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Instructor’s Manual—Understanding Business 2024 Release By William Nickels, Jim Nickels/McHugh/McHugh Understanding
Business 2024 Release
McHugh and Susan McHugh Chapter 1-20
Chapter 1-20 with Bonus A,B,C,D
Chapter 1: Taking Risks and Making Profits Within the Dynamic Business
Environment
INTRODUCTION
This Instructor’s Manual has been revised to include all teaching resources offered for your course. It is organized for ease of use, so you can
follow along in the classroom and use relevant materials as they are needed.
ADDITIONAL RESOURCE
For more lecture-enhancing examples and videos, visit our blog at http://understandingbiz.com. For answers to the Thinking It Over questions
following the video cases in the text, go to https://highered.mheducation.com/sites/1260894851/instructor_view0/video_library.htm.
,Instructor’s Manual—Understanding Business 2024 Release By William Nickels, Jim Nickels/McHugh/McHugh Understanding
Business 2024 Release
McHugh and Susan McHugh Chapter 1-20
WHAT’S NEW IN THIS RELEASE
Additions:
● Getting to Know Daymond John, Founder and CEO of FUBU
● Name That Company: Hyundai
● Adapting to Change box: Maintaining Cycles of Sustainability With a Circular Economy
● Connecting Through Social Media box: Companies Compete for the Online Attention of Gen Z
● Reaching Beyond Our Borders box: KFC’s Finger-Lickin’ Good Global Offerings
● Video Case: TaskRabbit Keeps the Gig Economy Hopping
Revisions:
● Statistical data and examples were updated throughout the chapter to reflect current information, particularly in reference to the effects of
the COVID-19 pandemic and war in Ukraine (integrated throughout the entire text).
Deletions:
● Boxes: Connecting Through Social Media and Reaching Beyond Our Borders
● Poshmark Video Case (moved online)
ICEBREAKER ACTIVITY
Exercise: Puzzle Fun
Learning Objectives: 1-1 Describe the relationship between profit and risk, and show how
businesses and nonprofit organizations can raise the standard of living
for all.
Instructor Prep Time: 20–30 min
Supplies: 5–10 small puzzles containing 5–6 puzzle pieces.
Class Type: Face-to-Face, Hybrid, and Online
Ideal Class Size: N/A
Setup Time:
,Instructor’s Manual—Understanding Business 2024 Release By William Nickels, Jim Nickels/McHugh/McHugh Understanding
Business 2024 Release
McHugh and Susan McHugh Chapter 1-20
Face-to-Face 5 min to hand out puzzle pieces and create teams.
Hybrid
Online 1–2 hr to find puzzle and 15 min to post puzzle.
Student Work Time: 30 min
Wrap-Up Time:
Face-to-Face 15–20 min to discuss “takeaways.”
Hybrid
Online Online chat room—1–2 days to answer any questions.
Evaluation Suggestions: N/A
Setup: In-Person and Hybrid
• Depending on the class size, purchase 5–10 small puzzles containing 5–6 puzzle pieces.
• Divide up the puzzle pieces and place in 5–10 sandwich bags based on the class size.
• This exercise is great for the first day of class.
• It serves as an “icebreaker” as well as illustrating Learning Objective 1-1.
• It is a fun way to start the semester.
Online
There are free websites that you can download puzzles to post online (here are three sites—there are many more)
www.jigsawplanet.com/
www.jigzone.com/
https://www.thejigsawpuzzles.com/
Day of:
• Form teams of five to six depending on the number of puzzle pieces per bag.
• Tell the teams there is a prize for the team that finishes first.
• Tell them you have to leave the classroom and will be back in a few minutes.
, Instructor’s Manual—Understanding Business 2024 Release By William Nickels, Jim Nickels/McHugh/McHugh Understanding
Business 2024 Release
McHugh and Susan McHugh Chapter 1-20
• Depending on the class, it might take a few minutes for the students to realize that they don’t have the right pieces to complete the
puzzle.
• They will finally realize that the whole class has to collaborate to complete the puzzles.
• After the students realize that there are multiple puzzles and have finally completed the puzzles, have them stay in the groups, discuss
the process, and analyze the steps involved.
Student Instructions:
• Student steps for the activity:
1. You are to put together a puzzle.
2. The first team to successfully complete the puzzle will receive a prize.
Wrap-Up/“Takeaways” Suggested Topics:
• In-person/hybrid classes: Wrap-up and discussion: 15–20 min. Frame the discussion around the concept that the business world is like a
puzzle with multiple components performing a myriad of functions and roles (refer to Figure 1.1 A Business and Its Stakeholders) that at
first glance may not seem connected but requires collaboration to create a successful business.
Online: Instructor and student comments posted on the discussion page.
BRIEF CHAPTER OUTLINE, LEARNING OBJECTIVES, AND CLASSROOM ACTIVITIES
Chapter Opener Summary PowerPoint Slides
Getting to Know Daymond John, Founder and CEO of FUBU Daymond John’s path to prosperity PPT 6
started when he noticed a fashion trend
in his neighborhood that quickly grew
into a business after John and his
partners pursued the idea of getting
their clothing into the hands of
celebrities.
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