Lesson Plan
Course Title: Principles of Business, Marketing, and Finance
Session Title: The Role of Organized Labor
Performance Objective:
The student identifies the role and impact of government, the legal system, and organized
labor in business.
Specific Objectives:
3 (5) (D) Explain the role of organized labor in society.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of one or more of the TEKS listed.
Interdisciplinary Correlations:
English:
§110.42. English I (c) The student is expected to:
(8)(B) read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters,
speeches, memoranda, electronic texts, and other media;
(6)(A) expand vocabulary through wide reading, listening, and discussing; and,
(4)(F) compile written ideas and representations into reports, summaries, or other formats and
draw conclusions.
Economics:
§118.2. Economics (c) The student is expected to:
(21)(A) Analyze the societal values that determine how a country answers the basic
economic questions.
Instructor/Trainer
References:
1. O’Sullivan, Arthur and Sheffrin, Steven M. (2007). Economics: Principles in Action.
Boston: Pearson Prentice Hall.
Instructional Aids:
1. Optional – Overhead, SmartBoard, Internet, ELMO (if available and where applicable)
Materials Needed:
1. Textbook
2. Internet
Teacher Preparation:
Instructors should review content from textbook and websites prior to class.
Copyright © Texas Education Agency, 2011. All rights reserved.
1
Learner Preparation:
Learners will review vocabulary terms the night before class.
Vocabulary:
Strike
An organized word stoppage intended to force an employer to address union demands.
Right-to-work Law
Measure that bans mandatory union membership.
Blue-Collar Worker
Someone who works in an industrial job, often in manufacturing, and who receives wages.
White-Collar Worker
Someone in a professional or clerical job who usually earns a salary.
Collective Bargaining
The process in which union and company representatives meet to negotiate a new labor
contract.
Mediation
A settlement technique in which a neutral mediator meets with each side to try to find a
solution that both sides will accept.
Arbitration
A settlement technique which a third party reviews the case and imposes a decision that is
legally binding for bth sides.
Collective Bargaining
The process in which union and company representatives meet to negotiate a new labor
contract.
O’Sullivan, Arthur and Sheffrin, Steven M. (2007). Economics: Principles in Action. Boston:
Pearson Prentice Hall.
Introduction (LSI Quadrant I):
Organized labor is part of the fabric of the United States. At its best, it has been the vehicle
that helped to improve labor practices in the United States. At its worst, it has been tainted by
people who allowed greed and the need for power to overshadow the reason unions were
initiated. Yet, unions have survived.
Today’s lesson is based on understanding the history behind organized labor and how unions
are still contributing to today’s society.
Copyright © Texas Education Agency, 2011. All rights reserved.
2
Outline
Outline (LSI Quadrant II):
Instructors can use the PowerPoint presentation, slides, handouts, and note pages to support
and reinforce the following outline.
MI
I.
II.
See Multiple
Intelligences
(MI) key
below.
Outline
Application – Guided Practice
I.
A. Students consider
information on organized
labor.
B. Students demonstrate
comprehension of chapter
content and apply
information to current events.
Application – Independent
Practice
A. Students research
organizational labor (laws,
unions, or both).
B. Students gather answers to
specific questions about the
law or union.
C. Students complete an oral
assessment based on their
documented research.
II.
Notes to Instructor
Application – Guided Practice
A. Instructor leads class in a
discussion of organized
labor history.
1. Review Chapter 9,
Section 3 of the
Economics: Principles
in Action
2. Append list with
students’ input
B. Class completes Section 3
Assessment --Key Terms
and Main Ideas
1. Discuss answers
collaboratively
2. Instructor provides a
current event article
that will help students
understand new
vocabulary.
Application – Independent
Practice
A. Instructor directs students
to research organizational
labor
1. Students can research
laws, unions, or both
a. Department/Laws
(Examples)
1.) Department of
Labor
2.) Fair Labor
Standards Act
3.) OSHA
4.) LaborManagement
Reporting and
Disclosure Act
(LMRDA) or
Landrum-Griffin
Act
b. Unions
Copyright © Texas Education Agency, 2011. All rights reserved.
