Economics
Attachments
Attachment A
CLE: 3a.P.a
Competition and Monopolies
"A Mighty Mouse"
Introduction
In this lesson students, will read about the business and management structures of a conglomerate, and
they will see that a conglomerate must stay focused on its future goals to grow.
Lesson Description
Students will use information from the DisneyOnline Web site to read the company's annual report.
Students will read the CEO's letter and browse through the report to answer four questions. They will
then use what they have learned to write letters to the shareholders regarding their visions for the
company's next ten years.
Previous Knowledge Expected
conglomerate: a large corporation made up of smaller corporations dealing in unrelated businesses
Applied Content Standards (from the National Council on Economic Education)
Standard 10: Institutions evolve in market economies to help individuals and groups accomplish their
goals. Banks, labor unions, corporations, legal systems, and not-for-profit organizations are examples of
important institutions. A different kind of institution, clearly defined and well-enforced property rights, is
essential to a market economy.
Instructional Objectives:
1. Students will understand the business and management structures of a conglomerate and the many
businesses comprising a conglomerate.
2. Students will be able to review an annual report from a corporation to gain important financial
information about that company.
3. Students will use this knowledge to imagine they are the CEO of the corporation and write letters to
the shareholders for the annual report.
Student Web Activity Answers
1-4. Answers will vary.
5. Students' letters will vary, but they should include information concerning the growth of business
segments, competitive concerns, and acquisitions.
391
Attachment A
CLE: 3a.P.a
Introduction
When Walt Disney formed his company in the 1920s, he was hoping to sell cartoons and comic strips
to magazines. He even dabbled in animation during a time when no one else could see its appeal. It is
doubtful, however, that even the dreamer in Disney could envision that his company would grow into a
multi-billion dollar conglomerate, with worldwide interests in virtually every aspect of communications.
To understand the structure of a conglomerate such as the Walt Disney Company, a consumer can read
the corporation's annual report. Typically, the report includes financial data and a message to
stockholders reviewing the past year and looking forward to the next. Go to the Internet to read the
latest annual report of The Walt Disney Company to see first-hand the inner workings of a huge
conglomerate.
Destination Title: The Walt Disney Company: About Disney
http://corporate.disney.go.com/index.html
Directions
Start at the Disney Online Web site.
•
•
•
Under "Investor Information," click on Disney Investor Relations.
Under "Financials," click on Annual Reports.
Click on the latest annual report available.
Using the information you gathered from this site, answer the following questions on a separate paper.
1. What acquisitions was Disney concerned with during the past year? Was this acquisition similar to its
other businesses, or will it complement the corporation in a different way?
2. To see the corporate structure of Disney, look at the Board of Directors and Corporate Executive
Officers. How many Corporate Executive Officers are there? How many chief executives of Disney's
principal businesses are listed?
3. Which business segment provides Disney with the greatest revenues? Which segment produces the
least amount of revenues?
4. What does the CEO say will be the business's newest ventures in the coming year?
5. Using your research, imagine you are the CEO of Disney. You have been asked to write a letter to the
shareholders regarding your vision for the next 10 years. Your letter will be published in next year's
annual report. State the businesses that you will try to grow, the businesses that you may phase out,
and the next endeavors you would like to achieve. In addition, voice any concerns you may have about
challenges facing the conglomerate during next 10 years.
392
Attachment B
CLE: 4.B.a
Thinking about Credit
Purpose:
The purpose of this lesson is to introduce learners to the complex economic world of responsible credit
use, including installment credit and credit cards. The learners will identify the uses as well as the
abuses of various forms of credit, including installment loans and credit cards. They will explore ways to
effectively use credit cards so that they will be better able to spend, save, invest, and donate to meet
their needs and wants.
Duration:
Two 45 minute class periods
Objectives:
The learner will:
• define the terms mortgage; credit; credit report/score; net income; simple, installment and
revolving credit; credit card; debit card.
• identify the pros and cons/uses and abuses of credit and credit cards, and apply this information
to the use of money.
• calculate a “safe” debt load using the 20/10 Rule.
• calculate interest and interest rate on installment loans.
• decipher the language in credit card offers.
• make an informed decision after comparing credit card offers.
• locate relevant information from a credit card statement.
