Making Economic Choices – Grade 11 Workplace Show Me the Money! “This unit is designed for students like me and the players I coach, who always have sports on their mind, and could better grasp academic concepts when we could relate them to something we were interested in.” – Mike Fortuna Unit 2: Demand and Supply of Labour 1|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Table of Contents 1. Unit Overview: Written By All.............................................................................................. 2. Unit Description Why Sports? ............................................................................................................ 5-6 Written By: Nicole Ceolin Meet The Dream Team ....................................................................................... 4-5 Written By: Nicole Ceolin Creative Process .................................................................................................... 4 Written By: Nicole Ceolin Image of The Learner .......................................................................................... 3 6 Written By: All 3. Unit Expectations ................................................................................................................ 7 Written By: All 4. Unit Outline – Recommended Lessons with Expectations .................................. 8 Written By: Nicole Ceolin 5. Assessment Chart ................................................................................................................. 9 Written By: Nicole Ceolin 6. Culminating Activity: Show Me the Money! Culminating Activity Overview for Teachers ............................................ 10-11 Written By: Michelle Matuszak Contract Negotiations Information Package with Assessment and Evaluation Tools ....................................................... 12-18 MLB Scenario Package ........................................................................................ 19-24 NBA Scenario Package ......................................................................................... 25-30 NHL Scenario Package ......................................................................................... 31-36 Written By: Mike Fortuna and Michelle Matuszak 7. Sample Lesson Plans How Labour Markets Operate ......................................................................... 37-39 Written By: Nicole Ceolin Demand for Labour ............................................................................................. 40-43 Written By: Narayan Regmi Supply for Labour .................................................................................................. 40-43 Written By: Narayan Regmi Labour Unions ........................................................................................................ 44-47 Written By: Nicole Ceolin 8. Sample Lesson Plan Appendices. Appendix A: written by Nicole Ceolin .......................................................................A1-A7 Appendix B: written by Narayan Regmi ...................................................................B1-B3 Appendix C: written by Narayan Regmi ...................................................................C1-C4 Appendix D: written by Nicole Ceolin........................................................................D1-D16 Appendix E: written by Mike Fortuna ....................................................................... E1 9. Sample Recommended Reading ........................................................................................ Tab Indicated 10. Resources .................................................................................................................................... Tab Indicated Unit 2: Demand and Supply of Labour 2|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Show Me the Money! Making Economic Choices - Grade 11 Workplace - CIC3E Culminating Activity - Professional Sports: Contract Negotiations ‘Show Me the Money’ is the theme of the unit and the premise for the culminating activity. The C.A. is designed for you to use your knowledge of economic concepts (demand and supply of labour) and successfully complete a professional sports contract negotiation. You will be taking on the role and perspective of a player/agent or a general manager/owner. You will be engaged in team building, and will enhance your written and communication skills. The challenge involves balancing conflicting wants and needs and finding a reasonable compromise. Expectations Explain the factors that influence the demand for and supply of labour Identify the criteria that different stakeholders use to make economic decisions as consumers, workers, and investors Students will graph, analyse, and communicate how athletes influence ticket sales through performance (i.e. productivity/demographics) Students will engage in a simulation and negotiate a contract for a professional athlete Identify the criteria that is used to make economic decisions as a consumer, worker, and investor Students will engage in case studies involving analysis of advantages and disadvantages and cost-benefits Communicate the results of inquiries, using a variety of styles and forms as well as visual supports Students will take part in activity-based learning through flexible grouping, simulations, role play, and enhance literacy skills Performance Indicators Unit 2: Demand and Supply of Labour 3|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Why Sports? Economics is a subject that is perceived as being difficult, boring, irrelevant and abstract. But is it really? Or is it the way the subject is presented and taught that turn these perceptions into reality? We believe the latter. As Economic teachers, we believe that the best way to engage our students into economic content is by giving them authentic experiences that will demonstrate to them how economics is weaved throughout their everyday lives, and more importantly, how economics can directly relate to topics they are interested in. That is when we came up with a sport infused unit design. The Economics of Sports has been a popular subject and its popularity continues to gain momentum. "Sports, from an economic standpoint, is a fascinating industry because it's so woven into the popular culture, people care about it in a way that they don't care about a lot of other industries that have similar or even greater economic impact" (Peter von Allmen, 2006). A sports theme also lends itself to a variety of instructional methods such as co-operative learning with ability grouping, contract negotiations, role play, and news reporting. Students will examine the labour market, demand and supply and labour unions with a focus on collective bargaining agreements. Professional Sports is also an ideal context for discussing equity, as there is much controversy on the discrimination that takes place in pro sports. The Culminating Activity provides students with an authentic learning experience where they will partake in a simulation of contract negotiations for a professional sports team. Image of the Learner: This Unit is designed for Grade 11 Workplace students. The prerequisite for this course is Grade 10 Canadian History. The class is made up of sports fans, enthusiasts, and athletes who may have difficulty making connections between academic concepts and real world experiences and or interests. This is the first time students will be introduced to economic theory and concepts. Students are hyperactive and there is a range of students who lack motivation academically. There will be two ELL students, and one identified ADHD student. We envision the class setting to take place in an inner city school with a diverse range of cultural backgrounds and abilities. To accommodate and engage the diversity of students, we integrate cooperative learning, flexible grouping, ability grouping, and webquests. This unit is intended to be taught as the second unit in the course. Therefore, students are to have prior knowledge in scarcity and decision making (more specifically wants, needs, resources, and opportunity cost) and National Decision Making (more specifically knowing what is produced, how it is produced, and who it is produced for; making comparisons, understanding what an economy is). They will also know the fundamentals of demand and supply. The recommended time frames for lessons were allocated to provide more time for the economic concepts/topics which are directly related to the culminating activity. We anticipate students will need additional time to process and apply their learning. Creative Process: Our team shared the same underlying goal from the beginning. We wanted to capture an audience that may have never made the connection between economics and everyday life. We wanted to create an authentic Culminating Activity that would engage a diverse group of students. We knew we wanted to have a captivating theme that could Unit 2: Demand and Supply of Labour 4|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! be infused through each lesson, each day, so that we would spark a genuine interest and passion in our students and ultimately remove the negative stereotypes of economics or just plainly introduce the relevance of economics all together. We used a ‘design down’ process for this unit. We began with choosing the grade and course type, Grade 11 Workplace Preparation. We then decided on the topic of’ Demand and Supply of Labour’. From there, we brainstormed on what we wanted students to learn, understand, and be able to apply from the unit. We went straight to the Ontario Curriculum documents and selected the enduring, important, and familiar expectations. From there, we had a very candid discussion about our experiences with both teaching and studying economics. More specifically, we reflected on the teaching experiences we had, to date, where we felt we accomplished positive student engagement and learning. Many of our reflections overlapped in the sense that students ultimately were more engaged in activity-based learning, and genuinely more interested when we made those connections between content and their interests and/or experiences. Throughout this process, many of our teams own interests and passions started to shine though. We had two sports enthusiasts, and two members who were eagerly interested in the predominant role of economics in sports. That is when it happened. We decided on a ProSports focus for the Culminating Activity and thus, “The Dream Team” was born. Next, we brainstormed on how we wanted students to demonstrate their learning of the enduring understandings in the culminating activity and the important and familiar understandings throughout the unit lessons. We decided on a variation of assessment tools that could be used for the teacher and ones that students could use to self-assess. Our formative assessment and evaluation strategies would incorporate diagnostic activities and both formal and informal observations. We would also include oral questioning in the form of true/false and multiple choice questions to check for understanding. Our goal for the formative assessments was to have students enjoy themselves, so they were created with an entertainment factor. ‘Let’s Dance’ and the ‘Ref’s Call’ are some of the assessments brilliantly incorporated. For