3
(Examples)
1.) AFL-CIO
2.) United Auto
Workers
3.) American
Federation
of Teachers
4.) National
Association
of Letter
Carriers
5.) The
International
Association
of
Machinists
and
Aerospace
Workers
2. Students may work
collaboratively if
necessary
3. Students can utilize
computers to facilitate
research
B. Students answer specific
questions about the law
or union.
1. When was the law
created or union
opened.
2. Which people were
key in initiating this
law or union?
3. What is the purpose
of the law or union?
4. How has the law or
union impacted
organizational labor?
5. What contributions
has the law or union
made to improve the
work environment of
laborers?
C. Student assessment is an
oral examination that
consists of background
knowledge probe.
Copyright © Texas Education Agency, 2011. All rights reserved.
4
Summary
I. Summary Review Questions
A. Students will answer review
questions
Evaluation
I.
Evaluation
I.
A. Students complete a
collaborative timeline.
I. Summary Review Questions
A. Ask review questions found on pages 5 (se
Summary)
Evaluation
A. Students create a collaborative time
line.
1. Divide class into small groups of 2 –
4 students.
2. Assign a specific decade to each
group.
3. Direct students to design segments
of a timeline based on
organizational labor events
(students may desire to introduce
additional events not documented
in the textbook).
4. Review grading rubrics for both the
written product as well as the
presentation (see Timeline Rubrics
Excel document).
To ensure consistency within the
overall timeline, the instructor may
distribute construction paper or
poster paper.
Extension/Enrichment
I. Extension/Enrichment
I.
A. Students creates marketingA.
material for a union.
B. Students research other
unions.
C. Students research DOL
laws.
D. Students utilize available
online lesson plans.
E. Students debate issues B.
relating to the labor
industry.
C.
Extension/Enrichment
Allow students to select a union that
is operable today and create a flier
or pamphlet that can be distributed
to potential members. Class can
collaboratively create its own
grading rubric at the following
website:
http://rubistar.4teachers.org/
Identify unions online (find a union
directory) and discuss the extensive
list of domestic unions and their
respective industries.
Direct students to the US
Department of Labor website to
continue research into labor laws:
http://www.dol.gov/opa/aboutdol/
lawsprog.htm
Copyright © Texas Education Agency, 2011. All rights reserved.
5
D.
E.
Explore additional related lesson
plans through
http://www.lessonplanet.com/
Complete Economics: Principles in
Action Decision Making activity,
page 234, #7 in a debate format.
Copy and paste Multiple Intelligences Graphic in appropriate place in left column.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
IntraPersonal
InterPersonal
Naturalist
Application
Guided Practice (LSI Quadrant III):
I.
Application – Guided Practice
A.
Instructor leads class in a discussion of organized labor history.
1. Review Chapter 9, Section 3 of the Economics: Principles in Action.
2. Append list with students’ input.
B.
Class completes Section 3 Assessment - - Key Terms and Main Ideas
1. Discuss answers collaboratively.
2. Instructor provides a current event article that will help students understand
new vocabulary.
Independent Practice (LSI Quadrant III):
II.
Application – Independent Practice
A.
Instructor directs students to research organizational labor
1. Students can research laws, unions, or both
a. Department/Laws (Examples)
1.) Department of Labor
2.) Fair Labor Standards Act
3.) OSHA
4.) Labor-Management Reporting and Disclosure Act (LMRDA) or
Landrum-Griffin Act
b. Unions (Examples)
5.) AFL-CIO
6.) United Auto Workers
7.) American Federation of Teachers
8.) National Association of Letter Carriers
9.) The International Association of Machinists and Aerospace
Workers
Copyright © Texas Education Agency, 2011. All rights reserved.
6
Existential
B.
C.
2. Students may work collaboratively if necessary
3. Students can utilize computers to facilitate research
Students answer specific questions about the law or union.
1. When was the law created or union opened.
2. Which people were key in initiating this law or union?
3. What is the purpose of the law or union?
4. How has the law or union impacted organizational labor?
5. What contributions has the law or union made to improve the work
environment of laborers?