Materials:
• Handout One: Using Credit Wisely- the 20/10 Rule, student copies
• Handout Two: Installment Math Problems student copies
• Handout Three: Choosing and Using a Credit Card Responsibly student copies
• Handout Four: Homework Survey Questions, student copies
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Attachment B
CLE: 4.B.a
Instructional Procedure(s):
Day One - Using Credit Wisely/Installment Credit
Anticipatory Set:
While shuffling an assortment of Credit Cards, read the following opinion concerning credit cards. Have
the learners share the pros and cons of this statement:
"With a credit card I don't have to delay getting what I want. What I mean by that is: I don't have to ask
myself the questions, 'Do I really want or need this?' ‘Do I have enough money to buy this?' I can buy
anything I want or need! It's great!"
Start a list of pros and cons on a display board. Continue the discussion by asking the learners to share
some problems with credit cards that either they have personally encountered or problems that they
have heard others have had with credit, and list these comments on the display board.
• Review the definition of credit: the opportunity to borrow money or receive goods or services in
return for a promise to pay later such as credit cards. Have the students express opinions
about whether having and using credit cards is good or bad.
• Using Attachment One: Using Credit Wisely - the 20/10 Rule, review the three types of
credit, Single-Payment, Installment Credit, and Revolving Credit. Define the word mortgage
as a long-term loan for a house or other property.
• Explain to students that credit reports are like your school transcripts, they have a way of
following you throughout your life and are used by other people to make judgements about
you, in this case, about your credit-worthiness. Emphasize to students the importance of
maintaining a good credit rating/score for the benefits one can achieve as a result.
Optional web activity: Show students examples of a sample credit report at one or more of
the following sites:
http://www.truecredit.com/pdf/learnCenter/Reading_Your_Report.pdf
http://www.experian.com/credit_report_basics/pdf/
samplecreditreport.pdf
http://www.mortgage-investments.com/Credit_reports/
sample_credit_report.htm
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Attachment B
CLE: 4.B.a
• When introducing the 20/10 rule, explain that net income is income remaining after all
necessary taxes are paid, whether calculated yearly or monthly. Also remind students that
mortgages do not count when working with the 20/10 Rule because home mortgage loans are
in a different category with certain rules that apply for safe mortgage debt load. The 20/10
Rule applies to all other loans and credit-card borrowing.
• If appropriate for your students, assign the learners to groups of three or four, and have them
apply the 20/10 rule to the problems in page 2 of Attachment One. Otherwise, using an
overhead transparency, work through the practice problems as a class, calling on students to
do the calculations and show their work to justify their answers.
Answers to 20/10 Rule problems:
Annual net income would be $12,000
Problem #1 -assuming no other debt, it is still NOT within the safe debt load which is $2,400
{ 20% of $12,000= $2,400}.
Problem #2 -assuming no other debt, it IS within the safe debt load calculation which is
$100 {10% of $1,000 is $100}.
• Ask students if they think at some time in the future, they believe that they will be able to buy
either their dream house or car? Will they probably use cash or credit to pay for the purchase?
Have them share the reasons that they believe as they do. Explain that buying on credit, such
as an installment loan or credit card usually means paying interest, and that a wise borrower
knows what interest amount they will be paying before signing a contract.
• Using board space or overhead, explain that how much interest a person must pay and the
interest rate (percentage) a person pays can be calculated using the Interest Formula,
(I=PRT). This method works well for installment loans (like mortgage and car loans), but credit
card companies use more complex and sometimes confusing rules and formulas to calculate
interest.
• Demonstrate the basic installment credit math problem calculations described below:
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Attachment B
CLE: 4.B.a
Write the formula:
Interest = Principal x Interest Rate x Time (in years) on the board and show and explain
Examples 1 and 2 posing the questions to the class along the way. Ask students to assist with the
calculations on the board. (A calculator may be used for Example 2, but long division practice of
the interest rate calculation is also recommended also.)
Example 1: How much interest does he pay?
Arthur wants to buy an entertainment center. The cash price is $2850. It can also be
purchased in 24 monthly payments of $140 each, with a down payment of $250.
How much interest would he pay if he purchased the item on the installment plan?
Total cost = Down payment + Monthly payment total
=
$250 + (24 x $140)
= $3610 total cost of $2850 entertainment center
Interest = Total amount paid – Cash price
= $3610 – $2850
= $760 interest paid
Example 2: Find the interest rate?
Principal = Full installment price – Down payment
= $3610 – $250
= $3360
Interest Rate = Interest X Principal
=
$760 x 2 = $3360
= 11.3% interest rate paid
• After modeling the computations above, place the learners in groups of three, distribute and
assign each group the Installment Math and 20/10 Rule Problems (Attachment Two).
The students will work together as a group to solve the problems. Tell them that they will not
only need to find the correct solutions to the problems, they will also need to make a
determination of how the 20/10 rule would apply, giving the rationale and calculations to
support their position. (As an alternative, this can be given as a homework assignment.)