the summative assessment we used a combination of checklists, written work, presentation, and team processing. All assessments were then modified towards the various teaching and learning strategies that we wanted to implement. We intentionally varied teaching and learning strategies in order to reach a diverse group of students. The lessons in the unit and the culminating activity incorporate flexible grouping, co-operative learning teams, individual processing, concept mapping, and investigation and discovery through webquest. We then discussed the lesson/topics need to achieve success on the C.A. We also determined where we would introduce the culminating activity and the topics where we would spend the most time to ensure student success on the culminating activity. We went through the unit and made modifications to infuse literacy and numeracy. This unit is designed for an inner city school, so we wanted to help students develop and build their summary writing skills, an area that the ministry attributes to poor results on the OSSLT. We also made modifications for ELL students in the form of glossaries, pronunciation, translation tools, and ability grouping. For the ADHD student and the hyperactive students we incorporated music, minimized lecture time and note writing, we used scaffolding with each activity and assignment, and used flexible grouping. Our final modification was to fine tune the sample lessons through an athletic lens. Overall, our design team, “The Dream Team”, each brought a different dynamic to the collaboration of writing and creativity that made this unit such a success. Mike Fortuna and Michelle Matuszak were the sports enthusiasts and creative drive behind the unit design’s theme and culminating activity. Nicole and Narayan were the research and organization forces that developed the sample lessons with ready-to-go appendices and created the easy to navigate unit package. Unit 2: Demand and Supply of Labour 5|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Meet “The Dream Team” Mike Fortuna: Fortuna graduated from McMaster University in 2008, majoring in Commerce, with a minor in Economics. He resides in Hamilton, Ontario where he has played baseball his entire life. Athletics, especially baseball have always been an important part of his life. He played baseball for McMaster University, the University of Toronto, and currently plays for the Hamilton Thunderbirds of the Intercounty Baseball League. He also coaches the boys’ baseball team at St. Jean de Brebeuf High School in Hamilton, where they have appeared in 5 consecutive Championship games, winning two of them. Nicole Ceolin: Ceolin graduated from Ryerson University with a Bachelor of Commerce in 2004, majoring in Finance. She resides in Richmond Hill, Ontario. She has worked in various financial advisory roles with TD Bank Financial Group and TD Waterhouse Canada. Economics was the cornerstone of all decision making throughout her career. She has a keen interest in health and nutrition. She also spends some of her down time volunteering in her community through various charities and initiatives. Michelle Matuszak: Matuszak graduated from the University of Waterloo in 2006 from the interdisciplinary program, “Environment and Business”. She currently plays provincial A competitive hockey, competitive rugby and ultimate frisbee. She has worked in fields such as Environmental Engineering consulting, personal training, ESL teaching, and as a hockey off-ice conditioner for university hockey teams as well as hockey schools throughout Canada. She has met and worked with many current NHL players, and currently coaches high school girls volleyball and boys hockey teams. Narayan Regmi: Regmi graduated from Tribhuvan University in Nepal with a Bachelor of Science degree in Math and Science. Regmi taught math in Nepal in the 90’s. He then went on to get his a Masters in Economics at the University of Missouri. He then spent two years working as an economic consultant in Toronto. He is married with two children and currently completing his Bachelor of Education at the University of Toronto. Regmi has a passion for economic topics and issues, especially those which integrate math such as the demand and supply of labour markets. Unit 2: Demand and Supply of Labour 6|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Unit Expectations - E.I.F. Expectations E — ENDURING understandings: Big ideas that anchor the unit EM4.01 - explain the factors that influence the demand for and supply of labour (e.g., productivity, mobility, general economic conditions, demographics); ES1.02 - identify the criteria (e.g., salary levels, interest rates) that different stakeholders use to make economic decisions as consumers, workers, and investors; ME3.01 - communicate the results of inquiries, using a variety of styles and forms (e.g., reports, discussions, presentations), as well as visual supports (e.g., charts, graphs, computer presentations); ME2.02 - use market analysis methods to forecast how a market change (e.g., the effects of an early frost on the apple market) will affect the demand or supply, the price, and the quantity sold of a product or service; ME2.05 - apply economic concepts and models (e.g., market analysis) to analyse the causes or forecast the effects of a change (e.g., in price); I — IMPORTANT to know and do: Essential knowledge & skill ME2.01 - describe (e.g., using graphs, tables, and statistics) what happens to equilibrium price and quantity purchased when demand or supply changes in a market; EI4.01 - describe the functions of a union and the rights and responsibilities of a union member; EI4.02 - describe the purpose of collective bargaining and the steps in the collective bargaining process; EI4.03 - describe the advantages and disadvantages of different types of organized labour (e.g., unions, professional associations, worker-run collectives) from the point of view of workers, employers, and consumers, and the impact that each type has on the Canadian economy. EM1.03 - distinguish between the economic resources (i.e., labour, capital, land) that go into an economy and the products (i.e., the goods and services) that result. SI1.02 - describe (e.g., using graphs and tables) how consumers (i.e., demand) and producers (i.e., supply) together determine the equilibrium price and the quantity sold in a market; ES1.01 - identify those who compose the stakeholder groups of “consumer” (e.g., purchasers of goods and services and economic resources) and “producer” (e.g., suppliers of labour, capital, and other resources); ES3.04 - compare the economic roles, skills, and contributions of entrepreneurs, managers, and employees; F — Worth being FAMILIAR with: Broad brush knowledge & skill ES3.03 - explain the factors that determine the value of an individual in the employment market (e.g., talent, skills, education, productivity, supply and demand); ME2.06 - apply a cost-benefit analysis to define a problem and to identify and evaluate choices from the point of view of different stakeholders; ME3.03 - use appropriate terminology to communicate economic concepts; Unit 2: Demand and Supply of Labour 7|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Recommended Teaching Schedule for the Unit: - Overall Expectations coded in red and Specific Expectations coded in black – - represents lessons where the Culminating Activity is discussed and/or where skills directly related to the C.A. are discussed and applied Lesson 1 Title Expectations Time Frame Labour and Its Importance EMV.01, MEV.03 EM1.03, ME3.03 75 minutes ESV.01, ESV.03, MEV.03 ES1.01, ES3.02, ME3.01, ME3.03 75 minutes EMV.04, SIV.01, MEV.02 EM4.01, SI1.02, ME2.01, ME2.03 75 minutes What is a Labour Market? 2 3 Jerry Maguire video clip followed by discussion on the premise of the movie. Also explain that students will partake in contract negotiations for the C.A. Demand for Labour Group Formation (recommended that teacher use ability grouping) and student roles revealed 4&5 Supply of Labour 6&7 Shifts in Demand 8&9 Shifts in Supply 10 Elasticity 11, 12 & 13 Labour Unions 14 Price Floor / Ceilings 15 Unemployment 16 - 20 Culminating Activity EMV.04, SIV.01, MEV.02 EM4.01, SI1.02, ME2.01, ME2.03 MEV.02 ME2.01, ME2.05 MEV.02 ME2.01, ME2.05 SIV.01, MEV.02 SI1.02, SI1.03, ME2.02 EIV.04, MEV.02 EI4.01, EI4.02, EI4.03, ME2.06 EIV.03, MEV.02 EI3.01, ME2.02 EMV.04, ESV.01, ESV03 EM4.02, ES1.02, ES3.03 ESV.01, ESV.03, EIV.04, MEV.02, MEV.03 ES1.02, ES3.03, ES3.04, EI4.03, ME2.06, ME3.01, ME3.03 75 minutes 150 minutes 150 minutes 75 minutes 225 minutes 75 minutes 75 minutes 375 minutes Note to Teacher: We decided to introduce the “hook” for the Culminating Activity on day two of the unit in the form of a video clip from Jerry Maguire followed with a brief discussion on the premise of the movie. We then decided on announcing teacher assigned groups on the third day of the unit and revealed student roles. We believe announcing student groups and roles early on will encourage students to look through the lens of their role throughout the unit. We then decided to introduce the entire culminating activity after all lessons have been taught in an effort to not overwhelm students. Unit 2: Demand and Supply of Labour 8|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Unit Assessments: Lesson Title How Markets Operate Activity #1 How Markets Operate Activity #2 How Markets Operate Activity #3 Demand of Labour Activity # 1 Demand of Labour Activity #2 Supply of Labour Activity # 1 Supply of Labour Activity #2 Labour Unions Activity # 1 Labour Unions Activity #2 Task Students explore how they are buyers and sellers in the labour market. Students share their answers within their cooperative learning groups. Students will identify scenarios as being a form of labour, natural resource, or capital resource. Teacher will ask a series of questions and students will answer wither T/F/Not sure. Teacher asks students why demand curve is a downward sloping in a T/P/S activity. Students will work in groups of four (formation by numbered heads) to determine wage rates and number of employees needed based on productivity. Students will analyse supply and demand graphs and match an occupation to its corresponding graph. Students will provide a rationale for their choice. Students will forecast wage rate and quantity employed based on different industry scenarios. Students summarize and organize the lesson’s content into a word web that can be used as a study tool. Students engage in a WebQuest activity and learn about labour unions and collective bargaining agreements in professional sports. Achievement Chart Category Assessment Strategy Assessment Tool Assessor T/I, C Round-Robin and Class Debrief (Selfexploratory exercise) Worksheet Observation Oral Feedback Peer / Teacher Student / Peer / Teacher K/U, T/I Worksheet K/U Ref’s Call K/U Diagnostic Oral Teacher K/U, A, C ‘A Small Business Determines Its Demand for Employees’ Worksheet Worksheet Oral Student / Peer / Teacher K/U, T/I, C Worksheet Round-Robin Worksheet Observation Oral Student / Teacher / Peer K/U, T/I, C ‘Forecasting Wage Rate and Quantity Employed’ worksheet Worksheet Observation Oral Student / Teacher K/U, C Graphic Organizer – Word Web Graphic Organizer Teacher T/I, A Worksheet (Graphic