Labor Day was created in 1882. Originally, it was intended to be a less controversial workers' day than May Day, with its Socialist origins. Today, however, much of this history is forgotten and Labor Day is often thought of as simply the official end to summer. Although around Labor Day is a really good time to consider the work that people actually do in a society, this lesson is relevant year around.
Often we take aspects of the work world for granted. For example, that a CEO will be better paid than a construction worker. Or that being a teacher is more important than is being a waiter. These assumptions allow us to perpetuate a system that allows gross inequities in pay between professions, and designates some jobs as less important than others, no matter how much society depends on them.
“Looking at Labor” is designed to help students:
Materials:
In this lesson “Looking at Labor,” students will participate in activities designed to highlight the variety of work that people do. They will consider why certain jobs are better paid and typically more respected than others and will decide whether such assessments are valid.
day laborer |dā ˈlāb(ə)rər|
(noun) Work done where the worker is hired and paid one day at a time. There is no promise that more work will be available in the future.
socialist |ˈsō shəˌlizəm|
(noun) One who advocates or practices Socialism, the economic and political theories advocating collective or governmental ownership and administration of the means of production and distribution of goods.
CEO (abbreviation)
(noun) Etymology: chief executive officer: the executive with the chief decision-making authority in an
organization or business.
1. In pairs or small teams, review the handout listing occupations. Then rank the jobs in order of which you think are most important with 1 as the most important and 25 as the least. When you have completed this task, discuss whether you think it was hard to rank the 25 jobs and why.
2. Now imagine you live in a society where there can only be five jobs. In the same pairs or small teams, create a list of the five jobs that you think are most important to society. This list may be based on occupations listed on the handout, or it can be your own creation. As a class, share your five jobs and reasons for picking these jobs. Examine the differences/similarities of the job choices and reasoning behind your choices.
3. Divide into new teams of three, and discuss: Why do you think some jobs are generally more respected and better paid than others? What would happen if everyone was paid the same regardless of what job they held? What could be the benefits? The drawbacks?
Some points to consider:
4. Randomly pick one job. Imagine there is a benefactor who wants to give a grant to improve working conditions for one form of employment. Make a convincing argument explaining why that particular job should get the grant. Form a small group and take turns sharing your arguments orally. After presenting your argument, provide feedback to each other as to which aspects of the argument you found most persuasive.
Assessment
As a diagnostic tool, respond to these questions before starting the lesson. You have five minutes.
1) What does the holiday Labor Day represent?
2) Should a doctor be paid more than a truck driver? Why or why not?
3) What three jobs do you think are the most important in keeping your community functioning?
As a self-evaluative assessment to see how well you improved, respond to the same three questions after completing the lesson. Again, you have five minutes. Then, reflect on your results in your journals, responding to the prompt: To what extend did the lesson enhance your achievement of our lesson’s learning objectives?
Additional extension activity questions:
True or False
_____ Immigrants take jobs away from native-born Americans.
_____ Immigrants concentrated in low-skilled jobs drive down wages.
_____ Immigrants don't pay taxes.
_____ If there weren't so many immigrants taking jobs, unemployment would be lower.
_____ Immigrants send most of what they earn to their home countries and as a result, they don't stimulate the economy.
1. Individually, make a list of people you think of when you think of a day laborer. Then with a partner, share your lists. How is your partner’s list like yours? With your partner, predict what percentage of day laborers are male and female, make sure the total percentage equals 100. Share your predictions with the class. Discuss what informs your predictions.
Teacher Notes: Some likely responses: a farm worker, construction worker or an undocumented immigrant. While many of us think of day laborers as male construction workers or farm workers, women make up 44 percent of day laborers.
2. Read the New York Times article: Invisible to Most, Immigrant Women Line Up for Day Labor By Nina Bernstein (Published: August 15, 2005, New York Times). Available here. [2]
In pairs or small groups, discuss:
3. Break into small groups. Each group has one of the following five statements focusing on myth or fact about immigrant labor. Visit the library to determine if your group’s statement is a myth or a fact. When you return, you will present your findings to another group.
Note: All five statements are common beliefs, yet each can be disproved. This section of the activity is based on the book, “‘They Take Our Jobs!’ and 20 Other Myths About Immigration,” by Aviva Chomsky. Excerpts, including explanations of the listed myths, can be read here. [3]
Economics
Standard 5 [4]. Understands unemployment, income, and income distribution in a market economy.
Life Work
Standard 4 [5]. Studies or pursues specific job interests
ESL Standards
Goal 1, Standard 2 [6]: To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.
Goal 2, Standard 1 [7]: Use English to achieve academically in all content areas: Students will use English to interact in the classroom.
Links:
[1] http://www.tolerance.org/sites/default/files/general/tt_25_jobs.pdf
[2] http://www.nytimes.com/2005/08/15/nyregion/15labor.html
[3] http://books.google.com/books?id=8sqiIlQt16UC&printsec=frontcoverampdq="They Take Our Jobs"#v=onepage&q=&f=false
[4] http://www.mcrel.org/compendium/standardDetails.asp?subjectID=15&standardID=5
[5] http://www.mcrel.org/compendium/reference.asp?item=standard&subjectID=24&standardID=4
[6] http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=315
[7] http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316