What is the role of labor unions?

1) Driving Question: What is the role of labor unions?

• Does the DQ warrant in-depth study?
• Is the DQ an authentic and relevant issue/problem for my students? Is there more than one plausible solution to the DQ?
• Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?
•  Provide a brief introduction to your question as well

This question is extremely pertinent for students because it causes them to think critically about an issue that could directly affect them and most certainly does affect many Americans.  The DQ allows the student to perform an in-depth study to bolster his or her argument.  As mentioned above, the issue of labor unions is an extremely relevant topic because students may one day work for an organization that has or wants a labor union.  Also, as future voters, these students might have the opportunity to affect public policy in regards to unions.  Students are free to answer the question in any way that they wish.  This allows them to give more than one plausible solution to the DQ.  I believe that this DQ is great question to foster the evaluative and analytical skills for my students.  Students must logically present and defend their view on whether or not labor unions are good or bad for the economy.  Students that hold contrary views will be allowed to challenge the differing opinions of their peers in a constructive atmosphere.    

2) Grabber

• Does the story, article, video, announcement, or role play other resource hook the learner into asking more questions about the topic?
• Does the grabber capitalize on novelty and / or high emotion situations?
• Does the grabber establish authenticity & relevance?
• Make sure to explain how this grabber would be used.

The role playing of the other teachers will provide the hook that we need for the students to become fully engaged into our topic. The grabber will put the students in the position of deciding whether or not they would like to join a union for their student body. The grabber will capitalize on the student’s emotions with teachers busting through the doors, one recruiting them to join a union, the other persuading them why not to join one.

3) Culminating Activity

• How is the activity authentic?
• Does the activity provide students with the opportunity to present and defend problem solution?
• Does the activity require student collaboration?
• How will I judge what students have learned from the activity?

• You will likely need to create a rubric for this step and example materials.

This activity is authentic because it places students in the role of workers;forcing forcing them to decide whether they would like to join a union or not. The activity provides the opportunity to present and defend problem solution since the students will be separated into two different groups, one for the student unions and one against having the unions. The activity requires student collaboration since they will be working with one another, defending their positions on the student union. As a teacher, I will judge what students have learned from this activity by observing their participation in the class discussion, and by their short writing prompt that they will turn-in at the end of class.  (see rubric below)  

Active participation  Excellent: 5  Good: 2-4  Poor: 0-1

Writing Prompt        Excellent: 5  Good: 2-4  Poor: 0-1

Active participation:  (Excellent) participates frequently in the class discussions.  Thoughts are clearly expressed and logical.  Brings unique perspectives to class the discussion. (Good) participates in class discussions. Thoughts are expressed in a way that is comprehensible to and relevant the class discussion.  Does not copy or repeat the thoughts of other class members in the discussion. (Poor) Rarely or does not participate in the class discussion. Thoughts are not clearly expressed and/or are not logical or relevant.  Copies the ideas of other classmates.

Writing Prompt: (Excellent) Thoughts are expressed clearly.  Few or no grammatical and spelling errors.  Thoughts reflect a strong understanding of class discussion.  (Good) Thoughts are mostly expressed clearly.  Few grammatical errors.  Thoughts reflect a good understanding of class discussion.  (Poor) Thought are not expressed clearly/ are in incoherent.  Several grammatical and/or spelling errors.  Thoughts reflect little understanding of class discussion.