Organizer) Worksheet Observation Teacher Reflection Question Worksheet & Written Student / Teacher Labour Unions Activity #3 Students reflect on their findings from the WebQuest Activity. T/I, C, A Reflection Questions Labour Unions Activity # 4 Students work in cooperative learning groups, take on individual roles, and analyse a case(s) K/U, T/I, C, A Case Analysis Unit 2: Demand and Supply of Labour Worksheet Observation Oral Observation Worksheet Oral Teacher Student / Peer / Teacher 9|P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Culminating Activity Overview – Teacher’s Notes The purpose of this note is to aid the teacher in guiding the summative task for this unit. Additional resources include the glossary of sports terms (see Appendix E-1), the NHL website, the MLB website, and the NBA website. The lessons throughout this unit give students the opportunity to learn roles of different stakeholders in professional sports and to perform economic analysis in these roles. The students will also engage in sports specific economic questions. Having students analyse economic scenarios specific to the sports industry, was intentional to engage them and to prepare them for the culminating activity. The summative assignment “Show Me the Money” is divided into several steps in order to provide formative assessment for learning as well as to not overwhelm the students. The timeline for the project is five periods of 75 minutes. The assignment will be evaluated by a variety of means including: 1 checklist, 1 marking scheme for questions, and 2 rubrics. The following is the evaluation summary in terms of marks: EVALUATION Economic Analysis Contract Written Summary Presentation TOTAL SUMMARY 25 marks 25 marks 25 marks 25 marks 100 marks The table below is to be used as a teacher planning guide. It includes teacher lesson preparation for each day of the summative assignment, details of the in-class activities, teacher follow up, and the specific steps of the project. DAY 1 STEP 1AContract Economic Analysis - TEACHER PLANNING GUIDE TEACHER PREPARATION ACTIVITY DETAILS Teacher groups students in teams of four and distributes a copy of the professional league scenario (pgs. 1936) to each student. All members of each group must have the contract information for the same sport. Students read the setting and information for their scenario and answer some economic analysis questions individually. Questions are submitted to the teacher for evaluation. Unit 2: Demand and Supply of Labour Print the required amount of the professional league scenario (pgs. 19-36). Every student needs a copy. Ensure that the groups of four have the same sport (NHL, NBA, or MLB). TEACHER FOLLOW UP Teacher must mark each student’s economic analysis to return on day 2. 10 | P a g e Making Economic Choices – Grade 11 Workplace 2 1BContract Negotiations 2Summary Writing 3 3Presentation 4 3Presentation 5 3Presentation 4-Evaluation The teacher assigns every member of each group a role: player, agent, general manager, or owner. The teacher distributes the appropriate professional league scenario (pgs. 19-36) package to each pair of each group (ensure the player/agent get the scenario addressed to them and the same for the general manager/owner). Students work in pairs (agent with player, owner with general manager) to review their economic analysis results, read their scenario and goals, and to discuss strategies. Then, the groups of four negotiate the contract and fill out the contract form (Pg. 12) for submission. The teacher then has students return to their seats and gives them each a copy of the “Summary – Contract Negotiations” sheet (Pg. 13) Each student then writes a summary of the contract negotiations and submits to the teacher for formative assessment. The teacher gives the summaries back to the students so that they can complete a final copy for homework to submit on day 5. Teacher distributes (Pg. 14) to the students, which outlines the requirements for the presentation. In their groups of four, students prepare a presentation of their contract negotiation process and results. Students are continuing to prepare for their group presentations. The teacher needs to ask if the students need any equipment for their presentations. Each group presents to the class for 10-15 minutes. The teacher evaluates each presentation using Presentation Rubric (Pg. 16) Unit 2: Demand and Supply of Labour Show Me the Money! Teacher should have the economic analysis marked and ready to give back to the students. Print the necessary amount of the professional league scenario (pgs. 1936). For each sport there are two copies of the scenario: 1 for the player and the agent and 1 for the owner and general manager. Print the contract form (Pg. 12). Each group of four requires one form. Print a copy of (Pg. 13) for each student. Teacher must review and comment on the students’ summaries in order to give formative feedback and return for day 3. Students will produce a final copy to submit on day 5. Teacher should have the students’ summaries ready to hand back with comments. Teacher must print copies of (Pg. 14) for each group. Gather any materials that may be needed for students to work on their presentation materials. Any materials that may be needed for students to work on their presentation materials. Teacher should print copies of the Presentation Rubric (Pg. 16). Gather all of the necessary equipment for the student presentations. Teacher shall evaluate the contract form using the “Contract Evaluation Checklist” (Pg. 17) Teacher shall evaluate the individual summaries using the “Summary Writing Rubric” (Pg. 15) Add all four marks to get each student’s total out of a possible 100 marks. 11 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! CONTRACT NEGOTIATIONS “Show Me the Money!!!” Culminating Activity for Unit 2: Supply and Demand of Labour STEP 1: Contract Each student will receive setting and other information regarding a sports contract scenario. Every student must individually complete the economic analysis questions and submit them to the teacher for evaluation. In pairs (player with agent, owner with the general manager) prepare for the contract negotiations. Review your economic analysis. Discuss strategies and your goals. In groups of four (player, agent, general manager, and owner), negotiate the terms of the contract using the information that was provided to you as per what are your specific wants. As a group complete the “Player – Team Contract” form that is provided and submit to the teacher for evaluation. STEP 2: Summary Each member of the group needs to submit a written summary of the contract negotiations on the pages provided. STEP 3: Creative Presentation Each group will present the results of their contract using a medium of their choice. Suggestions include: a press conference, a video, a cartoon, a newspaper article with picture, an advertisement, etc... STEP 4: Evaluation TASK WEIGHT Unit 2: Demand and Supply of Labour ACHIEVEMENT CATEGORY EVALUATION 12 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! METHOD Individual Economic 25 marks K/U, T/I, App., Comm. Analysis Teacher Mark Allotment Contract 25 marks K/U, T/I, App., Comm. Checklist Individual Summary 25 marks K/U, T/I, App., Comm. Rubric 25 marks K/U, T/I, App., Comm. Rubric Writing Presentation Unit 2: Demand and Supply of Labour 13 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION PLAYER – TEAM CONTRACT Group Members: This contract was negotiated on the ____ day of ___________ in the year ________. Owner: I, _________________________, owner of ____________________________________, agree to a contract with ___________________________ to use their services for _________ years for a salary of $_____________ per season. Player: I, _________________________, agree to a contract with ____________________________________ to use my services for _________ years for a salary of $_____________ per season. Additional Perks Negotiated: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Signed, ________________________ (Owner) ________________________ (Player) _________________________ (General Manager) __________________________ (Owner) Unit 2: Demand and Supply of Labour 14 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION STEP 2: INDIVIDUAL SUMMARY WRITING Name(s): __________________ Date: ________________ Your Role: Team Members’ Names: 1) Make an outline for your summary. Use point form. Topic: Main Idea: Detail 1: Detail 2: Conclusion: In the space below, write a summary of your contract negotiation experience. Your summary must have: a main idea sentence, details that support the main idea, and a conclusion sentence. Unit 2: Demand and Supply of Labour 15 | P a g e Making Economic Choices – Grade 11 Workplace Unit 2: Demand and Supply of Labour Show Me the Money! 16 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION STEP 3: CREATIVE PRESENTATION Name(s): __________________ Date: ________________ Each group is responsible to present the results of their contract negotiations. You may present your results using a medium of your choice. For example: A video A newspaper article A cartoon A press conference An advertisement Etc... Despite the medium that you choose, your presentation should include the following information: Details of the scenario Key people Terms of the contract Analysis/strategies used in the contract negotiations Other.....be creative! Each group will orally present their results to the class and be evaluated using a rubric. The presentation should be between 10 – 15 minutes. Unit 2: Demand and Supply of Labour 17 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION STEP 4: EVALUATION Summary Writing Evaluation Rubric Student: _________________________________________ Task: ____________________________________ Date: ____________________________________________ Assessor: Self Peer Teacher Criteria Level 1 Level 2 Level 3 Level 4 Knowledge/ Understanding • main ideas and subtopics includes few main ideas and subtopics of the contract negotiations includes some main ideas and subtopics of the contract negotiations includes most main ideas and subtopics of the contract negotiations includes all or almost all main ideas and subtopics of the contract negotiations • accuracy condenses and combines some information with limited accuracy condenses and combines information with some accuracy condenses and combines information without distorting the meaning in most instances condenses and combines information without distorting the meaning in all or almost all instances Thinking/Inquiry • distinguishing between main ideas and supporting detail distinguishes between main ideas and supporting detail with limited effectiveness distinguishes between main ideas and supporting detail with some effectiveness distinguishes between main ideas and supporting detail with considerable effectiveness distinguishes between main ideas and supporting detail with a high degree of effectiveness Communication • thesis statement provides a thesis statement that reflects the central idea of the contract negotiations to a limited degree provides a thesis statement that reflects the central idea of the contract negotiations to a moderate degree provides a thesis statement that reflects the central idea of the contract negotiations to a