Professional Documents
Culture Documents
Prepared by
Megan Boler
Trevor Norris
Laura Pinto
Ian Esquivel
February 2004
Expectations from the following courses that pertain directly to these themes are:
Philosophy: Questions and Theories, Grade 12, University Preparation
Challenge and Change in Society, Grade 12, University/College Preparation
The Individual and the Economy, Grade 11, University/College Preparation
Civics, Grade 10, Open
Canadian Politics and Citizenship, Grade 11, Open
Canadian and World Politics Grade 12, University Preparation
Introduction to Business, Grade 9/10 Open
Introduction to Entrepreneurial Studies, Grade 11, College Preparation
Introduction to International Business, Grade 12, University/College Preparation
Introduction to International Business, Grade 12, Workplace Preparation
Introduction to Marketing, Grade 11, College Preparation
Organizational Studies: Organizational Behaviour and Human Resources, Grade 12, University/College
Preparation
Organizational Studies: Managing a Small Business, Grade 12, Workplace Preparation
English, Grade 9, Academic
English, Grade 9, Applied
English, Grade 10, Academic
English, Grade 10, Applied
English, Grade 11, University Preparation
English, Grade 11, College Preparation
English, Grade 11, Workplace Preparation
English, Grade 12, University Preparation
English, Grade 12, College Preparation
English, Grade 12, Workplace Preparation
Media Studies, Grade 11, Open
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.
A corporation is designated as a legal person under law. What kind of person would it be?
Answer: A psychopath. While this may strike some as obvious, others will find The Corporation
a real eye-opener as it delves into the mindset and character of corporate America. This
insightful documentary comes to us from Mark Achbar (Manufacturing Consent: Noam
Chomsky and the Media), Jennifer Abbott (A Cow at My Table), and Joel Bakan, whose book
The Corporation: The Pathological Pursuit of Profit and Power (to be published March 8) serves
as the basis for the film.
Through interviews with left-wing staples such as Noam Chomksy, Naomi Klein, and Michael
Moore; company CEOs from Pfizer, Goodyear, and Royal Dutch Shell; activists and
whistleblowers; and highlighting specific cases of corporate deception, the three-hour mini-series
paints a somewhat unflattering picture of multinationals. Some of the most damning evidence
comes from Fox News CEO Ray Anderson who was pressured to kill a story that exposed links
to cancer in a synthetic Monsanto bovine milk hormone.
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 go up.
The Corporation received critical acclaim at the Toronto International Film Festival, and has just
been named as one of the Festival’s "Canada's Top Ten 2003" films. The Corporation also
garnered the Joris Ivens Special Jury Prize at the Amsterdam Film Festival in November and will
be screened at the Sundance Film Festival in January.
The Corporation makes its television debut on The View From Here Wednesday February 25,
March 3, and 10 at 10:00 p.m.
Part 1 is repeated February 29 at 12 am. Part 2 repeats March 7 at 12 am and Part 3 repeats
March 14 at 12 a.m.
Visit The Corporation’s official Web site for more information at: www.thecorporation.com
Timeframe • In addition to viewing the documentary, allow 2 to 6 75-minute periods. Time will
vary depending on the size of the class, and the amount of time provided for
students to conduct research.
Background and/or prior It is important that students understand what a debate entails. Spend some time prior to
learning this activity establishing a format for debate, and discussing the process and
expectations with students. A number of resources can be found online that detail how
to structure and prepare for debates.
Suggested learning • Provide students with an overview of the activity prior to viewing The
strategies Corporation so that they can take appropriate notes. Consider providing a
template to assist them in recording relevant information.
• After viewing The Corporation, ask students to identify issues that caused dispute
between different people. Generate a class list of possible topics that might be
suitable for a debate based on issues identified.
• Relate these issues to specific topics in class (e.g., social change and poverty in
HSB4M, values and ideologies in CPC3O, government regulations in business
courses, etc.). Select two to three issues (depending on the size of the class)
particularly relevant to the class for debates.
• Form teams of four or five students to debate against one another. Distribute
assessment criteria (e.g., BLM 2) to class and ensure they understand the process
and expectations. Assign topics to groups, and provide time for preparation.
Ensure that students research perspectives on their issue. The “Electronic
Resources” provided in this package provides a starting place. Encourage students
to use BLM 3: Argument Analysis Sheet when looking at positions, as well as to
help them form their own sound arguments.
