Grade 9 Economic and Management Sciences: Trade Unions and Their Role in the Economy – Week 10 Term 4

1. Trade Union

An organization formed by workers to represent their interests and negotiate with employers on matters such as wages, working conditions, and benefits through collective bargaining

2. Collective Bargaining

A process where trade unions negotiate with employers on behalf of all workers to reach agreements on working conditions, wages, hours, and other employment terms

3. Strike / Industrial Action

A work stoppage by employees as a protest to achieve demands such as better wages or working conditions; can be protected (legal) or unprotected (illegal) depending on whether proper procedures are followed

4. Sustainable Growth and Development

Economic progress that improves living standards while maintaining resources for future generations; trade unions contribute by ensuring fair wages, productivity improvements, and worker training

5. Tripartite Alliance

A political alliance in South Africa between COSATU, the African National Congress (ANC), and the South African Communist Party (SACP) formed before the 1994 democratic elections

Hook Activity:

Think-Pair-Share: Display an image of a recent strike or protest by workers in South Africa (ensure it’s appropriate and recent). Ask: “What do you see in this image? Why do you think these workers are protesting? Have you or your family members ever been affected by a strike?”

Learners think individually for 1 minute, discuss with a partner for 2 minutes, then share responses with the class. This activates prior knowledge and creates curiosity about the topic.

Introduction Activities:

• Present the lesson objectives and explain that today’s lesson focuses on trade unions – powerful organizations that represent millions of South African workers
• Conduct a quick brainstorm: “What do you already know about trade unions?” Write responses on the board without judgment, creating a word cloud or mind map
• Show logos of major South African trade unions (COSATU, NUMSA, SADTU, NUM, NEHAWU) and ask if learners recognize any of them

Direct Instruction (12 minutes):

1. Definition and Purpose (3 minutes):

• Present clear definition: “A trade union is an organization formed by workers to represent their interests when negotiating with employers about wages, working conditions, benefits, and rights”
• Explain that trade unions act as the “voice” of workers, giving them collective power instead of negotiating individually
• Use analogy: “Just like learners elect a class representative to speak for the whole class, workers join trade unions to have representatives speak for all workers”

2. Historical Timeline (5 minutes):

Present a simplified timeline of trade union development in South Africa:

• Early 1900s: First trade unions formed (mainly for white workers)
• 1917: Industrial Workers of Africa (IWA) – first union for black workers
• 1955: SACTU formed, became part of anti-apartheid struggle
• 1985: COSATU established, joined United Democratic Front
• 1992: Largest strike in SA history – 3 million workers demand peace and democracy
• 1994: COSATU, ANC, and SACP form Tripartite Alliance for democratic elections
• Present: Over 3 million workers belong to trade unions in South Africa

3. Functions and Responsibilities (4 minutes):

Explain key functions using the acronym RESPECT:

• Represent workers in negotiations and disputes
• Ensure fair wages and working conditions
• Support members with legal advice and protection
• Protect against unfair dismissal and exploitation
• Educate and train workers to improve skills
• Collective bargaining on behalf of all members
• Transform society and fight for workers’ rights

Guided Practice (15 minutes):

Activity 1: Trade Union Exploration (8 minutes)

Divide class into 5 groups. Assign each group one major South African trade union:

• Group 1: COSATU (Congress of South African Trade Unions)
• Group 2: NUMSA (National Union of Metalworkers of South Africa)
• Group 3: SADTU (South African Democratic Teachers Union)
• Group 4: NUM (National Union of Mineworkers)
• Group 5: NEHAWU (National Education, Health and Allied Workers Union)

Provide each group with an information card about their assigned union. Groups must identify:

• What sector does this union represent?
• Approximately how many members does it have?
• What are two major achievements of this union?

Groups share findings in 30-second presentations.

Activity 2: Impact Analysis – The Two Sides (7 minutes)

Create a T-chart on the board with “Positive Effects” and “Negative Effects” of trade unions and strikes. Guide learners through analysis:

Positive Effects:

• Workers receive fair wages and better working conditions
• Protection from exploitation and unfair dismissal
• Skills training improves productivity
• Collective voice leads to improved labor laws
• Contributes to reducing inequality in society
• Ensures workplace safety standards

Negative Effects (particularly of strikes):

• Lost production and reduced business profits
• Workers lose income during strikes (“no work, no pay”)
• Can damage South Africa’s international reputation
• Service delivery disruptions affect citizens
• May lead to job losses if businesses suffer
• Creates uncertainty for investors