considerable degree provides an effective thesis statement that reflects the central idea of the contract negotiations to a high degree • clarity uses clear and concise language to a limited degree uses clear and concise language to some degree uses clear and concise language to a considerable degree uses clear and concise language to a high degree • coherence and organization summary has limited organization and coherence summary has some coherence and flows smoothly summary has considerable coherence and flows smoothly summary is highly coherent and flows smoothly Application • language conventions applies grammar, usage, spelling, and punctuation with limited accuracy and effectiveness applies grammar, usage, spelling, and punctuation with some accuracy and effectiveness applies grammar, usage, spelling, and punctuation with considerable accuracy and effectiveness applies grammar, usage, spelling, and punctuation with a high degree of accuracy and effectiveness Unit 2: Demand and Supply of Labour 18 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION STEP 4: EVALUATION Presentation Evaluation Rubric Student: _________________________________________ Task: ____________________________________ Date: ____________________________________________ Assessor: Self Peer Teacher Criteria Level 1 Level 2 Level 3 Level 4 Knowledge/ Understanding • information, ideas, concepts shows limited understanding of the results of the contract negotiations and the economic processes shows some understanding of the results of the contract negotiations and the economic processes shows considerable understanding of the contract negotiations and the economic processes shows thorough understanding of the contract negotiations and the economic processes Thinking/Inquiry • analysis uses limited economic logical analysis and explanation uses some economic logical analysis and explanation uses considerable economic logical analysis and explanation uses highly effective economic logical analysis and explanation Communication • sense of audience and purpose choice of material shows limited sense of peers as audience and purpose of sharing results of the negotiations choice of material shows some sense of peers as audience and purpose of sharing results of the negotiations choice of material shows considerable sense of peers as audience and purpose of sharing results of the negotiations choice of material shows thorough understanding of peers as audience and purpose of sharing results of the negotiations • rhetorical devices shows limited effective use of rhetorical devices shows some effective use of rhetorical devices shows considerable effective use of rhetorical devices shows highly effective and creative use of rhetorical devices • organization structure shows limited organization structure shows some organization structure shows considerable organization structure is highly organized Application • voice voice has limited clarity voice has some clarity voice has considerable clarity voice has a high degree of clarity and effectiveness • visual aids use of visual aids and technology is limited and/or ineffective in showing the results of the contract negotiations use of visual aids and technology is moderately effective in showing the results of the contract negotiations use of visual aids and technology is effective in showing the results of the contract negotiations use of visual aids and technology is effective in showing the results of the contract negotiations and is creative • language conventions uses grammar and sentence structure with limited accuracy and effectiveness considering the audience and choice of medium uses grammar and sentence structure with some accuracy and effectiveness considering the audience and choice of medium uses grammar and sentence structure with considerable accuracy and effectiveness considering the audience and choice of medium uses grammar and sentence structure with a high degree of accuracy and effectiveness considering the audience and choice of medium Unit 2: Demand and Supply of Labour 19 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION STEP 4: EVALUATION Contract Evaluation Checklist CRITERIA 5 4 3 2 Ability to reach an agreement. Attainment of the minimum required points (7). Completion of the contract form. Creativity demonstrated on the “Perks” section on the contract form. Teamwork and professionalism demonstrated during the contract negotiation session. Effective and clear communication on the written contract form. Unit 2: Demand and Supply of Labour 20 | P a g e 1 Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – MLB STEP 1: CONTRACT Task 1 – Individual Reading and Economic Analysis Name(s): __________________ Date: ________________ READING: Read the information below concerning the setting for the contract negotiations and the necessary information. Setting: A key contributor to a World Series winning MLB team is an unrestricted free agent as he just finished the last year on his four year contract. As an unrestricted free agent, he may sign with whomever he pleases. His current team wants him to return and would like to negotiate a new contract with the player, and the interest appears mutual. However, the club and the player disagree on the financial terms of the contract. Information: League Current Team Information - Salary Caps - Player Information - MLB – Major League Baseball Dating back to the 1995 season, the team has made the playoffs every season with the exception of 2008. They have won five World Series championships during this time period, including the most recent season. The team consistently has consistently had the highest payroll in the sport, outspending other teams by a significant amount. The team opened up a brand new stadium in 2009, and led the league in attendance. There is no salary cap in Major League Baseball. There is no maximum salary for players. There is a minimum salary of $400,000. As of 2003, there is a luxury tax that teams must pay for payrolls over a certain amount. For 2010, that amount is $170 million The player is 36 years of age and has played in no less than 141 games out of a possible 162 dating back to 1996. Has been a key member of two World Series winning teams. Has amassed 2,425 hits in his career and is well on his way to 3,000 hits – a milestone that usually earns one admission into the Baseball Hall of Fame. Has been named to the All-Star team twice in his career. Is generally regarded as one of the best lead-off hitters in the game, as he gets on base at a high rate, possesses great speed, and hits for power. Just finished the last year of a four year, $53 million contract. Unit 2: Demand and Supply of Labour 21 | P a g e Making Economic Choices – Grade 11 Workplace - Current Team’s Owner/ General Manager Information - - Show Me the Money! You prefer to play for a winning team, but unless you return to your previous team, your primary concern is the amount of money you receive. You do not have many options as many winning teams already have a player at your position, or do not have the financial capabilities to meet your demands. The principal owner is 79 years old and has ceded power to his two sons. His two sons have granted more autonomy to the general manager. In his 12 seasons, the general manager has won four World Series Championships and has reached the postseason every year with the exception of 2008. The general manager is under great pressure, as anything short of a World Series win is considered failure to fans, and ownership. Although the team continues to spend an amount much larger than other teams, ownership has discussed the importance of cautious spending recently. ECONOMIC ANALYSIS: Using the information given above, complete the following economic analysis questions. 1) Is there a ceiling and/or floor on the salary the player can make? Explain your answer (K/U, T/I, 10 marks) 2) What affect would the player signing have on the fans’ demand for tickets? a. Demonstrate using the graph below (App., K/U, 5 marks): b. Explain your answer in the space provided (Comm, K/U, 10 marks): Unit 2: Demand and Supply of Labour 22 | P a g e Making Economic Choices – Grade 11 Workplace Unit 2: Demand and Supply of Labour Show Me the Money! 23 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – MLB STEP 1: CONTRACT Task 2 – Negotiation Preparation and Activity – PLAYER/AGENT Name(s): __________________ Date: ________________ Scenario: The team has a need for the player and he is the exact type of player the team is looking for to play left field. The player has said he enjoyed playing for this organization more than any of the other three teams he’s played for. In one week, the team and the player will meet to negotiate a contract both parties can be satisfied with. To the Player and Agent: Although you are 36 years old, you just finished one of the best careers of your season, setting a new career high in home runs. You remain in great physical shape as you played in 143 games out of a possible 162. Health has never been a concern, and you appear to be showing no signs of slowing down. Defensively, your weak throwing arm is your most glaring weakness, and many teams see you as nothing more than a Designated Hitter – somebody who is only used to bat, and not play defense. You disagree with their opinion, and playing defense is important to you. You feel that a contract four years in length is well deserved, even though such contracts are not common for players of your age. You believe, however, that you are unlike most 36 year olds. You have played for a team that has reached the postseason in 7 of the last 8 seasons, so playing for a winning team is important, but is secondary to money, and the length of your contract. The issues of most importance to you are your salary, and the length of the contract. Money: $6,999,999 or less $7,000,000 – $8,999,999 $9,000,000 – $10,999,999 $11,000,000 - $12,999,999 $13,000,000 or more 1 point 2 points 3 points 4 points 5 points Contract Length: 1 year 2 years 3 years 4 years 5 years 1 point 2 points 3 points 4 points 5 points Player and Agent to do as a Pair Together: Unit 2: Demand and Supply of Labour 24 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! 1- Read the information that you have received regarding the contract negotiations to date (general overview of the case, economic analysis, scenario, player/agent needs and wants, contract length and salary). 2- Discuss what your goals of the contract negotiations are and possible strategies (what arguments can you make to show the team that you are an asset to them?). Player, Agent, Owner, and General Manager to do as a Group: 1- Negotiate the terms of the contract. Complete the “Player – Team Contract” form that is provided. 