• Conduct debates, allowing for debriefing and class discussion after each. Some
potential areas for debate might include (but certainly are not limited to):
o Labour practices in developing countries – while some argue that
paying workers pennies a day to manufacture goods for export
actually benefits developing countries and their citizens, others feel
that this practice is unfair.
o Ownership of “commons”– some argue that natural resources such
as water or air should be publicly-held (i.e., by governments and
citizens), others argue that privatizing them (i.e., shifting ownership
to private companies) will actually contribute more to their care and
protection.
o Advertising to children – while some argue that advertising to
children is taking advantage of their lack of cognitive development,
others feel it is fair game to help them satisfy needs and wants.
o Social responsibility and accountability – some argue that
corporations who do not act responsibly will be “punished by the
market” (i.e., consumers will not make purchases if they act
unethically), while others feel that governments or citizens should
regulate industries and businesses.
THE CORPORATION: RESOURCES FOR CLASSROOM TEACHERS 3
unethically), while others feel that governments or citizens should
regulate industries and businesses.
o Corporate involvement in government – some argue that
corporations are legitimate stakeholders and citizens who are entitled
to their say in the democratic process, while others feel that
corporate involvement can lead to unfair influence.
o Advertising and public space – Naomi Klein expressed concern that
certain forms of advertising and promotions compromise public
space, while others (specifically branding) are “invasive.” Others
feel that advertising is fair game, and even desirable to consumers.
o Influence of corporations on society – some (Chomsky, Klein) have
charged corporations, through years of advertising and public
relations, with defining people’s social roles as consumers and
creating beliefs that corporations are responsible for prosperity. The
concern is that people are disassociated from one another, and
preoccupied with fulfilling needs and wants at the expense of
democratic participation, human development, interaction, etc.
Those who dispute this claim feel that it is either inaccurate, not a
result of corporate actions, or both.
Assessment/evaluation Formative
• Observation of student interaction and participation in the process
• Consider creating a peer-assessment instrument so that students can provide
constructive feedback to one another
Summative
• Use of BLM 2: California Academic Press Holistic Critical Thinking Rubric for
assessment of debate content
Background and/or prior The Corporation provides a variety of ethical issues for discussion. Providing
learning students with a framework for ethical analysis will allow for reflective and critical
analysis. A number of frameworks for ethical analysis exist. BLM 1: Ethical
Analysis Sheet requires students to have an understanding of deontology and
utilitarianism. Further information on these constructs can be researched by
students on the Internet. Alternately, an introduction to ethics and these concepts in
the form of a handout is available in the Introduction to Information Technology in
Business (BTT) course profile available at:
http://www.curriculum.org/occ/profiles/9/business_c.shtml
Suggested learning • Provide students with an overview of the activity prior to viewing The
strategies Corporation so that they can take appropriate notes. Consider providing a
template to assist them in recording relevant information.
• After viewing The Corporation, discuss the nature of ethics as a class. Be sure
to discuss the difference between “ethical” and “legal” issues.You may wish to
provide relevant pre-reading for students prior to viewing the film.
• Generate a list of ethical issues raised by the film. Issues might include (but are
certainly not limited to):
o “Free agency” of corporate CEOs – individuals such as Noam
Chomsky remind us that we must differentiate between the
institution and the individual. Is there a problem when a “nice”
person is involved in a company that engages in some unethical
practices? What responsibilities do people have to call attention
to or try to stop practices that they view as unethical.
o A stockbroker in the film said “in devastation, there is
opportunity,” and gave examples of the positive market outcomes
of tragedies such as 9/11 and wars. Are there any implications for
this attitude, or is it simply looking for the “silver lining”?
o Michael Moore felt that corporations and their CEOs are “out of
touch” with what the majority want, because the majority of
citizens are women and the working poor. Does it matter whether
or not CEOs know who the “majority” are and what they want?
(Note: encourage students to look at National Post Business
magazine’s November 2003 “CEO Scorecard” to investigate the
gender and ethnic composition of Canadian CEOs).
o Is it a conflict of interest for corporations to determine what
constitutes socially responsible behaviour?
o Is it fair for those who own media (e.g., book publishers,
newspapers, television station owners, etc.) to be able to decide
what is said? Is it fair for advertisers to exert influence over how
they are portrayed in the media?
o What, if any, responsibility do corporations have to the
environment?
o One CEO stated that export processing zones (low-wage labour
in developing countries) allow people in those countries to
contribute to their economies and make a living. Others describe
this as “sweatshop” labour that violates human rights. To what
THE CORPORATION:
extent do either or both of these positions have merit?