396
Attachment B
CLE: 4.B.a
Answers:
Problem 1: The full installment price is $1,000 (down payment) plus 6 X $200 = $1200
(monthly payments total) = $2200. The annual interest rate is found by dividing the
Interest amount ($200) by the principal (Full installment price – Down payment = $2000 $1000 = $1000 Principal. Therefore, dividing $200 interest amount by $1000 principal =
20% annual interest rate.
20/10 Rule application: If net monthly income is $1,400, Clare’s safe debt load, using the
20/10 rule, should not be more than 10% of this total, which is $140 (excluding any
mortgage). Since she is already paying $100 per month for a furniture installment loan, it
would NOT be advisable to add $200 per month more for the wide-screen TV loan.
Problem 2: The full installment price ($400) minus the down payment ($50) leaves a
principal of $350 to be paid in 12 equal installments. Dividing $350 by 12 (months) =
$29.17 per month. To calculate interest rate, calculate total interest first. (Total installment
amount paid $400 minus the cash price $325= $75 interest. Then divide interest ($75) by
the principal $350=21.43%.
20/10 rule application: At $8000 net income per year, Miguel should not have more than
20% of $8000 in installment and credit card debt, not counting mortgages. $8000 times
.20 (20%) = $1,600 per year. Miguel’s car loan costs 12 times $100 or $1200 per year,
leaving $400 to still be within safe debt load limits. ($1,600 minus $1200=$400. The GPS
would cost Miguel $350 after the down payment, so it would just fit in under the safe debt
load limit.
• Conclude by asking students to comment on what could happen to spending, saving, investing,
and donating if a person had too much debt? (Money spent on interest for borrowing could
have been spent, saved, invested, or donated in other ways with more freedom and control.)
Explain that in the next segment we will go beyond installment credit and consider revolving
credit with the use of credit cards.
• Ask learners to do an informal survey of their family members before the next class session to
discover how many credit cards they have and how many credit cards are actually being used.
(Information from this informal survey will be used in the Anticipatory Set for Day Two of this
lesson.)
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Attachment B
CLE: 4.B.a
Day Two - Choosing and Using Credit Cards Responsibly
Teacher Note: If internet access is not available to the learners, provide three sample credit card
applications to each group. They can be downloaded using the URL’s below. Applications could also be
obtained in local retail stores.
http://www.creditcards.com/
http://www.credit-land.com/
http://www.creditcardguide.com/
Anticipatory Set:
Ask learners to share some results of the informal survey of credit card use in their families. List their
responses on the board, including how many they have and how many are actually in use.
Ask the learners to guess the average number of credit cards and annual credit debt in every household
in American. (The Federal Reserve Board in 2007 and Consumer reports indicate that there is an
average of seven credit cards and an average credit debt of $9,840 in every household in the United
States.) Indicate that today they will identify ways to responsibly select and use credit in order to more
easily proportion their use of money, follow their spending plan, and avoid huge credit debts.
Pose this statement for class discussion: "People typically tend to cut back on their donating to charity-become less philanthropic with their treasures--when their desires and wants exceed their budgets." (Be
sure that the learners know and understand that while philanthropy is shown by giving time and talent,
it also includes the donating of treasures--money--for the common good.) Have the learners share their
thinking about why this statement may or may not be true.
• Ask students to brainstorm different methods of payment (barter, cash, check, credit/debit cards,
rent to own, etc.). Explain that there are advantages and disadvantages for all kinds of
payment methods. Explain that cash, checks, gift certificates and debit cards are forms of
money and can be used as a medium of exchange in most transactions.
• Explain that credit is not money and is really a loan. Define the two basic card options: credit
cards and debit cards using the “buy now, pay later” and “buy now, pay now” descriptors
below to help learners compare them. Show examples of each card while explaining the
information below.
Credit Card: is a small plastic card with built in codes, issued by banks or businesses, for
authorizing the cardholder to buy goods and services on credit so you can “buy now, pay
later”. Using a credit card is a loan that must be repaid, usually with interest. It is provided
as a payment convenience to you by the bank or business. When you use it, you agree to
repay the amount of purchase plus interest if you do not repay the balance each month.
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Attachment B
CLE: 4.B.a
Debit Card: is a similar, small, coded, plastic card issued by a bank that allows the cardholder to
transfer funds electronically and immediately from his or her checking account. This is a “buy now, pay
now” situation and is the same as if the cardholder were writing a check for the purchase. It is not a
loan.