2- As the player and agent you must receive a minimum total of 7 points by negotiating the salary and contract length. Unit 2: Demand and Supply of Labour 25 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – MLB STEP 1: CONTRACT Task 2 – Negotiation Preparation and Activity – OWNER/GENERAL MANAGER Name(s): __________________ Date: ________________ Scenario: The team has a need for the player and he is the exact type of player the team is looking for to play left field. The player has said he enjoyed playing for this organization more than any of the other three teams he’s played for. In one week, the team and the player will meet with you to negotiate a contract both parties can be satisfied with. To the General Manager and Owner: While this player suits your short term needs perfectly, you are uncomfortable awarding a four year contract to a 36 year old player. You have many older players on long-term contracts, and you do not want the team to have many aging players at the same time. While you have little trouble meeting the player’s financial requests for one season, you do not want to do so over a long period of time. In addition to this, you feel the player has very few other options, and will eventually lower his asking price. While you think you can have the player at a discounted rate if you wait, you fear the outcome of the player signing with another team, and being left with few other alternatives. The issues of most importance to you are your salary, and the length of the contract. Money: $6,999,999 or less $7,000,000 – $8,999,999 $9,000,000 – $10,999,999 $11,000,000 - $12,999,999 $13,000,000 or more 5 points 4 points 3 points 2 points 1 point Contract Length: 1 year 2 years 3 years 4 years 5 years Unit 2: Demand and Supply of Labour 5 point 4 points 3 points 2 points 1 points 26 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! General Manager and Owner to do as a Pair Together: 3- Read the information that you have received regarding the contract negotiations to date (general overview of the case, economic analysis, scenario, player/agent needs and wants, contract length and salary). 4- Discuss what your goals of the contract negotiations are and possible strategies (what arguments can you make to show the player/agent that their demands are excessive and/or to agree to your terms?). Player, Agent, Owner, and General Manager to do as a Group: 3- Negotiate the terms of the contract. Complete the “Player – Team Contract” form that is provided. 4- As the owner and general manager you must receive a minimum total of 7 points by negotiating the salary and contract length. Unit 2: Demand and Supply of Labour 27 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – NBA STEP 1: CONTRACT Task 1 – Individual Reading and Economic Analysis Name(s): __________________ Date: ________________ READING: Read the information below concerning the setting for the contract negotiations and the necessary information. Setting: The star player for a struggling NBA team is an unrestricted free agent as he is playing in his final year of his current contract. As an unrestricted free agent, he may sign with whom he pleases. The trade deadline is approaching. His current team wants to negotiate a new contract with the player; however another team has expressed interest in signing him as well. Information: League Current Team Information NBA – National Basketball Association - Current City Demographics Salary Caps Player Information Current Team’s Owner/ General Manager Information - In 15 years they have made the playoffs 5 times and advanced past the first round once. Currently have a .542 record, placing 15th overall. Have a good fan base with well attended games (13th in the league for attendance) One of the most multicultural cities in the world with 49.9 % foreign born. Population in the city: 2,503,281 Population in the metropolitan area: 5,113,149 Employment has grown 10.5 % in the last 5 years. Income per capita is $35,900 Canadian dollars. Stadium is located downtown within proximity to buses and trains. Team salary cap is set at $57.7 million per year. The maximum salary for a player with 7-9 years of experience is $17,310,000. There are exceptions allowed because the NBA has a “soft salary cap” unlike the NHL and the NFL. A 6 ft. 10 in., 230 lbs, 25 year old male playing in his 7th season in the NBA. Played for team USA in the Olympics. All time leader for his current team in career scoring with 9,698 points. Ranked 8th overall in scoring, 6th in rebounds, and 4th in free throws. Playing in the final year of his 4 year contract extension signed at $65 million. Played in 5 all-star games. Smart trades and draft picks have been made since the General Manager came to the club 7 years ago. They got the player in question to sign an extension contract 4 years ago. In their third year with the club they brought in 9 new players and had a significant turnaround season. The general manager was awarded the executive of the year award. Last season they made a trade that ended up being a big failure. They also Unit 2: Demand and Supply of Labour 28 | P a g e Making Economic Choices – Grade 11 Workplace Potential Future Team Information - Potential Future City Information - Show Me the Money! fired the head coach. Currently 19th overall with a .511 record. Their attendance rates 16th in the league. Financially the team can afford to retain their current best players and offer the player in question the maximum contract allowance. Population: 432,963 Income per capita: 22,020 US Dollars 40% of the population is between 25 and 34 years of age. The team’s stadium is accessible by train and bus. ECONOMIC ANALYSIS: Using the information given above, complete the following economic analysis questions. 3) Is there a ceiling and/or floor on the salary the player can make? Explain your answer (K/U, T/I, 10 marks) 4) What affect would the player signing have on the fans’ demand for tickets? a. Demonstrate using the graph below (App., K/U, 5 marks): b. Explain your answer in the space provided (Comm, K/U, 10 marks): Unit 2: Demand and Supply of Labour 29 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – NBA STEP 1: CONTRACT Task 2 – Negotiation Preparation and Activity – PLAYER/AGENT Name(s): __________________ Date: ________________ Scenario: The player’s current team wants to negotiate a new contract with the player before the upcoming trade deadline. In 1 week the player and his agent will sit down with the player’s current team’s owner and general manager to try to negotiate a contract that both parties will be satisfied with. To the Player and Agent: Even though you, the player, have been in the league for 7 years, at the age of 25 you are only now entering your prime. You know that you can provide a team with some great statistics for the next 5-6 seasons. Your current team has not been that successful and you feel that you want to play your prime years in a city with a good record for a chance to win a championship. You are quite willing to move to a different club. However, you are the leader on your team and are performing quite well. If you receive the maximum salary, you would be more inclined to stay with your current team. Money: $6,999,999 or less $7,000,000 – $9,999,999 $10,000,000 – $14,999,999 $15,000,000 - $17,309,999 $17,310,000 1 point 2 points 3 points 4 points 5 points Contract Length: 1 year 2 years 3 years 4 years 5 years Unit 2: Demand and Supply of Labour 1 point 2 points 3 points 4 points 5 points 30 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Player and Agent to do as a Pair Together: 5- Read the information that you have received regarding the contract negotiations to date (general overview of the case, economic analysis, scenario, player/agent needs and wants, contract length and salary). 6- Discuss what your goals of the contract negotiations are and possible strategies (what arguments can you make to show the team that you are an asset to them?). Player, Agent, Owner, and General Manager to do as a Group: 5- Negotiate the terms of the contract. Complete the “Player – Team Contract” form that is provided. 6- As the player and agent you must receive a minimum total of 7 points by negotiating the salary and contract length. Unit 2: Demand and Supply of Labour 31 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – NBA STEP 1: CONTRACT Task 2 – Negotiation Preparation and Activity – OWNER/GENERAL MANAGER Name(s): __________________ Date: ________________ Scenario: The player’s current team wants to negotiate a new contract with the player before the upcoming trade deadline. In 1 week the player and his agent will sit down with the player’s current team’s owner and general manager to try to negotiate a contract that both parties will be satisfied with. To the General Manager and Owner: As the management team you need to do all you can to sign this player. He is the leader of your team both in the dressing room and on the court. Last season he had his best statistical year of his career and at the age of 25 is only now entering his prime. He will most likely produce very good statistics for the next 5-6 years. Your team does not have a good performance record. Last season you made a bad trade that has had negative impacts on the team. You cannot afford to have the loss of this player on your record as well. Money: $6,999,999 or less $7,000,000 – $9,999,999 $10,000,000 – $14,999,999 $15,000,000 - $17,309,999 $17,310,000 5 points 4 points 3 points 2 points 1 point Contract Length: 1 year 2 years 3 years 4 years 5 years Unit 2: Demand and Supply of Labour 5 points 4 points 3 points 2 points 1 point 32 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! General Manager and Owner to do as a Pair Together: 1- Read the information that you have received regarding the contract negotiations to date (general overview of the case, economic analysis, scenario, player/agent needs and wants, contract length and salary). 2- Discuss what your goals of the contract negotiations are and possible strategies (what arguments can you make to show the player/agent that their demands are excessive and/or to agree to your terms?). Player, Agent, Owner, and General Manager to do as a Group: 1- Negotiate the terms of the contract. Complete the “Player – Team Contract” form that is provided. 