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This document is intended to provide teachers with ideas and resources to structure lessons relating to TVO’s presentation of 'The Corporation', a documentary that examines the ethics, organization and practice of America's corporations. It provides curriculum correlations, lesson ideas, and reproducible blackline masters for use in a variety of secondary school courses. A list of relevant Internet Web sites that represent different points-of-view has also been provided to allow for extensions of content in the film. Key themes covered include:
• Corporate social responsibility
• Politics and ideology
• Economic and social interdependence among individuals, corporations and nations
• Impacts of commercial activity on individuals, communities and the environment
• Impacts of globalization
This document is fully hyperlinked, so teachers can navigate to any point using the “Document Map” feature in Microsoft Word, or by clicking on entries in the Table of Contents.
The resource focuses its lessons around the video The Corporation. The Corporation addresses three different themes. In the first program, The Pathology of Commerce, filmmakers examine the pathological self-interest of the modern corporation. Planet Inc. looks at the scope of commerce and the sophisticated, even covert, techniques marketers use to get their brands into our homes. The final program, Reckoning, examines how corporations cut deals with any style of government — from Nazi Germany to despotic states today — that allow or even encourage sweatshops, as long as sales increase.
The 5 lessons in the resource:
1. Debate (2 to 6 classes) on a topic of choice related to the video and the students' interest
2. Ethical analysis of the issues (1 class) discussion of ethical issues through a structured handout
3. Investigative Journalism (2 to 6 classes) looking at investigative journalism, bias and omission in current media
4. Examination of Expository Programming Themes (2 to 6 classes) small group discussion on program of choice
5. Stealth marketing (2 to 6 classes) research on stealth marketing, making a marketing action plan and research at their local school
This resource has good teacher notes and some scaffolding is provided. There is a substantial amount of additional resource material in the form of books and websites provided. The film The Corporation is key to this lesson, teacher will have to obtain it from their school library system or through TVO.
This resource teaches detecting bias, reading into the media, debating skills and market research skills.
This is a great resource to support the video, The Corporation. There is a good quantity and quality of background material for both teacher and student. The handouts are all together and there are assessment and evaluation strategies provided. The package is up to date, relevant and there is an extensive list of websites to check out.
The resource requires access to the video The Corporation, which could be difficult to obtain. There are no action skills or action experiences included in the lesson and no chance to clarify values. The resource relies heavily on computers and the Internet.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The video presents different points of view but definitely has a point it wants to make. In-class research allows students to be exposed to diverse opinions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The multiple dimensions of problems are addresses but very few solutions are given or asked to be looked at.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
You would need to complete all 5 activities and watch the entire 3 hour miniseries to entirely understand the complexity.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
There are no action experiences provided.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Poor/Not considered|
During the debate, students are encouraged to express their own beliefs and values but are not given time to re-evaluate and clarify those values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
This could be a focus is students research different and diverse groups. The video and lesson plan itself is very knowledge based.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
This is very much an in-class human-focused lesson plan.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Poor/Not considered|
Lesson 5 has the potential but the resource focuses on the broader issues.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are encouraged to find an area that interests them, research it, take a position and be able to explain and defend it. Students are not steered toward one right answer.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource provides opportunities for learning in English, Media Studies, Marketing, World Issues, Economics and World Politics.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
This lesson is very much concept and language driven, which requires a vocabulary that could be challenging to some.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The debate and the stealth marketing activity are examples of experiential learning. Depending how it is facilitated, this could either provide a simulated or an authentic experience.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The video and Internet research allow students to explore relevant case studies and descriptions of real events related to the video.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
In Lesson 1,3,4 and 5 students are given the opportunity to choose elements of program content.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|