Business Law Day 1

Day 1 I was out of town and asked my colleague to step in. He did an awesome job and followed my script perfectly. I usually script less so the class can form into their own identity, however the first 2 weeks were heavily scripted due to my absence.

Here is my directions copy and pasted from Moodle (note- many of the links will ot work because they are housed in Moodle):

Week 1

Introduction to Business law

  • Welcome!

    I am sorry I cannot be with you this week, but Prof. N will guide you through the first class. This course will be an intersection between law and business. Your grade will be made up of how well you know the Learning Outcomes (found in the syllabus). This will be assessed through many cases and activities your corporation will deal with. The goal of the first class is to teach you how to set up a legal entity, aka a Corporation- for profit or not-for-profit. Once your team’s corporation is established, legal disasters will begin to strike. Your board of directors (you and your teammates) will strategize how to solve these legal disasters each week and decide whether the corporation should go to court, mediation, arbitration, or negotiate a settlement.

    Welcome aboard and Good Luck!

  • Pre-Class Activites:

  • Normally, before you come to class there will be several resources for you to explore to introduce you to the topic of the week. Please use these resources to be completely prepared for the legal disaster that will strike. The class time is used to solve the problem. This means you will be responsible for a considerable amount of background knowledge gathering. Directions and links will appear here and be in the form of articles, laws, videos, websites, and use of your textbook. To assess whether you prepared effectively for class, an individual test will be given (AKA IRAT) at the beginning of each class. Once the individual test is taken, a second test will be taken with your corporate team (AKA GRAT). The GRAT enables the team to synergize their knowledge and form a more complete picture of the legal issues needed to solve the legal disaster.

  • In-Class Activities:

  • Task #1: Library Tour, Books, Moodle

  • Task #2: Build a Team

  • Your task is to Build a team and accomplish the following as a team.

    1. Form: Organize your tables and form a team. Ideally we would like 4-5 people per team. But, if there are 6 people in the class, form 1 team.
    2. Probe: Work as a team to complete the Nuclear Holocaust: Who Should Survive team building exercise (upload response to moodle).
    3. Learn: Read the Boardroom document to learn the course story.
    4. Organize: Create a Company name and identity (who is the company and what will your company do). Define each team member’s role in the Company. What type of corporation will you form (non-profit or for-profit).(upload response to moodle)
  • Task #3: What Shall We Learn

  • Use a blank poster paper and markers or use a PowerPoint document to brainstorm and draw the following answers with your team. Upload the final document to Moodle or put it on my desk.

    Part 1: Course Content

    1. What do you think you will learn about in Business Law?
    2. What do you want to learn about Business Law?
    3. What do you already know about Business Law?

    PART 2: Learning Outcomes

    1. Look at the Syllabus
    2. What are the “Learning Outcomes?”
    3. Highlight them.
    4. What does this mean?
  • Task #4: Grades

  • Choose Your Own Grade

    1. Look at the “Grade Check List
    2. Read the Rules below
    3. Talk to your team and decide what you think the breakdown of grades should be.
    4. Send 1 representative to the center of the room to negotiate with other teams (if there are other teams).
    5. Upload the final decision in a Word document here.
      • You must give each category at least 10% of the final grade.
      • The total is out of 100%
      • You have 5 categories: IRAT, Team RAT, Discussion, Professionalism, Activities
  • Task #5: Incorporate Your Business

  • Use the following flow chart and website links to complete the Articles of Incorporation for your company. Upload the “Articles” to Moodle. Hold off creating Bylaws until I return.

  • Read the Laws/ Know the Law:

  • Decide whether your team wants a “stock corporation” or a “nonstock corporation”:

  • Check to see if your name is “distinguishable”:

  • Create your articles of incorporation- stock or nonstock
  • Task #6: Law and Ethics (introduce for next week)

    • Read the article Is CEO Compensation Justified by Performance?
    • How much would you pay each of the officers of your company?
    • Be prepared to justify each salary based on the article you read
    • Present your findings through the Discussion board below.

Discussion Questions and Videos

This is a list of a sample of discussion questions and video prompts:

Good and Evil Discussion

Watch the following videos and answer the following questions. Then comment on someone else’s discussion post.

  1. Do you think the Abu Ghraib soldiers are evil?
  2. Do you think the prison guards in the experiment were evil?
  3. Do you agree with Milgram that if someone else takes the blame for you, you would shock patients too?
  4. Would you do what the soldiers did?

Good and Evil 2?


Utilitarian Discussion

Watch the following video, answer the following questions, respond to someone else’s post.
  1. What do you think about dating in the workplace?
  2. What would a Utilitarian say about dating in the workplace?


 Duty Discussion

  1. What duties do parents have? Watch the following video.
  2.  Does a father and mother have a duty to pay child support?


Rights and Justice Discussion

Watch the following video, answer the following questions, respond to someone else’s post.
  1. Do you think Illegal Aliens should receive emergency medical attention?
  2. What would a Rights or Justice theorist think about this subject?


Religion Discussion

Watch the following videos, answer the questions, respond.

  1. Should we allow religion to dictate what you do with your children?
  2. Should there be limits?


Character Discussion

Watch the following video and then discuss. Don’t forget to respond to another person.

  1. What do you think about suicide? Is it ethical?
  2. What would a virtue ethicist agree? Why or why not


Egoism Discussion

Watch the following video, answer the questions, and respond to a classmate.

  1. Should everyone be allowed to follow their own self interest?
  2. What would someone who follows the egoism theory say?


Gender Ethics

Watch the video, answer the questions, respond.

  1. What are the Traditional male/ female roles
  2. Do you follow these roles?
  3. What do you think of the video? Can a family be understood like a company?

Character Ethics- A New Term

Each Term I readjust my curriculum to reach a new set of students. I fine tune the challenges, find more relevant videos for the online discussion board, and evaluate what my students want and need. This term (2nd for teaching this curriculum), I updated the Challenge for Character/ Virtue week. Here is the updated challenge.

Scavenger Hunt

First group back with all the correct evidence wins the Challenge. No evidence can come from Stratford students, staff, or on Stratford property (except #4).

  1. Take a photo (with camera or cell phone) of a person who exhibits Arete. Add a definition under the picture.
  2. Take a photo of a person exhibiting Phronesis .Add a definition under the picture.
  3. Take a photo of a person exhibiting Eudaimonia. Add a definition under the picture. 
  4. Print a picture of the person credited with Character/ virtue ethics. (hint: this man was a student of Plato) You can use the internet for this one ONLY. Add a name under the picture.
  5. Find a vice. Take a picture of the example and explain why you chose this vice.
  6. Capture a virtue occurring (video or take a picture on your camera/phone). Print out evidence. Add a written description.
  7. Do a virtuous deed- get a picture as evidence. Describe in writing what you are doing.
  8. Take a picture of a person caught in a vice (not you guys and you can’t ask them to do it).
  9. Ask a person to describe virtue (get evidence- video, writing with a signature…)
  10. Ask a person to describe what vice means (get evidence- video, writing with a signature…)

Why update it, you ask? I needed the students to come back with truly thought through pictures. In order to do this I rearranged the class flow.

  • I first gave them a poster and had them list out all the information they knew about Character Ethics (this created a better basis in the theory)
  • After 30 minutes compiling information with their team, I sent them off campus to do the scavenger hunt (this forced them to find character ethics in action)
  • I made them compile the pictures and definitions into a neat presentation (this forced them into the library for deeper reasoning)
  • After each team returned, we shared what everyone found (this created a discussion on whether the picture met the theory)
  • Next week I will give them a Clickers Quiz to see if they retained Character Ethics.