GCSE RS: Business ethics activities

GCSE RS: Business ethics
activities
Activities provided by Ian Russell
Lesson ideas for lessons on ethical investments and business ethics:
• You could start a lesson on ethical investments by distributing £10,000 worth of pretend
banknotes to every student as they come into the class, then ask them to decide where
to place their savings in order to make a good return: would they choose Bank A, which
promises to get them more money by any means necessary, and to give them a return
of £10,500, or Bank B, which promises to invest their money ethically and to give them
a return of £10,400? (You may need to explain how banks make money at this stage.)
Ask them if they think a ‘good’ return in this situation means the highest return or the
most ethically-employed investment, or is it possible to have both?
I have found the following videos from the Co-operative Bank very useful:
• Animal testing and the Co-operative Bank’s ethical policy:
www.youtube.com/watch?v=m5WWFFMCzl4&feature=related
• Environment and the Co-operative Bank’s ethical policy:
www.youtube.com/watch?v=OUcJDdG8lII&feature=related
• Human rights and the Co-operative Bank’s ethical policy:
www.youtube.com/watch?v=4AEXvK4u4IM&feature=related
• The arms trade and the Co-operative Bank’s ethical policy:
www.youtube.com/watch?v=oqRsYSSMOYY
• The Co-operative Bank advert, ‘Money makes the world go round’:
www.youtube.com/watch?v=GbVXNSSrEwg&feature=related
• Corporate responsibility and the Co-operative Bank:
www.youtube.com/watch?v=TTsZRBa-cTQ
• You could then ask students what the Co-op do with the money they get, and what
they don’t do with it. Then as a class, collaborate to write a summary of what an ethical
investment is.
• When it comes to business ethics, why not invite some local businesspeople to take
part in a Q&A panel with your students, who can prepare questions in advance to ask
them.
• You could also show students the video of the Show of Hands song “Arrogance,
Ignorance and Greed”, which can be found at www.youtube.com/watch?v=Tn8ITk6UWM. The initials of the song’s name are not coincidental. Discuss with
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your students why someone would be inspired to write such a song? How does
the video support the lyrics? Dissect the lyrics for hidden messages (e.g. “your
probity you exchanged for gold”). I have also directed students to various videos
that explore the US Congress investigation into AIG, such as www.youtube.com/
watch?v=IBnWt8DouFQ.
• Use the question structure ‘who?’, ‘what?’, ‘why?’, ‘where?’, ‘when?’ and ‘how?’ to guide
students’ investigations. When questions are generated and sequenced by students
before they are released to search the web, their labours will be more focused and will
bear greater fruit.
Please note: the above weblinks were working correctly at the time of publication.
Boardworks takes no responsibility for the content of external sites.
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