2- As the owner and general manager you must receive a minimum total of 7 points by negotiating the salary and contract length. Unit 2: Demand and Supply of Labour 33 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – NHL STEP 1: CONTRACT Task 1 – Individual Reading and Economic Analysis Name(s): __________________ Date: ________________ READING: Read the information below concerning the setting for the contract negotiations and the necessary information. Setting: An NHL hockey team selected the number one pick in the NHL draft. They have just finished their six day prospects camp and would like to negotiate a contract with this player. The 19 year old player has been a phenom in the hockey world since the age of 14 and was ranked as the top prospect for the NHL draft. The team has quite a poor performance record in the past few years. Information: League Team Information City Demographics Salary Caps - Player Information Team’s Owner/ General Manager - NHL – National Hockey League NHL sales are up over 30 percent for the upcoming season. Five years ago the season was cancelled due to a lockout. Last season record was 26-47-9. They finished with a league-worst 61 points. Have not made the playoffs in five years. Finished last in the previous season. After winning the draft lottery, the ticket sales department has seen a 300% increase in phone calls and emails. The most populated metropolitan area in the United States (18,815,988). Region touches 3 states. Very accessible transportation systems that go to the arena. The maximum entry-level salary is $900,000 per season, including signing bonuses. Performance bonuses can increase this salary to up to $3.75 million. Players who sign their first contract between the ages of 18-21 are required to sign a three year entry level contract. The payroll range for each club in one year is $21.5 million at the lower limit and $39 million at the upper limit. Currently he is 19 years of age. At age 14 he was granted early entry into the Ontario Hockey League (OHL). Set an OHL record scoring 215 goals over a four year career in juniors. MVP at World Juniors while playing for Team Canada. Was awarded the Canadian Hockey League (CHL) rookie of the year award in his rookie year and won the CHL player of the year in his second season. He broke Wayne Gretzky’s OHL record of 70 goals in one season. Ranked as the top prospect for the NHL draft by all the scouting agencies. Nine years ago, the general manager traded away 2 future stars and then made a poor selection in the entry draft that confused and enraged players and fans. The team finished the season with the worst record in the NHL. Unit 2: Demand and Supply of Labour 34 | P a g e Making Economic Choices – Grade 11 Workplace Information - Arena Information - Show Me the Money! The following some good acquisitions and smart trades were negotiated. The team made the playoffs for the next 4 seasons. After the NHL lockout, the team traded their captain in order to free up room under the NHL’s new salary cap. Since this time, the team has played inconsistent hockey and has seen a large, constant shift of players. Smallest capacity of all arenas in the NHL (16,234) Ambitious plans to renovate the arena likely to begin next season. Project will add trees, water, and natural elements instead of only concrete. New athletic facilities, minor league baseball stadium, hotel, and restaurants. Cost estimated at $3.75 billion USD. ECONOMIC ANALYSIS: Using the information given above, complete the following economic analysis questions. 5) Is there a ceiling and/or floor on the salary the player can make? Explain your answer (K/U, T/I, 10 marks) 6) What affect would the player signing have on the fans’ demand for tickets? a. Demonstrate using the graph below (App., K/U, 5 marks): b. Explain your answer in the space provided (Comm, K/U, 10 marks): Unit 2: Demand and Supply of Labour 35 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – NHL STEP 1: CONTRACT Task 2 – Negotiation Preparation and Activity – PLAYER/AGENT Name(s): __________________ Date: ________________ Scenario: It has been 2 weeks since the NHL draft. It will soon be time for teams to negotiate contracts with their new draft picks and other top prospects. The team who drafted the number one overall pick wants to sign the player to a three year entry level contract. In 1 week the player and his agent will sit down with the player’s current team’s owner and general manager to try to negotiate a contract that both parties will be satisfied with. To the Player and Agent: As a 19 year old hockey phenomnom, you are eager to sign a contract and start your rookie season in the NHL. You are aware of your talent and your past success. You know that you will be an asset to any team and feel that you should be compensated accordingly. On one hand, you do not care which team you play for, as you are confident that with your skills you can be successful with any team. It would be nice to be the top talent on a team in your rookie year. On the other hand, it would be a greater learning experience to play with more skilled players, as well as be more rewarding to play on a successful team. Money: $499,999 or less $500,000 – $599,999 $600,000 – $699,999 $700,000 - $899,999 $900,000 1 point 2 points 3 points 4 points 5 points Contract Length: 3 years 4 years 5 years 6 years 7 years 1 point 2 points 3 points 4 points 5 points Player and Agent to do as a Pair Together: Unit 2: Demand and Supply of Labour 36 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! 7- Read the information that you have received regarding the contract negotiations to date (general overview of the case, economic analysis, scenario, player/agent needs and wants, contract length and salary). 8- Discuss what your goals of the contract negotiations are and possible strategies (what arguments can you make to show the team that you are an asset to them?). Player, Agent, Owner, and General Manager to do as a Group: 7- Negotiate the terms of the contract. Complete the “Player – Team Contract” form that is provided. 8- As the player and agent you must receive a minimum total of 7 points by negotiating the salary and contract length. Unit 2: Demand and Supply of Labour 37 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! SPORTS CONTRACT NEGOTIATION – NHL STEP 1: CONTRACT Task 2 – Negotiation Preparation and Activity – OWNER/GENERAL MANAGER Name(s): __________________ Date: ________________ Scenario: It has been 2 weeks since the NHL draft. It will soon be time for teams to negotiate contracts with their new draft picks and other top prospects. The team who drafted the number one overall pick wants to sign the player to a three year entry level contract. In 1 week the player and his agent will sit down with the player’s current team’s owner and general manager to try to negotiate a contract that both parties will be satisfied with. To the General Manager and Owner: You want to take advantage of having the first overall NHL draft pick and negotiate a contract that will ensure he will stay with your club and be happy in doing so. You have made some poor decisions in the past that have cost your team in terms of unsuccessful seasons. You want to turn the team around and feel that by signing this new player you will have a great chance at developing a good playoff team in the next couple of seasons. Money: $499,999 or less $500,000 – $599,999 $600,000 – $699,999 $700,000 - $899,999 $900,000 5 points 4 points 3 points 2 points 1 point Contract Length: 3 years 4 years 5 years 6 years 7 years 5 points 4 points 3 points 2 points 1 point General Manager and Owner to do as a Pair Together: Unit 2: Demand and Supply of Labour 38 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! 9- Read the information that you have received regarding the contract negotiations to date (general overview of the case, economic analysis, scenario, player/agent needs and wants, contract length and salary). 10- Discuss what your goals of the contract negotiations are and possible strategies (what arguments can you make to show the player/agent that their demands are excessive and/or to agree to your terms?). Player, Agent, Owner, and General Manager to do as a Group: 9- Negotiate the terms of the contract. Complete the “Player – Team Contract” form that is provided. 10- As the owner and general manager you must receive a minimum total of 7 points by negotiating the salary and contract length. Unit 2: Demand and Supply of Labour 39 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! How Labour Markets Operate - Do You Sell More Than You Buy? Written by: Nicole Ceolin Subject/Grade: Grade 11 Economics Course/Type/Code: CIC3E Suggested Time: 75 minutes Lesson Title: Do You Sell More Than You Buy? Lesson Description By the end of this lesson, students will be able to define, explain and give examples of what a market is (the focus is on the labour market). Students will be able to distinguish between economic resources (capital, natural, and labour resources) and consumer products (goods and services). Students will work together in co-operative learning groups, where they will engage in a self-discovery market activity where they will learn their roles in the market as purchasers and suppliers – (i.e. suppliers of labour). Students will also take part in an activity where they will analyse scenarios and classify each as a form of labour, natural resource, or capital resource. Planning Information Strands: selected from the Ministry Guideline: Canadian & World Studies : The Ontario Curriculum, Grade 11 workplace list) Economic Stakeholders (ES) – page 39 Methods of Economic Inquiry and Communication (ME) – page 42 Overall Expectations: (level of thinking indicated – Bloom’s Taxonomy) ESV.01 - describe the economic roles that an individual plays(pg. 39 - knowledge); ESV.03 - explain how markets determine the economic value of the individual as a contributor to the production process (pg. 39 - comprehension); MEV.03 - communicate the results of economic inquiries, using appropriate economic terms and concepts and a variety of forms (pg. 42 - communication). Specific Expectations: (level of thinking indicated – Bloom’s Taxonomy) ES1.01 ES3.02 ME3.01 ME3.03 - identify those who compose the stakeholder groups of “consumer” (e.g., purchasers of goods and services and economic resources) and “producer” (e.g., suppliers of labour, capital, and other resources) (pg.39 – knowledge, comprehension, & application); identify the different ways in which individuals contribute to the economy (e.g., as workers, entrepreneurs, investors of capital) and how they earn income (e.g., wages, salaries, interest, dividends, rents, profits) (pg. 39 – knowledge & analysis); communicate the results of inquiries, using a variety of styles and forms (e.g., reports, discussions, presentations), as well as visual supports (e.g., charts, graphs, computer presentations) (pg. 43 – communication); use appropriate terminology to communicate economic concepts(pg. 43 – communication); Assessment and Evaluation: Refer to Page 10 for Assessment and Evaluation Techniques for this lesson. Unit 2: Demand and Supply of Labour 40 | P a g e Making Economic Choices – Grade 11 Workplace Prior Knowledge Required: Show Me the Money! Accommodations: Scarcity and Decision Making Familiar with co-operative learning structures (Think-Pair-Share, Round Robin, & Kagan’s Selector Spinners) Resources/Appendices: Agenda: Jennings, Bill. Labour: Market, Laws, and Unions. Canadian Foundation for Economic Learning, 2002. Thexton, James D. Made in Canada: Economics for Canadians. 3rd ed. Canada: Oxford University Press, 1996. Co-operative Learning Groups (T/P/S & Round Robin); Flexible Grouping; Key terms with definitions and pronunciations will be given to ELL students. (Attached are steps for using translation tool); Let’s Go Shopping! Activity #1 Labour & The Market: PPT Presentation Mystery Workers: Activity #2 Ref’s Call: Activity #3 Teacher Notes: What is a Market? Power Point Presentation (Teacher) (A-1)* What is a Market? Power Point Presentation (Student) (A-1B)* Have desks set up prior to the start of class to accommodate groups of 4 Prepare groups of 4 students, prior to class, with ability grouping. “Let’s Go Shopping!” (A-2)* “Mystery Workers” – Student Handout (A-3)* “Mystery Workers” – Teacher Master (A-3B)* Intro to the Resource Markets Graphic Organizer (A-4)* “Referee’s Call” (D-4)* Needs to be adapted to reflect this lesson’s content Teaching/Learning Strategies DAY 1 Mental Set / Sharing Expectations: (15 - 20 minutes) – Thinking/Inquiry“Let’s Go Shopping” Activity #1 – adapted from Jennings, Bill. Labour: Market, Laws, and Unions. Canadian Foundation for Economic Learning, 2002. (Appendix A-2) 10 minutes: Have students fill out their handout 5 minutes: Have students share what they have bought/sold with their group members in the form of a ‘Round Robin’. 