The document discusses communication patterns during the Chicago teachers' strike. It analyzes the teachers' group identity as professionals and victims, and how they personally identified themselves through ascription and avowal. The main point is that the difference between these personal and group identities affected the resolution of the strike. The strike was a power struggle where the teachers felt bullied but saw themselves as professionals, while others saw them as selfish.
2. Introduction
Personally Interesting Topic
Family members who are teachers
Highly publicized
Newspapers
Local news
Radio
3. Thesis
The difference between a group’s ascription
and avowal can affect their personal identity
and it can be powerful enough to drive a
public disagreement, such as a strike.
4. Main Points
Teachers’ Group Identity
Professional
Victims
Power
Teachers’ Personal Identity
Ascription
Avowal
Effects of Difference
Strike resolution
13. Questions/Discussions
Whose side were you on?
Teachers
Board of Education
How do you feel about workers’
right to strike?
What communication strategies
could have been used to avoid the
strike altogether?
Editor's Notes
Introductory notes.
Objectives for instruction and expected results and/or skills developed from learning.
Relative vocabulary list.
A list of procedures and steps, or a lecture slide with media.
A list of procedures and steps, or a lecture slide with media.
A list of procedures and steps, or a lecture slide with media.
A list of procedures and steps, or a lecture slide with media.
A list of procedures and steps, or a lecture slide with media.
A list of procedures and steps, or a lecture slide with media.
A list of procedures and steps, or a lecture slide with media.