Deciding if and when to use these cards, and which kind to use in a given situation, are important
decisions.
• Using available display space, create a T-chart to ask students to list possible advantages and
disadvantages of using a credit card, leading them to the following:
• Distribute copies of Attachment Three: Choosing and Using A Credit Card Responsibly.
Explain to the students that choosing a particular credit card is a not the only complex decision
to make, but that even deciding how to personally use a credit card (such as whether to pay off
credit card loan balances monthly or deciding to maintain a balance and have interest charged
to you) are complex and important economic decisions. Read and discuss the contents of
Attachment Three as a class.
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Attachment B
CLE: 4.B.a
• Arrange the class into groups of three to complete the second part of Attachment Three:
Comparing Credit Cards. Tell the class to go on-line at www.creditcards/com ,
http://www.credit-land.com/, or http://www.creditcardguide.com/ (If internet is not available
to the learners, provide three Credit Card applications to each group) and select three different
credit card options. Using the information found at each credit card site the learners are to fill
out the Comparing Credit Cards sheet. Define and explain credit card vocabulary as needed or
use an online glossary of terms available at the site.
In a whole group discussion or in small groups, ask learners to share and discuss their findings
and draw some conclusions based upon what they discovered.
• Optional Activity If appropriate to the learners, and time permits, access a sample credit card
statement at: www.practicalmoneyskills.com/english/resources/
tutor/statements/credit_state.php
(Note: If internet is not available to the learners download the tutorial, duplicate, and
distribute a copy to each learner.) Pose questions concerning the statement. Have the learners
locate the information and respond appropriately.
• Summarize the importance of responsibly choosing and using credit. Indicate to the learners that
by now they should realize that huge credit debt can be the result of not only misusing credit,
but also of not fully understanding it. Reinforce the impact that misusing credit can have on
well-intentioned plans for spending, saving, investing, and donating.
• Assign homework to be completed before the next lesson. Distribute copies of the Credit
Survey for each student to informally survey 5 people (teachers and school staff, family
members, other adults in school and community) with questions about financial literacy and
credit cards. Students should record individual survey data and report back the next day to
assess community need in preparation for generating ideas for a service project.
Assessment:
The learners will be assessed based on their contributions to the class discussions, learners
understanding and demonstration of math calculations, and the completion and appropriate reporting of
their in-class as well as homework assignments.
School/Home Connection:
Day One: Ask students to do an informal survey of family members as to how many credit cards are owned
and how many are actually used. Their findings can be reported at the start of Day Two of this lesson.
Day Two: Students will survey 5 people about their knowledge of personal finance and use of credit.
400
Handout 1
Using Credit Wisely - the 20/10 Rule
Types of Credit
Single-Payment Credit
Pay in a single payment within a given time period
Examples: Doctors, utilities, paycheck lenders
Installment Credit
Pay in two or more regular payments of a set amount
Examples: Cars, mortgages, furniture, vacations
Revolving Credit
Buy within a credit limit – minimum due regularly
Examples: Retail charge accounts, credit cards
Credit Reports
•
•
•
•
Record of your credit history
Three credit bureaus: Experian, Trans Union, & Equifax
Can affect: purchase power, job, and even insurance rates
Having multiple credit cards with open lines of credit will reduce your credit score (For every credit
card a person has, the maximum credit amount appears as “accessible open credit” on your credit report,
and increasing the amount of “accessible credit” by acquiring additional credit cards will cause your
credit score to go down. This provides a warning to a potential lender that you might not be a good
candidate for a loan.)
How Much Can You Safely Borrow?
(The 20/10 Rule)
20: Never borrow more than 20% of yearly net income*
10: Monthly payments should be less than 10% of monthly net income*
*the 20/10 rule does not apply to home mortgages
20/10 Rule Practice Problems
Questions:
Using the 20/10 Rule for calculating responsible credit (safe debt load):
If your net income (money after taxes ) is $1000 a month, then your annual net income would be
________________.
1. Calculating 20% of your annual net income to find a safe debt load, would going into debt to finance a
vacation cruise costing $2,500 be considered a safe debt load? Why or why not?
2. Assuming your income (money after taxes) is $1000 a month, would it be a responsible credit (safe
debt load) to purchase a new High Definition TV with monthly payments of $90? Why or why not?
401
Handout 2
Installment Math Problems
1. Clare wants to buy a wide-screen TV that sells for $2,000 cash. She will make a down payment of
$1,000 and then six monthly payments of $200. What is the full installment price and the annual
interest rate?
