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Differentiating paid work from unpaid work

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Age group

Students ages 8 and 9

When

April and May

Time required

5 hours and 25 minutes

Broad areas of learning

Citizenship and community life

Activity summary

Students learn to differentiate paid work from unpaid work. They develop their point of view on paying kids for household chores and participate in a class debate and defend their views.

Financial and cooperative skills

  • Differentiating paid work from unpaid work
  • Understanding that money is earned by working

Competencies

Subjects

Competency

Progressions of learning

Ethics and religious culture

Reflects on ethical questions. (QEP 2011)

  • Respects conditions that foster dialogue (QEP 2011, Secondary)

    • observes rules for engaging in dialogue

    • correctly expresses his/her ideas

    • attentively listens to what another person has to say in order to grasp the meaning

  • Uses synthesis to provide a coherent summary of the elements of the subject discussed (QEP 2011, secondary)

Cross curricular competencies

Exercises critical judgment (QEP 2011)

Preparation

Students differentiate paid work from unpaid work and form an opinion on them.

 

Time required

30 minutes

Task 1

Listing houlsehold chores

Task 1 objective

By the end of this task, students will be able to list all the chores they do either at home or school, and explain their purpose.

Instructions

Organize a discussion about the students’ chores and responsibilities at home and school.

  • Ask students which chores they do at home. Examples: wash the dishes, sweep the floor, clean up their room, etc.
  • Discuss the chores students do at school, the responsibilities you have given them.
  • Examples of questions to ask:
    • Do you get paid for doing these chores?
    • Do you think it’s important to take part in household chores? Why or why not?
    • Do feel the same way about your chores at school?

 

Time required

45 minutes

Task 2

Identifying the characteristics of both types of work

Task 2 objective

By the end of this task, students will be able to identify the characteristics of paid work and unpaid work.

Instructions

  • Ask students if all work is paid.
  • Ask them for examples of paid and unpaid work.
  • Write their ideas on the board or chart paper.
  • Discuss the advantages and characteristics of both types of work.

Teacher's notes

  • Help students understand why unpaid work exists.
  • Suggest that students consult their friends and families to find examples of both types of work. Example: their parents’ work, unpaid work of other people they know.
  • Examples of questions to ask:
    • Why do we have to work?
    • Why can't we be paid for all the work we do?
    • Can you make a living by choosing to do only unpaid work?
    • What are the advantages and disadvantages of unpaid work?

Developement

Students develop a point of view on payment for household chores and participate in a debate on the subject.

 

Time required

30 minutes

Teaching material

My Point of View Pre-Discussion [PDF] - 202 Ko

Task 1

Developing a point of view

Task 1 objective

By the end of this task, students will have developed a point of view about paying young people for work.

Instructions

  • Ask students if students should be paid for household chores.
  • Hand out the My Point of View Pre-Discussion sheet and have them write their opinions.

 

Time required

60 minutes

Task 2

Holding a debate

Task 2 objective

By the end of this task, students will be able to understand the rules of a debate.

Instructions

  • Present the characteristics of a debate.
  • Suggest that students debate their viewpoints from Task 1.
  • Explain the rules of a debate.
  • Hold the debate.

Teacher's notes

Characteristics of a debate:

  • A debate is a discussion about a subject or question where several people with different views participate.
  • During a debate, it’s important to respect everyone’s right to speak and listen to the other opinions to avoid repeating the same arguments.
  • If an idea has already been expressed, it shouldn’t be repeated unless additional information is added.

Debate rule suggestions:

  • Form 2 groups based on their opinions and have team members sit side by side, with both teams facing each other. Give students a coloured card to hold and put down on the table when they want to speak. The moderator lets student who have requested to speak take turns speaking.
  • Have students remain quiet and listen to each speaker.
  • Suggest that students take notes to avoid forgetting their ideas while listening to others and to remember other people’s arguments.
  • Mention to students to complete their thoughts after the debate.

Evaluation

Students re-evaluate their initial point of view on payment for household chores.

 

Time required

60 minutes

Teaching material

My Point of view Post-Discussion [PDF] - 46 Ko
My Point of View Evaluation Grid [PDF] - 19 Ko

Task 1

Re-evaluate your point of view

Task 1 objective

By the end of this task, students will be able to defend their point of view and explain why they changed their mind, if applicable.

Instructions

  • At the end of the debate, students re-evaluate their point of view.
  • Read the My Point of View Post-Discussion sheet after the student debate and explain the assignment.
  • Present the evaluation criteria for the task.
  • Ask students to fill out the sheet.
  • Use the My Point of View Evaluation Grid to grade their work.
  • should be paid for household chores, ask them to think about the importance of contributing to their family home. Make them aware of everything they already get from their parents, in addition to food and shelter, like restaurant meals, outings and gifts. Tell them that this is a form of payment.
  • Exercise suggestions:
    • Calculate the annual amount a student receives if they get an allowance of $x each week (e.g., $5) to do chores.
    • Make a list of outings, restaurant meals and gifts they’ve received from their parents.
    • Evaluate their capacity to pay for all of this with the allowance they receive over 1 year.

Reinforcement

Students organize a volunteer activity for a local organization.

 

Time required

Variable

Instructions

  • Discuss some volunteer activities students could do in the community.
  • Choose an activity and start the process to make it happen.
  • After the activity, discuss the sense of satisfaction the students felt after donating their time and make a connection with the idea of unpaid work.