Part One – EMCC Social Skill Instructions
1. Form a side-by-side team
…
(This means that we sit beside our partner, sharing a handout, and using
small voices
prepare to engage in shared work.) Today’s teams are:
Team 1 -
Kathleen & Milagro
& Mystery Guest
Team 2 - Analicia & Rod & Sylvia
2. Pickup one copy of each class handout
…
before class to share with your partner. Everyone may
take a second copy after class, so that each of you retains his or her own copy
of the materials. See that everyone has his or her own namecard.
3. Fold your namecard in half and display (or wear it) …
so that Mr. Meyer can read YOUR name.
4.
Engage in 2 minutes paired reading
…
of each numbered Evidence Card.
5. Share your discoveries …
Interrupt each handout with a 45 second sharing of your discoveries with the
other teams about your reading, so as to meet the following four class objectives
in Part Two of this lesson plan:
Overall group goal: See that every class member participates, and masters the material and skills.
Part Two - Today’s Class Objectives
| A |
Trace the trend in membership in American unions, & identify those occupations now represented by unions. |
| B |
Trace the evolution of four union organization styles, by discussing differences between (i.) radical unionism (ii.) craft unionism (iii.) industrial unionism (iv.) participatory co-management unionism |
| C |
Create a timeline highlighting the most important legislative and judicial decisions affecting union activities. |
| D | Criteria for earning today's Bonus Points: (i.) - Each team selects (from the Evidence Cards) a different present-day union embracing participatory co-management and and one teamember volunteers to brief the class about what's going on in regard to participatory co-management in their industry. (ii.) - One person on each team assists Mr. Meyer when the instructor... shows the class how an increase in price of final goods sold by their industry increases demand for labor. (iii.) - A different person on each team assists Mr. Meyer when the instructor... shows the class how an increase in output per worker can lead to an increase in wages. |
Part Three - Listen to/Assist Mr.
Meyer’s Presentation on ...
The Principle of
Derived Demand:
Neither labor,
nor capital, nor resources are wanted for their own sake; these things are
hired, rented, or purchased according to their relative ability to contribute
toward a finished product or service which is wanted in the marketplace.
For Bonus Points:
Complete the tables of numbers, for everyone in class to see, while the
instructor expresses the relationships for Marginal Product, Value of Marginal
Product (known as "Demand for Labor Curve") and Labor Supply.
Part Four - Final
Processing:
(1) Complete your
own Quality Chart. (2) Closure - Compliment your teammate(s)!
(3) Get your next homework assignment.
Name Cards
------------- (fold)
Kathleen
Iudicello
(Division Chair)
------------- (fold)
Milagro Escalona
(Faculty)
------------- (fold)
Analicia
(Annie)
Buentello
(Faculty)
------------- (fold)
Rod
Freeman
(Faculty)
------------- (fold)
Sylvia
Orr
(Dean Academic
Affairs)
------------- (fold)
Mystery
Guest
(An absent team
member)
Tom
Meyer
Instructor