Applying the 20/10 Rule: If Clare has a net monthly income of $1,400, and already pays $100 per month for a
furniture installment loan, would you recommend that she purchase the TV? (Use the 20/10 Rule to guide
you) Why or why not? Show your calculations.
2. Miguel has his heart set on a new GPS that will cost him $325 if he pays cash and $400 if he pays
by installments. If the down payment is $50, how much will he pay in each of 12 monthly
payments? What is the annual interest rate on this purchase?
Applying the 20/10 Rule: Miguel currently earns $8,000 per year. He also is paying on a used car with an
existing installment loan at $100 per month. Does the GPS installment loan fit within safe debt guidelines
using the 20/10 rule? Show your calculations.
402
Handout 3
Choosing and Using a Credit Card Responsibly
When making the decision to get a credit card, ask yourself this question:
Do you plan on paying off your balance each month or maintaining a balance?
…If you pay off your balance on time each month, you can tolerate a higher interest rate card
(since you generally wouldn’t be paying it) which may feature things like rebates, cash rewards for
using the card, or free or discounted merchandise. Avoiding a high annual fee, charged each year
by a credit card company for the privilege of using their card, would be important to people who pay
off their balances each month. Wise consumers would, of course, read all the details about every
aspect of any credit card, such as when interest begins being charged after a transaction, the nature
of rebate and gift offers, etc.
…If you choose to maintain a balance, paying the lowest interest rate possible is the key and
avoiding an annual fee would be even better. Reading the details is a must here too. The costs
and benefits of incurring interest charges need to be weighed carefully by the credit card holder.
Whatever you decide to do, know this: It’s much less expensive to save regularly for an item than to
buy it on credit. Credit card debt spends future income and making credit card payments with
interest being charged to you, provides less money now to spend, save, invest, and donate. With
credit cards, it is often the case that one is often having to pay for items already bought in the past
that may have already been discarded.
Deciding to use credit of any kind involves an opportunity cost in the future, because there is
always a next-best alternative one gives up when they decide to use installment credit, a credit card,
or to secure a home mortgage. Every choice involves a cost of some kind. Before using credit,
a wise consumer should pause and reflect on their true opportunity costs of using credit. Many
people allow their impulses and unlimited wants to over ride their thinking and regret it later.
403
Handout 3 (continued)
Comparing All the Options
Evaluate the three credit card offers by filling out the chart below. Summarize your results by
answering the questions that follow.
Card Costs and Features
Interest Rate
Balance Calculation Method
Duration of Grace Period
Annual Fee
Late Fee
Cash Advance Fee
Over the Limit Fee
Transaction Fee
Minimum Finance Charge
Any Special Offers?
Card 1
Card 2
What words or terms were new to you?
Are the offers alike or different? Explain your answer.
What hidden fees increase the cost of using credit?
Was the information easy to find and understand? Explain your answer.
Which credit card would you choose and why?
Why is it important to compare credit card offers before signing up for one?
404
Card 3
Handout 4
Homework Survey Questions
Assignment: Ask 5 people (teachers, school staff, family, friends, neighbors) in their six questions
about financial literacy/credit, record the results, and report back to class.
1. (Adult) How many different credit cards do you have right now? Or
(Student) How many different credit cards do you think your
parents have?
Number
2. Have you ever read a credit agreement for a credit card?
YES
NO
3. Do you know the credit card interest rate for any credit card?
YES
NO
4. Have you ever compared credit card offers in an organized way?
YES
NO
5. Have you ever completely read a credit card payment statement?
YES
NO
6. Have you ever received instruction or guidance on personal money
management or using credit/credit cards?
YES
NO
405
Handout 4
(continued)
Survey Recording Form
Question
1
(enter #)
Person 1
Circle
Response
Person 2
Person 3
Person 4
Person 5
Circle
Response
Circle
Response
Circle
Response
Circle
Response
2
YES
NO YES
NO YES
NO YES
NO YES
NO
3
YES
NO YES
NO YES
NO YES
NO YES
NO
4
YES
NO YES
NO YES
NO YES
NO YES
NO
5
YES
NO YES
NO YES
NO YES
NO YES
NO
6
YES
NO YES
NO YES
NO YES
NO YES
NO
406
Totals
(Average #
Credit Cards)
YES
NO
Attachment C
CLE: 4.I.a
Lesson Plan: The Industrial Age in America, 1880-1920
Development of Labor Unions
Twelfth Grade
Purpose of the Lesson:
This lesson can be used to introduce students to the three main labor organizations that rose during
the industrial period of the United States: the Knights of Labor, the American Federation of Labor
and the Industrial Workers of the World
Objectives:
At the end of this lesson, students should be able to:
•
•
•
Analyze and discuss the significance of primary source documents
Identify and describe the ideologies and tactics of the three labor organizations under study
Understand the justification for organized labor unions
Historical and Methodological Context for the Lesson:
At the end of the nineteenth century and at the beginning of the twentieth century, American
workers debated how they could best defend their interests in the face of powerful national
corporations. One of the most contentious questions that faced them was whether labor should
agitate for higher wages, shorter hours, and better working conditions, or for more fundamental
transformations in the nation's economy. Another source of controversy was whether unions should
try to organize whole industries (what are called industrial unions) or organize particular skilled
crafts (craft unions).