Independent Practice (13 minutes):

Case Study Analysis: “The 2014 Platinum Strike”

Provide learners with a brief case study (2-3 paragraphs) about the 2014 platinum mining strike – one of the longest strikes in South African history (5 months, 70,000 workers). The case study should include:

• Background: Workers demanded wage increases from R5,000 to R12,500
• Duration: Strike lasted 5 months
• Impact: Workers lost approximately R10.6 billion in wages, mines lost R24 billion in revenue
• Outcome: Settlement reached with gradual wage increases over 3 years

Learners answer the following questions individually in their workbooks:

1. What were the workers’ main grievances?
2. Identify three stakeholders affected by this strike and explain how each was impacted
3. Do you think the strike was worth it? Give reasons for your answer considering both workers and businesses
4. Suggest two alternative ways this dispute could have been resolved without such a long strike
5. How does this case study show trade unions’ contribution to sustainable development? Explain your answer

Consolidation Activity (6 minutes):

3-2-1 Strategy: Learners complete individually, then share:

• 3 things they learned about trade unions today
• 2 ways trade unions contribute to sustainable growth
• 1 question they still have about trade unions

Select 4-5 learners to share their responses. Address any remaining questions.

Exit Ticket (4 minutes):

Learners respond to ONE of the following prompts on a piece of paper (to be submitted):

• Option A: “In one paragraph, explain whether you would join a trade union if you were a worker. Give at least two reasons for your decision.”
• Option B: “Do you agree or disagree with this statement: ‘Trade unions contribute more positively than negatively to South Africa’s economy.’ Support your answer with evidence from today’s lesson.”

This serves as formative assessment of understanding.

📝 Formative Assessment

• Observation during Think-Pair-Share: Monitor learners’ ability to connect real-world events to trade union concepts
• Group presentations: Assess ability to identify key information about different trade unions
• T-chart participation: Check understanding of positive and negative impacts of trade unions
• Exit ticket responses: Evaluate critical thinking and ability to apply learning to form reasoned opinions
• Questioning during lesson: Use targeted questions to check comprehension throughout

📋 Summative Assessment

• Case study analysis: Grade the five questions on the 2014 platinum strike using a rubric (content understanding, critical thinking, use of evidence)
• Written assignment (homework): Research project on trade unions’ role in sustainable development
• Future formal assessment: Include trade union questions in Term 4 examination (Paper 2: The Economy section)

🤝 For learners who need support:

• Provide simplified case study with guiding questions broken into smaller steps
• Use graphic organizers (Venn diagrams, concept maps) to structure thinking about positive vs negative impacts
• Pair struggling learners with peer mentors during group activities
• Offer word bank with key vocabulary terms for case study responses
• Allow oral responses instead of written for exit ticket if needed
• Provide sentence starters for written responses: “I think trade unions are important because…”

🚀 For advanced learners:

• Research extension: Compare South African trade unions to trade unions in another country (e.g., Germany or USA)
• Debate activity: Prepare arguments for both sides of “Should all workers be required to join trade unions?”
• Create an infographic showing the history and impact of one major trade union
• Interview task: Develop questions to interview a family member or community member who belongs to a trade union
• Analysis extension: Research recent strike action (2024/2025) and present findings to class
• Critical thinking: Design an alternative conflict resolution system for labor disputes

♿ For learners with barriers to learning:

• Provide visual aids: Use images, diagrams, and videos throughout the lesson
• For EAL learners: Provide key vocabulary list in home language where possible
• Use multi-sensory approach: Incorporate movement (standing for agree/disagree activities)
• Break instructions into clear, numbered steps with visual cues
• Allow alternative assessment formats: PowerPoint, poster, oral presentation instead of written case study
• Provide extra time for written activities and case study analysis
• Use larger font for printed materials if needed
• Seat learners strategically to minimize distractions and maximize support

✅ What worked well:

[To be completed after lesson – Consider: Which activities engaged learners most? Did the case study generate good discussion? Were learners able to understand the complexity of trade unions’ dual impact?]

🔧 What could be improved:

[To be completed after lesson – Consider: Did timing work as planned? Were any activities too complex or too simple? Did all learners participate in group work? Were there any misconceptions that need addressing?]

📝 Notes for next lesson:

[To be completed after lesson – Consider: What concepts need reinforcement? Should homework responses be shared with class? How can this connect to upcoming topics on productivity and economic growth?]