5 minutes: Class debrief / transition into PowerPoint presentation(see teacher notes in Appen. A-1) Unit 2: Demand and Supply of Labour 41 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Input: (20 minutes) DAY 1 What is a Market? Power Point Presentation with Student handouts for note-taking (fill in the blank) (see appendix A-1 & A-1B) Modeling: (2 minutes) DAY 1 Activity #1: The teacher can fill in the first line of the handout to give students guidance or simply tell the class about an item they have purchased or sold within the last 24hrs/week/month. Activity #2: “Mystery Workers’ Modelling takes place on Slide 11 of PPT, before students engage in Activity #2. In addition, the first line of the chart is filled in to model the way students are expected to fill in chart. Check for Understanding: (5 – 10 minutes) DAY 1 1. 2. Activity #2: ‘Mystery Workers” see Appendix A-3 and A-3B) Activity #3: Ref’s Call (see Appendix D-4 which is a sample for the Labour Unions lesson plan. This activity can be use through each less as a form of formative assessment) Practice: (10 minutes) DAY 1 Activity #2: “Mystery Workers” (see appendix A-3 and A-3B) Closure: (15 minutes) DAY 1 Activity#3: Referee’s Call Intro to Culminating Activity: Jerry Maguire Clip: http://www.youtube.com/watch?v=ZTFJocQBLyE Prep/Homework: DAY 1 Teacher Discretion Student handouts and Black Line Masters for this Lesson can all be found in Appendix A Unit 2: Demand and Supply of Labour 42 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Demand and Supply for Labour Written by: Narayan Regmi Subject/Grade: Grade 11 Economics Course/Type/Code: CIC3E Suggested Time: 75 minutes Day 1 Lesson Title: Demand for Labour Day 2 Lesson Title: Supply for Labour Lesson Description for Demand and Supply of Labour Students will learn about the labour market by using different methods of economic enquiry and analysis. Students will work in co-operative learning groups and build their problem solving skills through case study and application questions. After these lessons, students will be able to relate the concept of demand and supply to the labour market. They will understand the reasons for the downward sloping labour demand curve and upward sloping supply curve. Students will be able to explain how wage rates are determined by using a basic demand and supply model. Students will analyse wage differences, such as why athletes earn much higher incomes than school teachers. Planning Information for Demand and Supply of Labour Strands: selected from the Ministry Guideline: Canadian & World Studies : The Ontario Curriculum, Grade 11 workplace list Economic Decision Making (ED) - 38 Economic Stakeholders (ES) – page 39 Self-Interest and Interdependence (SI)-page 40 Methods of Economic Inquiry and Communication (ME) – page 42 Overall Expectations: (level of thinking indicated – Bloom’s Taxonomy) EDV.01 - identify the economic choices that individuals, organizations, and societies must make because resources are scare. (pg. 38 – knowledge and understanding) EDV.04 - identify trends in labour markets (pg. 38 – knowledge and understanding ) ESV.03 explain how markets determine the economic value of the individual as a contributor to the production process (pg. 39 – application and analysis) SIV.01 explain how self-interest motivates both consumers and producers in a market and creates interdependence (pg. 40 – application, analysis and evaluation ) MEV.02 - analyze specific economic situations, using appropriate economic concepts, models, and methods of economic inquiry (pg. 42 – analysis) Specific Expectations: (level of thinking indicated – Bloom’s Taxonomy) ED1.02 ED4.01 ES2.02 ES3.03 SI1.02 ME2.01 - describe economic choices they have made and will have to make as consumers and contributors and the trade-offs involved in those choices (pg. 38 – knowledge and comprehension); explain the factors that influence the demand for and supply of labour, e.g., productivity, mobility, general economic conditions, demographics (pg.38 – application and analysis); differentiate between consumer wants and needs and consumer demand, e.g., consumers’ willingness and ability to pay for goods and services (pg. 39 – comprehension); explain the factors that determine the value of an individual in the employment market, e.g., talent, skills, education, productivity, supply and demand (pg. 39 – application and analysis); describe (e.g., using graphs and tables) how consumers (i.e., demand) and producers (i.e., supply) together determine the equilibrium price and the quantity sold in a market (pg. 40 – knowledge and comprehension); describe (e.g., using graphs, tables, and statistics) what happens to equilibrium price and quantity purchased when demand or supply changes in a market (pg. 42 – application, analysis & evaluation) Unit 2: Demand and Supply of Labour 43 | P a g e Making Economic Choices – Grade 11 Workplace Prior Knowledge Required: Prior knowledge of demand schedule and law of demand Familiar with flexible grouping and cooperative learning structures (Think-PairShare, Kagan’s Selector Spinners) Knowledge and prior application of drawing line in a graph paper based on observations (data) Understanding of slope, including upward and downward Basic understanding of factors of production Basic understanding of market demand, supply and factors that shift demand and supply curves Resources/Appendices: Thexton, James D. Made in Canada: Economics for Canadians. 3rd ed. Canada: Oxford University Press, 1996. Patrick Welch and Gerry Welch, Economics, 5th edition A. Bolotta/C.Hawkes/R. Mahoney, Economics Now Jennings, Bill. Labour: Market, Laws, and Unions. Canadian Foundation for Economic Learning, 2002. Overhead Projector Blackboard, chalk, and eraser Graph Paper and Markers ‘Demand for Labour’ Student Worksheet (B-1)* ‘Shaking out Gretzky Deal’ Case Study (B-2)* ‘A Small Business Determines Its Demand for Employees’ Student Worksheet (B-3)* ‘Who Makes More and Why?’ Student Worksheet (C-1)* ‘Forecasting wage rate and quantity employed’ Student Worksheet (C-2)* ‘Labour demand, supply and equilibrium wage’ Student Worksheet (C-3)* “Referee’s Call” (D-4)* Student’s only need their coloured cards for this lesson. Unit 2: Demand and Supply of Labour Show Me the Money! Accommodations: Group discussions should be structured heterogeneously, but not more than four students in a group. This will facilitate peer collaboration and share of ideas; Extra help is provided if someone feels that he or she needs extra help; For ELL and IEP students, a sheet of notes about definitions and examples of labour demand and supply could be provided Teacher explain step by step approaches when drawing demand and supply curves Strategic Seating Agenda: Day 1: Labour Demand Introduction Marginal Product of Labour (MPL) Marginal Revenue Product of Labour (MRPL) Shaking out Gretzky Deal: finding Gretzky’s MRPL Illustrate downward slope demand curve Factors that shift demand curve Day 2: Labour Supply and Equilibrium Wage Illustrate upward slope supply curve Wage Determination Who makes more and why? Factor affecting demand and supply 44 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! - Demand of Labour Lesson Plan Details - Teaching/Learning Strategies Mental Set / Sharing Expectations (5 minutes) – Knowledge/Understanding DAY 1 DAY 1 DAY 1 Teacher will discuss that the demand for labour is a derived demand, in that workers (or athletes) are hired for the contribution they can make towards producing some good or service for sale. Activity #1: Think / Pair / Share: Teacher draws a standard labour demand curve on the black board. Teacher asks students why demand curve is a downward sloping. Teacher gives one minute wait time and then asks students to discuss with their partner. Teacher then elicits answers on a random call basis. Input: (15 minutes) Overhead or PowerPoint Presentation (see Appendix B-1). It is important to make sure that students understand the following terminology: labour demand, total product, marginal product, marginal revenue product. Modeling (15 minutes) Based on data presented in Appendix B-1, the teacher explains how wage rates are determined based on marginal revenue product. Since the class has heterogeneous students including students with IEPs and ELL students, teacher goes through a guided practice, teaching the steps on how to draw a demand curve on the black board or overhead. Check for Understanding/Practice (30 minutes) DAY 1 Activity #2: ‘A Small Business Determines Its Demand for Employees’ (see Appendix B-3) Teacher uses ‘Numbered Heads’ to have students form groups of 4 to work on handout. Although students are working in groups, they are each to complete their own individual sheet. Teacher circulates room to ensure students are on task and offers one-on-one help to students during this time. DAY 1 Closure (10 minutes) Each group presents one of the tables (teacher can use Kagan’s Selector Spinners). Once the group has presented, each students raises their Ref’s Card indicating whether they agree/disagree/or are not sure. The next Group will discuss table 2, and so on. Prep/Homework: DAY 1 ‘Shaking out Gretzky Deal’ Case Study: students are to read the case and answer the following question: Why did the Los Angeles Kings pay the Oilers $15 million to obtain Gretzky’s contract? Student handouts for this Lesson can all be found in Appendix B Unit 2: Demand and Supply of Labour 45 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! - Supply of Labour Lesson Plan Details - Teaching/Learning Strategies DAY 2 Mental Set / Sharing Expectations (10 minutes) –Thinking/Inquiry & Communication Activity #1: Hand out a sheet “Who Makes More and Why?” (see appendix C-1). There are three different figures for three different occupations. Students need to identify which occupation each figure represents and why. Students are set up in their co-operative learning groups of 4. Students will share their individual answers in a Round-Robin exercise before teacher debriefs with class. Teacher Note: Depending on timing, teacher can put up images on an overhead or powerpoint slide and engage the class in a Think-Pair-Share. DAY 2 DAY 2 Input (20 minutes) Overhead or PowerPoint Presentation (See Appendix C-3). Teacher explains the meaning of labour supply, equilibrium wage and factors effecting demand and supply. Modeling (20 minutes) Based on data presented on Appendix C-3, teacher follows steps to draw supply curve, equilibrium wage rate determination. Teacher gives a list of factors that shift demand and supply curves. For example, a higher demand for the final product which increases the price of output so firms hire extra workers and thus demand for labour increases, shifting the labour demand curve to the right (figure 4), as a result equilibrium wage rate increases. Check for Understanding/Practice (20 minutes) DAY 2 Activity #2: ‘Forecasting Wage rate and Quantity Employed ‘ worksheet (see Appendix C-2) The goal of this practice sheet is to make sure all students understand labour demand and supply, specifically equilibrium wage. Students are going to forecast wage rate and the total number of labour employed. Students will still be working in their co-operative