At stake in these debates was the very meaning of the labor movement: Whom to organize? How
to organize them? What to do once they are organized? Playing key roles in providing their own
answers to those questions were three labor unions: the Knights of Labor, the American Federation
of Labor and the Industrial Workers of the World.
Lesson Activities:
Distribute the chart to be completed individually, in small groups or as a class
Distribute the primary documents:
Knights of Labor: Preamble and Declaration of Principles
Preamble to Industrial Workers of the World Constitution
American Federation of Labor: Statement of Principles
If possible, it may be helpful to have other texts, such as Henry Pelling’s American Labor or James
E. Bruner’s Industrialism: The American Experience, on had for additional information.
Assessment:
Ask students to read the organizations’ founding documents to identify and compare the ideological
principles, goals and tactics of each of these organizations. Pick out particular vocabulary that helps
document the assessment. Without making value judgments, ask students to identify any practical
problems they might see with the organizations’ goals or ideals.
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Attachment C
CLE: 4.I.a
Chart: The Rise of Labor Unions, 1880-1920
Knights of Labor American Federation of Labor Industrial Workers of the World
1869
1886
1905
Principles
Goals
Tactics
Problems
408
Attachment C
CLE: 4.I.a
PREAMBLE
AND
DECLARATION OF PRINCIPLES
OF THE
KNIGHTS OF LABOR
OF AMERICA.
TO THE PUBLIC:
The alarming development and aggressiveness of great capitalists and corporations, unless
checked, will inevitably lead to the pauperization and hopeless degradation of the toiling masses.
It is imperative, if we desire to enjoy the full blessings of life, that a check be placed upon unjust
accumulation, and the power for evil of aggregated wealth.
This much-desired object can be accomplished only by the united efforts of those who obey the
divine injunction, "In the sweat of they face shalt thou eat bread."
Therefore we have formed the Order of Knights of Labor, for the purpose of organizing and directing
the power of the industrial masses, not as a political party, for it is more - in it are crystallized
sentiments and measures for the benefit of the whole people, but it should be borne in mind, when
exercising the right of suffrage, that most of the objects herein set forth can only be obtained
through legislation, and that it is the duty of all to assist in nominating and supporting with their votes
only such candidates as will pledge their support to those measures, regardless of party. But no one
shall, however, be compelled to vote with the majority, and calling upon all who believe in securing
"the greatest good to the greatest number," to join and assist us, we declare to the world that are
our aims are:
I.
II.
To make individual and moral worth, not wealth, the true standard of individual and National
greatness.
To secure to the workers the full enjoyment of the wealth they create, sufficient leisure in
which to develop their intellectual, moral, and social faculties: all of the benefits, recreation
and pleasures of association; in a word, to enable them to share in the gains and honors of
advancing civilization.
In order to secure these results, we demand at the hands of the State:
III.
IV.
V.
VI.
The establishment of Bureaus of Labor Statistics, that we may arrive at a correct knowledge
of the educational, moral and financial condition of the laboring masses.
That the public lands, the heritage of the people, be reserved for actual settlers; not another
acre for railroads or speculators, and that all lands now held for speculative purposes be
taxed to their full value.
The abrogation of all laws that do not bear equally upon capital and labor, and the removal of
unjust technicalities, delays and discriminations in the administration of justice.
The adoption of measures providing for the health and safety of those engaged in mining and
manufacturing, building industries, and for indemnification to those engaged therein for
injuries received through lack of necessary safeguards.
409
VII.
VIII.
IX.
X.
XI.
XII.
XIII.
The recognition, by incorporation, of trades' unions, orders and such other associations as
may be organized by the working masses to improve their condition and protect their rights.
The enactment of laws to compel corporations to pay their employees weekly, in lawful
money, for the labor of the preceding week, and giving mechanics and laborers a first lien
upon the product of their labor to the extend of their full wages.
