection of

property/persons, and general welfare as purposes of laws (1.2.3)

2. Discover our individual rights of citizenship under constitutional law (1.2.5)
3. Explore the civil liberties of personal security and privacy, self expression,

equality, and ownership of private property (1.2.6

Materials and equipment needed for lesson:

Textbook, projector, computer

Introduction to the Lesson:

When students come into the classroom they will begin working on the bell ringer

that I have put on the board. The prompt will be On a piece of paper write what rights

you know that U.S. citizens have. While students work on their bell ringer I will

quickly take roll and then the students will share what they wrote down in their groups. I

will walk around and listen to what they are discussing. Today is only a 45-minute class

period so this lesson plan will reflect that.

Content to be presented in lesson:

I will give a short presentation over the content from the first chapter in the

textbook to continue with Unit 1. I will give my students some guided notes so that they

can follow along as I go over the material. I dont want to spend more than 15 minutes

doing this so I will have a student set a timer to keep me from going over. As I present I

will ask my students questions to get them to think critically such as: Why are laws

important? Which rights are most important to you? Which civil liberties are most

important to you? I will also ask them if they have any questions to try to alleviate any

confusion when it occurs. Once I finish, I will have each student pick a piece of paper

out of a basket. These pieces of paper will have a gender, race, disability or some other

identifying factor. We will walk through our history as a country and discuss when each

of those people got certain rights and what rights each person may still not have. This

will be an exercise to show people a perspective they may not have ever considered

because it is a different background from theirs. I will stress that this activity is not going

to be a pity party we are not going to belittle anyone. If this happens, the student will be

removed from the activity, will sit at their desk and write an apology letter to the class,

and will not earn the points for this activity. I really want students to dive into when

different groups of people got their right to vote and own property, etc. These are things

that students dont think about very much because in their lifetime they havent had

experience with either of these things. I want them to appreciate the freedoms that they

have been given in this country. I firmly believe that the more educated our society is

about the rights that they have as individuals, the more they can stand up for themselves

and what they believe in. My job isnt to tell them what to believe, but inform them of
the issues past, present, and future so they can begin to explore those beliefs on their

own. For your homework, you will handwrite a one to two page response to the

following prompt: Why do you think laws are important? Which laws or rights are the

most important to you? Are there any laws that you think we have that are not necessary?

Which ones? Are there any laws that we do not have that you think are necessary? What

are these? What would happen if we had no laws? Would you rather live in a country

with fewer laws and more freedoms or more laws and less freedom? Why? I will be

looking for spelling and grammar while I am grading your responses. I will revise your

responses and then you will have the opportunity to revise it to earn some points back.

Questions:

What is a law? Why do we have laws? Why are they important? What are the

stages in the growth of law? Why was Louisianas legal system different than all the

other states? Why do we have a constitution? What does it do for the U.S.? What rights

do we have as citizens? How do we keep our government in check? What about the

Internet? What are the legal implications of the Internet? Ethical? Security? Does the

U.S government have much control over the Internet?

Learning activities:

My PowerPoint will be short and sweet highlighting the important things that my

students should know. They will also be a good resource as the students begin to study

for the unit exam. The civil rights activity that we are doing is to celebrate each group of

people that we have in our nation and that we are becoming a more progressive society

where equality is valued.

Summary of information in lesson:

 Today we learned that the Constitution gives citizens certain right and provides

protection for those civil liberties. These laws are the foundation for all the laws that

businesses must abide by.

Evaluation/assessment of student learning:

I will formatively assess what my students learned today from the snowball fight

that we will have at the end of class. Students will write down 3 things that they thought

I taught today on a piece of paper. Then everyone will crumple their paper into a ball and

then all at once we will throw our snowballs in the air and then everyone will grab one

and we will read one from each paper. I will collect the papers and read over the others

later to see what students found important from my lesson.