groups. DAY 2 DAY 2 Closure (5 minutes) Based on Appendix C-1 (Who Makes More and Why?) ask students the following question, “why do professional baseball players, who engage in a sport that was invented for fun, earn 1,000 times more than school teachers, when teaching in a class is more important than hitting and throwing a baseball? Prep/Homework: Students are accountable for completing all hand-out material in class. Based on our learner, teacher may want to assign 1-2 homework problems form the text. Student handouts for this Lesson can all be found in Appendix C Unit 2: Demand and Supply of Labour 46 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Labour Unions in Canada - Hockey Star Wars Written by: Nicole Ceolin Subject/Grade: Grade 11 Economics Course/Type/Code: CIC3E Suggested Time: 225 minutes Lesson Title: Hockey Star Wars Lesson Description This is a 3 part lesson. Students will learn the fundamentals of labour unions and the different forms of labour organizations. They will also learn about the nature and variations of collective bargaining, what workers and their employers negotiate, and learn the meanings of arbitration, conciliation/mediation, and strike/lockout. Students will demonstrate their understanding of unions in a ‘Graphic Organizer’ pair grouping activity; and will learn the roles of labour unions, and the use of collective bargaining agreements in pro-sports during the ‘Unions Scavenger Hunt’ WebQuest activity (i.e. NHL, WNBA, NFL, MLB professional associations). They will also work in co-operative learning groups, role play and engage in a case study analysis. Planning Information Strands: selected from the Ministry Guideline: Canadian & World Studies : The Ontario Curriculum, Grade 11 workplace list) Economic Institutions (EI) – page 41 Methods of Economic Inquiry and Communication (ME) – page 42 Overall Expectations: (level of thinking indicated – Bloom’s Taxonomy) EIV.04 - assess the role and impact of organized labour in the Canadian economy. (pg. 41 – application) MEV.02 - analyse specific economic situations, using appropriate economic concepts, models, and methods of economic inquiry; (pg. 42 – analysis) Specific Expectations: (level of thinking indicated – Bloom’s Taxonomy) EI4.01 EI4.02 EI4.03 - ME2.06 - describe the functions of a union and the rights and responsibilities of a union member (pg. 41 – knowledge & comprehension); describe the purpose of collective bargaining and the steps in the collective bargaining process (pg. 41 – knowledge & comprehension); describe the advantages and disadvantages of different types of organized labour (e.g., unions, professional associations, worker-run collectives) from the point of view of workers, employers, and consumers, and the impact that each type has on the Canadian economy (pg. 41 – knowledge, comprehension & analysis) apply a cost-benefit analysis to define a problem and to identify and evaluate choices from the point of view of different stakeholders (pg. 42 – application, analysis & evaluation) Assessment and Evaluation: Refer to Page 10 for Assessment and Evaluation Techniques for this lesson. Unit 2: Demand and Supply of Labour 47 | P a g e Making Economic Choices – Grade 11 Workplace Prior Knowledge Required: Scarcity and Decision Making Familiar with flexible grouping and cooperative learning structures (Think-PairShare, Kagan’s Selector Spinners) These are lessons 11, 12 & 13 in a 15 lesson sequence, therefore students will have learned the fundamentals of labour markets, demand and supply fundamentals, shifts in demand & supply and elasticity. Students will know how to navigate the internet. Show Me the Money! Accommodations: Co-operative Learning Groups (with ability grouping); Flexible Grouping; Key terms with definitions and pronunciations will be given to ELL students. The incorporation of the only professional women’s sports association; Strategic Seating may be used – teacher discretion Resources/Appendices: Agenda: Jennings, Bill. Labour: Market, Laws, and Unions. Section 5: Collective Bargaining. Canadian Foundation for Economic Learning, 2002. Thexton, James D. Made in Canada: Economics for Canadians. 3rd ed. Canada: Oxford University Press, 1996. Chart Paper, Makers & Music Labour Unions Power Point Presentation (Teacher) (D-1)* Labour Unions Power Point Presentation (Student Handouts) (D-1B)* ‘Unions Scavenger Hunt’ Student Handout (D-2)* ‘Unions Scavenger Hunt’ Teacher Master (D-2B)* ‘Unions Scavenger Hunt’ Reflection Questions (D-2C)* Graphic Organizer Sample Handout (D-3)* ‘Referee Call’ Question Sheet & Class Set of Yellow, Red, and Goal Cards (D-4)* ‘Trivial Pursuit’ Sample Question Sheet (D-5)* ‘Hockey Wars’ Case Study (D-6)* Case Study Roles (D-7)* Day 1: Unit 2: Demand and Supply of Labour Let’s Dance: Graffiti Wall (Diagnostic Activity) Labour Unions in Canada Graphic Organizer: Activity #1 Day 2: Computer Lab to be booked; or book laptops for use in classroom. Trivial Pursuit WebQuest Activity: Activity #1 So What?(Reflection to be handed in for formative assessment) Activity #2 Day 3: Hockey Wars! Activity #1 48 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! Teaching/Learning Strategies DAY 1 Mental Set / Sharing Expectations: (10 minutes) – Thinking/Inquiry Activity #1 “Let’s Dance Graffiti Wall”. This is a diagnostic activity. This activity will allow the teacher to gauge the students’ prior knowledge before going into the input. Put up 2 pieces of chart paper in the classroom with the word Union, Blend, Hook-Up, and Agreement across the top on each page. Although we are introducing Unions, by using synonyms we are able to generate more ideas. Hand out markers to students, play a song (3-4 minutes) and have students get up and write as many words as possible on the chart paper that they associate with the words written. Their start cue is the music and their end cue is when the music stops. Have all students return to their seats and debrief the words they have come up with for the next 5 minutes. Teacher Notes: DAY 2 Mental Set / Sharing Expectations: (5 minutes) – Thinking/Inquiry/Knowledge DAY 3 Mental Set / Sharing Expectations: (10 minutes) – Thinking/Inquiry/Knowledge “Trivial Pursuit” (Appendix D-5) Students share their key learning and surprises obtained from the previous days Reflection Questions prior to handing them in. Input: DAY 1 20 minutes: Input takes place on day 1 of lesson. PowerPoint Presentation with Student Handout for minimal note taking (Appendix D-1 & D-1B) DAY 2 5-10 minutes: Teacher discusses DAY 3 10 minutes: Teacher assigns co-operative learning groups with ability grouping. Students gather in their respective groups. Teacher than hands out case study roles and case study 1 (see Appendix D-6 and D-7) Modeling: (5 – 10 minutes) DAY 1 For the Graphic Organizer exercise, samples have been produced and are shown in Appendix D-3. Teacher Notes: This exercise can easily be replaced with a ComicLife or Bitstrips activity. If you plan to modify this exercise, we recommend that you create a model to show students, so that they can get right to task. DAY 2 Modeling has been developed on the Union Scavenger Hunt handout. The first row is filled out entirely so that students know exactly what information teacher expects them to look for and write out. (Appendix D-2). DAY 3 The case study is read out loud amoung the entire class first before group work takes place. Check for Understanding: (5 – 10 minutes) DAY 1 Use the ‘Ref’s Call’ (Appendix D-4) DAY 2 Union Scavenger Hunt Reflection Questions (formative assessment) Appendix D-2C DAY 3 Teacher should rotate between groups to ensure that they are on task and observe discussions taking place. Teacher is also able to assess learning through student analysis of the case during each groups presentation of the question. Unit 2: Demand and Supply of Labour 49 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! DAY 1 Practice (30 minutes): Activity #2 Graphic Organizer Activity. The main goal of this exercise is to have students creatively summarize the content learned that day in a graphic organizer. It is recommended to use either pair grouping or small groups for this exercise. Each student is responsible for completing their own graphic organizer. DAY 2 Teacher Notes: DAY 3 Teacher Notes: Practice (45 minutes): The Goal of this activity is to twofold. It has been scaffolded and is specific so that students are able to get right to task. They are building research skills while learning about professional sports unions, the roles and responsibilities of unions, and, through downloading, will be able to view some of the CBA’s to see how it visually looks, the document length and general time periods of CBAs in pro-sports unions. It is recommended that pair grouping be planned by teacher ahead of class with ability grouping. Some key area to look for when setting up pair groups is: comfort level with computers and internet browsing; you may want to put one avid sports fan or athlete per pair as we acknowledge not all students will be knowledgeable in sports; you also want to look at complimentary learning styles (MI). It is recommended that Reflection Questions will be collected at the start of next class as a formative assessment and check for understanding. Practice (30 minutes): Teacher uses discretion on timing allotted for case analysis and answer to question. The ‘presenter’ form each group presents the groups answer and the class has a discussion. Appendix D-6 has 2 case studies with questions. Depending on timing and student abilities, both can be used in one period, or the teacher can select between the two. Closure: DAY 1-3 Use a Sports Trivia Question or a question specifically related to the content taught/learned that day to bring the lesson to a close. Award a treat to the student/group who answers correctly first. Prep/Homework: DAY 1 Graphic Organizer DAY 2 Complete Reflection Questions to hand-in next day DAY 3 Summary (3-4 sentences) on key points learned from case study (ies) and/or class discussion on the case studies. Student handouts and Black Line Masters for this Lesson can all be found in Appendix D Unit 2: Demand and Supply of Labour 50 | P a g e Making Economic Choices – Grade 11 Workplace Show Me the Money! - Resources Bolatta, Angelo, et al. Economics Now: Analyzing Current Issues. Oxford Canada, 2002. Hird, H. Richard. Working with Economics: a Canadian Framework. Prentice-Hall Canada, 1996. Jennings, Bill. Labour: Market, Laws, and Unions. Canadian Foundation for Economic Learning, 2002. Etext 26 January 2010. <http://www.cfee.org/cgi-bin/go.cgi?lang=en&file=/en/progres.shtml> Thexton, James D. Made in Canada: Economics for Canadians. 3rd ed. Canada: Oxford University Press, 1996. Welch, J. Patrick, and Gerry F. Welch. Economics: Theory and Practice. The Dryden Press, 1995. - Websites Major League Baseball Players Association, < http://mlbplayers.mlb.com/pa/index.jsp> National Basketball Players Association, < http://www.nbpa.org/> National Football League Players Association, < http://www.nflplayers.com/> National Hockey Leagues Players Association, < http://www.nhlpa.com/> Women’s National Basketball Players Association , < http://wnbpa.com/> Unit 2: Demand and Supply of Labour 51 | P a g e
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