The abolition of the contract system on National, State and Municipal works.
The enactment of laws providing for arbitration between employers and employed, and to
enforce the decision of the arbitrators.
The prohibition by law of the employment of children under 15 years of age in workshops,
mines and factories.
To prohibit the hiring out of convict labor.
That a graduated income tax be levied.
And we demand at the hands of Congress:
XIV.
XV.
XVI.
XVII.
XVIII.
The establishment of a National monetary system, in which a circulating medium in
necessary quantity shall issue direct to the people, without the intervention of banks; that all
the National issue shall be full legal tender in payment of all debts, public and private; and
that the Government shall not guarantee or recognize any private banks, or create any
banking corporations.
That interest-bearing bonds, bills of credit or notes shall never be issued by the Government,
but that, when need arises, the emergency shall be met by issue of legal tender, non-interestbearing money.
That the importation of foreign labor under contract be prohibited.
That, in connection wit the post-office, the Government shall organize financial exchanges,
safe deposits and facilities for deposit of the savings of the people in small sums.
That the Government shall obtain possession, by purchase, under the right of eminent
domain, of all telegraphs, telephones and railroads, and that hereafter no charter or license
be issued to any corporation for construction or operation of any means of transporting
intelligence, passengers or freight.
And while making the foregoing demands upon the State and National Government, we will
endeavor to associate our own labors.
XIX.
XX.
XXI.
XXII.
To establish co-operative institutions such as will tend to supersede the wage system, by the
introduction of a co-operative industrial system.
To secure for both sexes equal pay for equal work.
To shorten the hours of labor by a general refusal to work for more than eight hours.
To persuade employers to agree to arbitrate all differences which may arise between them
and their employees, in order that the bonds of sympathy between them may be
strengthened and that strikes may be rendered unnecessary.
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Attachment C
CLE: 4.I.a
American Federation of Labor
Declaration of Principles
“Whereas a struggle is going on in the nations of the civilized world, between the oppressors and
oppressed of all countries, a struggle between capital and labor which must grow in intensity from
year to year and work disastrous results to the toiling millions of all nations, if not combined for
mutual protection and benefits. The history of the wage workers of all countries is but the history of
constant struggle and misery, engendered by ignorance and disunion, whereas the history of the
non-producers of all countries proves that a minority thoroughly organized may work wonders for
good or evil. It behooves the representatives of the workers of North America in congress
assembled, to adopt such measures and disseminate such principles among the people of our
country as will unite them for all time to come, to secure the recognition of the rights to which they
are justly entitled. The various trades have been affected by the introduction of machinery, the
subdivision of labor, the use of women's and children's labor and the lack of an apprentice system,
so that the skilled trades are rapidly sinking to the level of pauper labor. To protect the skilled labor
of America from being reduced to beggary and to sustain the standard of American workmanship
and skill, the trades unions of America have been established.”
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Attachment C
CLE: 4.I.a
Preamble to the Constitution of the Industrial Workers of the World
The working class and the employing class have nothing in common. There can be no peace so
long as hunger and want are found among millions of the working people and the few, who make up
the employing class, have all the good things of life.
Between these two classes a struggle must go on until the workers of the world organize as a class,
take possession of the means of production, abolish the wage system, and live in harmony with the
Earth.
We find that the centering of the management of industries into fewer and fewer hands makes the
trade unions unable to cope with the ever growing power of the employing class. The trade unions
foster a state of affairs which allows one set of workers to be pitted against another set of workers in
the same industry, thereby helping defeat one another in wage wars. Moreover, the trade unions aid
the employing class to mislead the workers into the belief that the working class have interests in
common with their employers.
These conditions can be changed and the interest of the working class upheld only by an
organization formed in such a way that all its members in any one industry, or in all industries if
necessary, cease work whenever a strike or lockout is on in any department thereof, thus making an
injury to one an injury to all.
Instead of the conservative motto, "A fair day's wage for a fair day's work," we must inscribe on our
banner the revolutionary watchword, "Abolition of the wage system."
It is the historic mission of the working class to do away with capitalism. The army of production
must be organized, not only for everyday struggle with capitalists, but also to carry on production
when capitalism shall have been overthrown. By organizing industrially we are forming the structure
of the new society within the shell of the old.
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Attachment D
CLE: 6.L.a
Description
Students work in groups to define slavery in three different cultures. Students will be given information on
slavery in Greek, Roman, and African cultures, and then after some discussion, they will be asked to answer
questions on the topic.