Accommodations:

I have a student that has migraines. If this occurs, I will allow my student to wear

sunglasses or if needed I can provide my student with supplemental notes. Several

students have medical problems for which I will follow their individual 504s. One

student I will have has anxiety and depression; I will follow this students IEP and

provide support where I can. The last special student that I have has Aspergers and I will

follow this students IEP as well. I will check in with this student to make sure that they

are doing okay throughout my lesson. I will allow extra time on assignments and tests

and provide supplemental instruction when needed.

References:

Adamson, J. E. (2009). Law for Business and Personal Use. Mason, OH: South-Western

Cengage Learning.
Name: Jessica McCarty

Date and time that the lesson will be taught: January 23, 2017

Name of Class: Business Law

Lesson Title: The Nature of Law and Our Legal Environment

Curriculum Framework Unit and Item:

Standards: 1.1 Define Terminology, 1.2 Identify the origin of our law and the

legal environment in which we live.

Objectives: The learners will be able to

1. Explain the need for order, justice, predictable behavior, protection of

property/persons, and general welfare as purposes of laws (1.2.3)

2. Discover our individual rights of citizenship under constitutional law (1.2.5)
3. Explore the civil liberties of personal security and privacy, self expression,

equality, and ownership of private property (1.2.6

Materials and equipment needed for lesson:

Textbook, projector, computer

Introduction to the Lesson:

Last class we discussed what rights we as citizens of the United States of America

possess. Please write down 5 of these rights and explain why they are important to you.

When you are finished discuss your responses with your partner and then we will discuss

a few of them as a class.

Content to be presented in lesson:

I started Chapter 1 last class and then we learned about when certain groups

earned their rights in this country. Then we discussed why these rights are important.

What is one way that we can ensure that all citizens keep their rights? These rights have

been laid out in the U. S. Constitution, which is the basis of our government. How does

this relate to the creation of laws? The growth of a law goes through 3 stages:

individuals are free to take revenge for wrongs done to them, a leader acquires enough

power to be able to force revenge-minded individuals to accept an award of goods or

money instead, the leader gives this power to a system of courts, the leader or central

authority acts to prevent and punish wrongs that provoke individuals to seek revenge.

This will lead to the different types of laws: statutes, ordinances, case law, criminal law,

civil law, procedural law, substantive law, etc. We will then discuss the origin of the U. S.

legal system and refer back to the video we watched that talked about this. We will

compare English common law and roman civil law and talk about which states adopted

what type of law.

Questions:

What is a law? Why do we have laws? Why are they important? What are the

stages in the growth of law? Why was Louisianas legal system different than all the

other states? Why do we have a constitution? What does it do for the U.S.? What rights

do we have as citizens? How do we keep our government in check? What about the

Internet? What are the legal implications of the Internet? Ethical? Security? Does the

U.S government have much control over the Internet?

Learning activities:
 Students will take notes with my guidance; I want them to start taking notes on

their own because this is a valuable skill that students need to know. I will write on the

board to assist them on what are the important things to write down.

Summary of information in lesson:

Today we learned that the Constitution gives citizens certain right which are

protected by laws. There are various types of laws that protect citizens from specific

things. As we go through this course we will go into more depth about specific types of

laws and their purposes.

Evaluation/assessment of student learning:

I will formatively assess what my students learned today by taking up their notes

to see if they were able to pick up the important information, but to also find out what I

may need to recover. I will ask students some questions at the end of the class to see if

they retained any of the information that I went over today in class.

Accommodations:

I have a student that has migraines. If this occurs, I will allow my student to wear

sunglasses or if needed I can provide my student with supplemental notes. Several

students have medical problems for which I will follow their individual 504s. One

student I will have has anxiety and depression; I will follow this students IEP and

provide support where I can. The last special student that I have has Aspergers and I will

follow this students IEP as well. I will check in with this student to make sure that they

are doing okay throughout my lesson. I will allow extra time on assignments and tests

and provide supplemental instruction when needed.

References:
Adamson, J. E. (2009). Law for Business and Personal Use. Mason, OH: South-Western

Cengage Learning.