Student assessment is an oral examination that consists of background
knowledge probe.
Summary
Review (LSI Quadrants I and IV):
•
•
Question: Name and describe laws that protected workers’ rights and/or affected
unions.
Answer: Answers may include Taft-Hartley Act (1947) and Fair Labor Standards Act
(1938) among others.
•
•
Question: Compare blue-collar jobs to white-collar jobs.
Answer: A blue-collar jobs are considered industrial jobs, often in manufacturing;
these employees receive wages. White-collar workers are considered professional or
clerical jobs; these employees receive salaries.
•
•
Question: List at least two reasons for unions’ decline.
Answer: Students’ responses may include: (1) Right-to-work laws; (2) downward
trend of blue-collar workers (and the upward trend of white-collar workers); (3) foreign
competition causing fewer domestic manufacturing jobs; (4) rising proportion of
women in the workforce; and (5) relocation of businesses to areas with lower union
populations/influence.
•
•
Question: Name industries that are influenced by unions today.
Answer: Answers may include airline, education, automobile, health care, etc.
•
Question: How has the increase of female workers contributed to the decrease of
union members nationwide?
Answer: Women who enter the workforce work primarily in white-collar jobs that
may not be part of unions.
•
Evaluation
Informal Assessment (LSI Quadrant III):
Evaluate answers to independent practice.
 Address issues raised in independent practice.
Copyright © Texas Education Agency, 2011. All rights reserved.
7
Formal Assessment (LSI Quadrant III, IV):
I. Evaluation
A.
Students create a collaborative time line.
1. Divide class into small groups of 2 – 4 students.
2. Assign a specific decade to each group.
3. Direct students to design segments of a timeline based on organizational
labor events (students may desire to introduce additional events not
documented in the textbook).
4. Review grading rubrics for both the written product as well as the
presentation (see Timeline Rubrics Excel document).
To ensure consistency within the overall timeline, the instructor may distribute
construction paper or poster paper.
Extension/Enrichment (LSI Quadrant IV):
I.
Extension/Enrichment
A. Allow students to select a union that is operable today and create a flier or
pamphlet that can be distributed to potential members. Class can collaboratively
create its own grading rubric at the following website:
http://rubistar.4teachers.org/
B. Identify unions online (find a union directory) and discuss the extensive list of
domestic unions and their respective industries.
C. Direct students to the US Department of Labor website to continue research into
labor laws: http://www.dol.gov/opa/aboutdol/lawsprog.htm
D. Explore additional related lesson plans through http://www.lessonplanet.com/
E. Complete Economics: Principles in Action Decision Making activity, page 234, #7
in a debate format.
Copyright © Texas Education Agency, 2011. All rights reserved.
8
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Invoice
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Invoice Date: Thursday, March 18, 2010
Bill To: University of North Texas
Date
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Principles of Business, Marketing & Finance
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Timeline Writing Rubric
Teacher Name:
________________________________________
Student Name:
________________________________________
CATEGORY
12.5
11.25
10
8.75
Title
The timeline has a
creative title that
accurately describes
the material and is
easy to locate.
The timeline has an
effective title that
accurately describes
the material and is
easy to locate.
The timeline has a
title that is easy to
locate.
The title is missing or
difficult to locate.
Content/Facts
Facts were accurate Facts were accurate
for all events reported for almost all events
on the timeline.
reported on the
timeline.
The overall
The overall
appearance of the
appearance of the
timeline is pleasing
timeline is somewhat
and easy to read.
pleasing and easy to
read.
An accurate, complete An accurate, complete
date has been
date has been
included for each
included for almost
event.
every event.
All graphics are
All graphics are
effective and
effective, but there
balanced with text
appear to be too few
use.
or too many.
Facts were accurate
for most (~75%) of
the events reported
on the timeline.
The timeline is
relatively readable.
Facts were often
inaccurate for events
reported on the
timeline.
The timeline is
difficult to read.
Readability
Dates
Graphics
An accurate date has Dates are inaccurate
been included for
and/or missing for
almost every event. several events.
Some graphics are
Several graphics are
effective and their use not effective.
is balanced with text
use.