Materials
-Textbook World History: The Human Experience, 2001 New York, Glencoe McGraw Hill (or similar text)
-Handout (see attached file)
-Questions to be answered by students (see attached file)
-Access to copy machine
-Chalk or white board markers
-Chalk board or white board
Preparations
1. Copy handouts for this lesson, enough for each student to have a copy (with all three sections).
2. Read Chapter Review on the Ancient World. (Have students do the same).
3. Cut handouts into three parts.
Procedures
1. Make enough copies of the handout provided for each member of the class.
2. Before class, cut the handouts mentioned in number one into three parts, separating the information on Greece,
Rome, and Africa.
3. Ask students to break into three equal groups.
4. Have each group work together to create their definition of slavery.
5. Remind students that this is a World History class, and their definition of slavery should come from the materials
already covered (Greece, Rome, and Africa).
6. Once the groups are finished, have one student from each group read his/her definition while the teacher records the
information on the board.
7. Once all of the groups have given their definitions, discuss the material presented with the class, making corrections
as needed.
8. Take the cut-up handouts and distribute them to the class. However, give the first group only the information on
Greece, the second group only information on Rome, and the third group only information on Africa.
9. Ask the students to read the material silently and then discuss it only within their group.
10. Monitor the groups to see that they stay on task and when they have had enough time. This usually takes about
fifteen minutes.
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Attachment D
CLE: 6.L.a
11. Once the groups are done, pass out the questions and have the groups work together to answer the questions.
12. Again monitor the groups to make sure they stay on task.
13. Discuss the assignment by asking each group the questions and record the information on the board. I usually only
let a person answer one question until everybody in the group has answered at least one.
14. Discuss the material as student questions arise.
15. Before class is over, distribute a copy of the information for all civilizations to each student.
16. For the next class, have students answer the same questions for a homework assignment for the two civilizations
that they did not complete in class.
Assessments
1. Students will discuss the material on slavery in class with each other and the instructor. In this discussion the teacher
will guide them to make sure they include and understand the economic, political, and social aspects of slavery in each
culture.
2. Students will answer a series of short answer questions with their peers to show that they can work together and
manage the information in a timely manner.
3. Students will answer a series of short answer questions by themselves, homework, to demonstrate that they
understand the economic, political, and social aspect of slavery in each culture.
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CLE: 6.L.a
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CLE: 6.L.a
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CLE: 6.L.a
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CLE: 6.L.a
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CLE: 6.L.a
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Attachment E
CLE: 7.B.a
Subject(s):
Social Studies/Economics
Objective: To introduce students to the ups and downs of the stock market
Materials:
newspapers
Worksheet (listed below)
To Start:
Ask students to define the word "market," as in a store or flea market-a place where people go to buy and sell
things. Explain what the stock market is, describing briefly how it works.
Distribute Worksheet N, which asks students to record information about specific stocks and answer questions
about each.
Follow-Up: Have each student "buy" a stock and follow its progress for a week or longer. Each day have
students chart the stock's movement, up or down. At the end of the week, have students calculate whether they
would have earned or lost money if they sold their stocks. How would they have felt if they had used real
money to buy the stock? Ask the class to think about why and when people might buy stock. (When they want
to invest portions of the money they have saved; when they can afford to do so; when they are in a position to
leave sums of money invested for long periods of time; etc.)
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Attachment E
CLE: 7.B.a
Worksheet
A. Directions: For this assignment, report on the current value of the following stocks from the New York
Stock exchange.
Stock
Abbreviation
High
Low
Close
Net Change
Borden
.....
.....
.....
.....
.....
Chrysler
.....
.....
.....
.....
.....
Citicorp
.....
.....
.....
.....
.....
Dart/Kraft
.....
.....
.....
.....
.....
Delta Airlines
.....
.....
.....
.....
.....
General Mills
.....
.....
.....
.....
.....
Goodyear
.....
.....
.....
.....
.....
Pan American
.....
.....
.....
.....
.....
Polaroid
.....
.....
.....
.....
.....
Revlon
.....
.....
.....
.....
.....
B. Directions: Now using the information above, answer the following questions:
1. On the day you recorded the information, what stock was worth the most?
_______________________________________________________________________
What was its closing price?
_______________________________________________________________________
2. What stock was worth the least?
_______________________________________________________________________
What was its high?
_______________________________________________________________________
3. Which stock experienced the greatest gain?
_______________________________________________________________________
How much did it gain?
_______________________________________________________________________
4. What stock experienced the greatest loss and how much did it lose?
_______________________________________________________________________
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