Topic:  Unemployment

Description:  This distance learning project is designed for high school students studying the effects of unemployment in an economics or social studies class.  After studying a unit on unemployment, each class will present graphs and skits showing the different types of unemployment and then discuss possible causes and solutions to the unemployment problems we face in our communities.

Project Time Frame: 

3-5 days researching the problem of unemployment prior to the videoconference.

40-50 minute videoconference

Sign Up

Please contact Michelle Sykora at msykora@remc11.k12.mi.us if you are interested in participating in this topic.

Scheduling

Unknown at this time.

Registration Deadline

Flexible

Participation

Limited to one class

Connection

Open to either ISDN/H.320 or IP/H.323

Learning Outcomes

·        List the four causes of unemployment

·        Explain why the unemployment rate may vary among different groups of people

Materials

·        Unemployment Fact Sheet

Student Responsibilities

·        Using print and electronic resources research recent unemployment statistics for your region and for the entire United States.  Compare and contrast the different statistics, analyzing them for both causes and recent trends.

·        Survey the Sunday employment section of the local newspaper.  This information is also available online.  Using the number of ads and types of jobs available make assumptions about current unemployment trends.

·        In cooperative learning groups, create a chart, graph, or other representation explaining one of the four types of unemployment.  (Possible representations:  Cyclical—a downward curved arrow, friction—a stick figure between job A and job B, seasonal—a line divided into four sections labeled with the seasons, structural—a line staircase.) 

·        Create and practice a skit to perform illustrating one of the unemployment situations.

Teacher Responsibilities

·        Teach students about the four types of unemployment. 

1.      Cyclical—caused by changes in the business cycle.  A growing economy would have increased number of jobs; a shrinking economy would have higher unemployment.

2.      Seasonal—persons involved in jobs which are affected by the seasons (landscaping, lifeguards, vacation resorts, etc.) may be unemployed for a portion of the year.

3.      Structural unemployment—persons lack the experience, skills, or education to find jobs.

4.      Frictional unemployment—persons voluntarily quit to find new jobs.

·        Guide the research processes and direct students in analyzing data.

·        Organize cooperative learning groups.

Videoconference Agenda

1. Introductions (5-10 minutes)

·        Describe the current unemployment situation in your region.

·        What industries play a major economic role in your area?

2. Presentations (5-10 minutes each)

·        Graphic representations of unemployment situations

·        Skits

3. Discussion (as time allows)

·        Suggest/Debate possible causes and solutions to unemployment situations

Reference

This curriculum was planned based on the Pacemaker ® Economics textbook and teacher guide. 

Pacemaker ® Economics.  Parsippany, NJ: Globe Fearon, 2001.

Credit: This project was written by your name here for the class Planning Interactive Curriculum Connections.