CATEGORY
12.5
11.25
10
8.75
Format
The use of font styles
and colors is
consistent and shows
a logical pattern. It
helps organize the
material.
The use of font styles
and colors is
consistent and shows
a logical pattern for
the most part. It helps
organize the material
somewhat.
The use of font styles
and colors is
consistent, but is not
used effectively to
organize.
The use of font styles
and colors is not
consistent OR
detracts from the
organization.
Resources
The timeline
contained at least 810 events related to
the topic being
studied.
The timeline
contained at least 6-7
events related to the
topic being studied.
The timeline
The timeline
contained at least 5 contained fewer than
events related to the 5 events.
topic being studied.
Copyright © Texas Education Agency, 2011. All rights reserved.
Timeline Presentation Rubric
Teacher Name: ________________________________________
Student Name:
________________________________________
CATEGORY
10
9
8
7
Group Timeline
Group independently develops
a reasonable, complete
timeline describing when
different parts of the work
(e.g.,planning, research, first
draft, final draft) will be done.
All students in group can
independently describe the
high points of the timeline.
Group independently develops
a timeline describing when
most parts of the work will be
done. All students in group can
independently describe the
high points of the timeline.
Group independently develops
a timeline describing when
most parts of the work will be
done. Most students can
independently describe the
high points of the timeline.
Group needs adult help to
develop a timeline AND/OR
several students in the group
cannot independently describe
the high points of the timeline.
Preparation
The student had notes about
all the events and dates s/he
wished to include on the
timeline before beginning to
design the timeline.
The student had notes about
almost all the events and dates
s/he wished to include on the
timeline before beginning to
design the timeline.
Delegation of
Responsibility
The student had notes about
most (~75%) of the events and
dates s/he wished to include
on the timeline before
beginning to design the
timeline.
Each student in the group can Each student in the group can Each student in the group can,
clearly explain what
clearly explain what
with minimal prompting from
information is needed by the information s/he is responsible peers, clearly explain what
group, what information s/he for locating.
information s/he is responsible
is responsible for locating, and
for locating.
when the information is
needed.
Copyright © Texas Education Agency, 2011. All rights reserved.
The student had not prepared
adequate notes before
beginning to design the
timeline.
One or more students in the
group cannot clearly explain
what information they are
responsible for locating.
CATEGORY
10
9
8
Quality of Sources
Researchers independently
locate at least 2 reliable,
interesting information sources
for EACH of their ideas or
questions.
Researchers independently
identify at least 4 reasonable,
insightful, creative
ideas/questions to pursue
when doing the research.
Researchers independently
locate at least 2 reliable
information sources for EACH
of their ideas or questions.
Researchers, with some adult
help, locate at least 2 reliable
information sources for EACH
of their ideas or questions.
Ideas/Research Questions
Time Use
Presentation (Learning of
Content)
Classroom time was used to
work on the project.
Conversations were not
disruptive and focused on the
work.
Researchers independently
identify at least 4 reasonable
ideas/questions to pursue
when doing the research.
Classroom time was used to
work on the project the
majority of the time.
Conversations were not
disruptive and focused on the
work.
The students can accurately
The students can accurately
describe 75% (or more) of the describe 50% of the events on
events on the timeline without the timeline without refering
refering to it and can quickly
to it and can quickly determine
determine which of two events which of two events occurred
occurred first.
first.
7
Researchers, with extensive
adult help, locate at least 2
reliable information sources
for EACH of their ideas or
questions.
Researchers identify, with
Researchers identify, with
some adult help, at least 4
considerable adult help, 4
reasonable ideas/questions to reasonable ideas/questions to
pursue when doing the
pursue when doing the
research.
research.
Classroom time was used to
work on the project the
majority of the time, but
conversations often were
disruptive or did not focus on
the work.
The students can describe any
event on the timeline if
allowed to refer to it and can
determine which of two events
occurred first.
Copyright © Texas Education Agency, 2011. All rights reserved.
Student did not use classroom
time to work on the project
and/or was highly disruptive.
The students cannot use the
timeline effectively to describe
events nor to compare events.