RESOURCES FOR CLASSROOM TEACHERS 5
contribute to their economies and make a living. Others describe
this as “sweatshop” labour that violates human rights. To what
extent do either or both of these positions have merit?
o What responsibility do corporations have to provide consumers
with the risks associated with their products? What are their
responsibilities for testing products? Is there a difference between
what is legally required, and what is ethically required?
o Who should own “commons” such as natural resources and
services for citizens (e.g., healthcare, police, education)? Who
should make the decision about ownership? Is it the case that
only those who own such commons can have an interest in
maintaining them?
o Many arguments for privatization focus on the belief that
corporations can run operations more efficiently (and therefore
minimize waste of public funds). Is this true a valid position?
Should economic efficiency be the primary concern for commons
and public services? Are there other criteria to determine who
should own or operate them?
o One individual in the film stated “when organizations go
international, governments lose power.” What are the
implications of such a shift in the balance of power? Is balance of
power in favour of transnational corporations ethical?
• Have each student select an ethical issue for analysis. Distribute BLM 1:
Ethical Analysis Sheet to use as a guide. Consider using BLM 2: California
Academic Press Holistic Critical Thinking Rubric to assess their responses. If
it is to be used, it should be distributed and discussed before students begin the
activity.
• Provide adequate time to complete the analysis. Students should be encouraged
to work in pairs so that they can share ideas and perspectives.
• When students have completed the analysis, allow them to share their findings
in a large group.
Assessment/evaluation Formative
• Completion of BLM 1: Ethical Analysis Sheet using BLM 2: California
Academic Press Holistic Critical Thinking Rubric
Background and/or prior Students should be familiar with the terms/concepts 'investigative journalism', 'bias'
learning and 'omission'.
Suggested learning • Have students view a recent tape of a local news “investigative journalism” report
strategies on a topic of interest to the class or community. Generate a discussion about how
the topic was covered. Encourage the class to identify perspectives or information
that might be missing (omissions), and bias. Generate hypotheses as to why this
might be missing. Discuss the concept of “filters” in news reporting.
• Provide students with an overview of the activity prior to viewing The
Corporation so that they can take appropriate notes. Consider providing a
template to assist them in recording relevant information.
• View only the section of The Corporation on the Fox News issue. Ask students to
identify issues that caused dispute between different people. Generate a class list
of possible topics that might be suitable for a debate based on issues identified.
• Discuss what happened to the reporters. Have students compare what happened in
the documentary to their hypotheses about the first video they viewed. Encourage
them to think about how they can trust what they see and hear.
• Form teams of four or five students to prepare their own investigative journalism
reports. Distribute assessment criteria (e.g., see BLM 4 for details) to class and
ensure they understand the process and expectations. Either assign topics to
groups, or allow them to select their own topics for investigation. Ensure that
students research a variety of perspectives on their issue. The “Electronic
Resources” provided in this package provides a starting place for some issues.
Encourage students to use BLM 3: Argument Analysis Sheet when looking at
positions, as well as to help them form their own sound arguments.
• If equipment is available, have students prepare video reports to supplement class
presentations and written work.
• Allow time for students to make presentations, and to discuss/debrief after each.
Assessment/evaluation Formative
• Observation of student interaction and participation in the process
• Consider creating a peer-assessment instrument so that students can provide
constructive feedback to one another
Summative
• Use of BLM 4: Investigative Journalism Rubric
Timeframe • In addition to viewing the documentary, allow 2 to 6 75-minute periods. Time will
vary depending on the size of the class, and the amount of time provided for
students to conduct research.
Background and/or prior Students should have a basic knowledge of expository programming, and be familiar
learning with the concept of a theme in literature or media.
Suggested learning • Provide students with an overview of the activity prior to viewing The
strategies Corporation so that they can take appropriate notes. Consider providing a
template to assist them in recording relevant information.
• View the first hour or two of The Corporation. Ask students to identify themes
used to tell the documentary’s story (i.e., using mental illness to frame their
characterization of corporations).
• Generate a list of student reactions to this theme. How did they react when this
was presented? Did it alter the way that they watched the film?
