Collective Bargaining Education Project
United Teachers Los Angeles
3303 Wilshire Blvd.
Los Angeles, CA 90010
(213) 386-3144
Fax: (213) 368-6256

We are pleased to announce that the Collective Bargaining Education Project will  continue its work through the academic year.   Our curriculum, “ Workplace Issues and Collective Bargaining in the Classroom,” assists social studies teachers to incorporate labor relations education into their units of study.  All of our lessons are aligned with the California History-Social Science Framework and  meet new District Standards.   Further, these lessons are specifically designed for Economics and U.S. Government, U.S. History, World History, and Education and Career Planning classes. The Project’s work includes:  

All of the events and resources listed are available to individual social studies teachers and interdisciplinary teaching teams on a first-come, first-served basis.  We prefer to work with at least two teachers in a school at a time, and lessons can be arranged either as single class periods or within a time block.   For further information or to schedule an appointment, please contact us at our office or email us at .



COLLECTIVE BARGAINING SIMULATION -  For Economics, U.S. Government, and U.S. History.   Five class periods. Students interact in small labor and management teams to bargain a contract on issues that include child care, affirmative action, health insurance, wages, etc.   Students are coached by professionals who volunteer from the fields of labor and management.

THE HOMESTEAD STRIKE OF 1892 -   For U.S. History .  Ideal for unit on Industrialization.  Four to five class periods.  This role play addresses both the conflicts and common interests between native-born, skilled workers and immigrant, unskilled workers as management reorganizes the steel industry.  Students caucus in five worker groups and present various view points on craft unionism, the strike, and the future of their jobs.   The activity culminates in a mass meeting of all of the workers, chaired by a retired union worker (played by the teacher),  in which students debate and vote on whether to join the strike and the union. This role play contains many parallels to today’s labor market in Los Angeles and the challenges facing unions.   (Adapted from The Power In Our Hands,  by Bill Bigelow and Norman Diamond.)                                 

THE 1934 WEST COAST LONGSHORE WORKERS STRIKE - For Economics, U.S. Government and U.S. History.   Five class periods. Shows how depression impacts a community, as well as the role of government intervention in our economy. Students make presentations representing different social groups on the strike’s impact and proposals for ending it.  Negotiations and coalition-building between the groups follow.    The simulation concludes with a “community meeting” convened by the governor (played by the classroom teacher), that decides how to resolve the conflict.  Students build alliances and engage in public policy-making to make constructive economic and social change.  (Also adapted from The Power In Our Hands .)

CASE STUDY OF A  N.L.R.B. UNION REPRESENTATION ELECTION - For Economics, U.S. Government, or U.S. History.  Four class periods.  Based on an actual union organizing campaign, this role play takes place in an urban community hospital setting.  It features a debate between union organizers, management, and workers at a community meeting, a union representation election, labor law and the role of the government represented by the National Labor Relations Board.  Another version of this role play has been translated into Spanish for ESL classes.

YOUR RIGHTS IN THE WORKPLACE -   For ECP, Economics, U.S. Government. This two class period workshop focuses on teen workers , and includes issues such as job safety,  health hazards, sexual harassment, and labor law. (Adapted from materials from the United Auto Workers,Teamsters, and the UCLA Labor Occupational Safety and Health Young Workers Education Project.)

  SOCIAL RESPONSIBILITY VERSUS THE ‘BOTTOM LINE’ -  For World History or Economics.   Five class periods.   In this timely simulation, students confront ‘free trade’ zones, globalization, and child labor issues, as a U.S. corporation must decide whether profits or its own human rights policy will guide overseas operations.   Students from six different interest groups make recommendations to the executive vice-president   (played by the teacher)Includes twenty-three minute documentary video.    (Adapted from Child Labor Is Not Cheap,  by the Resource Center of The Americas.)

approved   by: Bud Jacobs    

For additional labor education resources, go to the following websites :
California Federation of Teachers Labor in the Schools Committee
California Resource Network for Young Worker Health and Safety

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