• Generate a list of other themes that students have observed in other media
presentations (e.g., news, documentaries, films, etc.). Discuss how these examples
compare to The Corporation.
• In small groups, have students discuss and be prepared to respond to the following
questions:
o How does the use of themes contribute to effectiveness of expository
programming?
o Are there any shortcomings of theme use?
• Facilitate a class discussion about small group findings.
Extensions Separate, but related, issues about the presentation of the documentary could be
included in this lesson, or expanded into subsequent lessons. They include:
• how the narrative structure is articulated through the use, sequencing and/or
juxtaposition of visuals, written text, graphics, format of interview segments, and
use of sound effects and voice-overs
• on The Corporation’s Web site, the film is posited as a satire described as “darkly
amusing.” Is it perceived that way by students? Or is it perceived as a serious
piece that attacks rather than pokes fun at corporations and capitalism?
Assessment/evaluation Formative
• Observation of student interaction and participation in the process
• Consider creating a peer-assessment instrument so that students can provide
constructive feedback to one another
Timeframe • In addition to viewing the documentary, allow 2 to 6 75-minute periods. Time will
vary depending on the size of the class, and the amount of time provided for
students to conduct research.
Background and/or prior Students should have an understanding of basic marketing approaches, strategies and
learning techniques such as product placement, branding, psychographic and demographic
targeting.
Suggested learning • Provide students with an overview of the activity prior to viewing The
strategies Corporation so that they can take appropriate notes. Consider providing a
template to assist them in recording relevant information.
• View only the section of The Corporation on stealth marketing. Clarify
terminology such as stealth, consumer, and product placement with students ikf
they have not been exposed to these terms. Generate a class list of stealth
marketing they know of, such as examples in the film, product placement in
movies and on television, logos on clothing, street marketing, etc.
• Ask students to discuss the following questions, either as a small or large group:
o Is stealth marketing ethical? Why or why not?
o As a consumer, do you have a right to know when you’re the target
of marketing?
o Should consumers have any specific skills or knowledge to deal with
such marketing efforts? Why or why not? If so, what sorts of skills
or knowledge?
o Is stealth marketing a form of communication? Why or why not?
o How do you think consumers would react if they were told that they
were victims of stealth marketing?
• Students will attempt to get more definitive answers to the questions above by
engaging in stealth marketing at school. In groups of four or five, have students
develop a “stealth marketing” plan for a specific product or service. They should
create a one-page summary that describes:
o What they hope to achieve (e.g., create brand awareness of a
particular drink, persuade others to purchase an object, etc.). This
must be measurable – they cannot seek brand awareness of a product
that most “targets” already know
o How they plan to achieve this (e.g., through a conversation, through
product placement in a particular environment, etc.) and why they
think this will be successful
o Who they plan to target
• Have students enact their stealth marketing plans at lunchtime or between classes.
At least one student in each group will be the “observer” and take notes, while
others may participate in the marketing effort. At the end, students should
interview their “targets” to find out if:
3. In the space provided below, describe what deontological and utilitarian arguments a corporation might
use when they discuss this ethical issue.
Deontological Argument(s) Utilitarian Argument(s)
4. In the space provided below, describe the deontological and utilitarian arguments that oppose the
corporate position you described in question 3.
Deontological Argument(s) Utilitarian Argument(s)
5. Given the analysis you performed in the space above, describe your [is your]?? personal feelings about
this issue. Be specific, and explain why you feel this way.
1
Permission is granted online to reproduce copies of this rubric for teaching assessment and research by students,
faculty and administrators at public or nonprofit educational institutions. The California Academic Press LLC is
happy to provide the education community with this assessment tool. It is available at
<http://www.calpress.com/rubric.html>
Does the author address alternate arguments, possible objections to his/her argument, or other points of
view? Explain.
Your completed performance task includes the following items, prepared either in a word-
processed document or using presentation software:
• a plan for your stealth marketing efforts;
• a summary of observations made and reactions from marketing victims; and
• conclusions drawn based on the experience.
Instructions: Using the links provided, visit sites to find the following information.
These sites can be used to investigate or research some of the many themes brought to light by
The Corporation. The sites represent a broad spectrum of perspectives – from corporate-
sponsored sites, to anti-globalization and media awareness sites. Students and teachers are
encouraged to investigate a number of sites representing different viewpoints to become better
informed about these highly-debated issues. Specific information about the documentary can be
found on its official Web site at www.thecorporation.com.
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