Hand out Worksheet A and ask students to read the introductory hypothetical and answer the question that follows--give students at least five minutes for this activity.
Now ask students to describe--or guess--the definition of a "share economy." If necessary, use the introductory hypothetical on Worksheet A to illustrate the "share economy" option. Using either an appropriate student/class definition or the formal definition provided in the answer key, clearly define "share economy" so that students can fill in the definition on their worksheets.
Explain to the students that they will be using Worksheet A for their Guided Activity as well--they will be watching a five-minute video segment about a man named Peter Levy and his attempt to create a share economy in the hospital he oversees. Students are told that they will be looking for FOUR examples of how Peter Levy and his hospital cut costs to avoid cutting jobs. They will also be asked to list the FOUR steps Levy suggests to facilitate a successful share economy in a company setting.
Watch the video "Share Economy At Work" and ask students to fill in their guided viewing Worksheet A with the information they can gather.
After viewing the video clip, divide students into groups of 3-4. In groups, students collaborate and help each other fill out any missing information from their guided viewing lists.
Distribute Worksheet B and direct the groups to refer back to the introductory hypothetical at the top of Worksheet A and their individual answers to the question it posed.
In groups, students will use their original answers and their notes from the video on Worksheet A to complete their preparatory arguments and then develop their two summaries for the independent activity.
When groups have finished, ask each group to present its summaries briefly to the rest of the class.
Present previously assigned groups with one of the following institutions, which they'll represent in the extension activity: a high school, a supermarket chain, an independently owned coffee shop, a car manufacturer, or town/city hall.
If necessary, students may go online to get a sense of how the hierarchy of their institution is structured.
Have students use Levy's four steps to a successful share economy to create a four-step "share economy" action plan tailored to the institution they've been assigned.
Be available throughout the activity to help students translate Levy's plan to each student's own institution and to point out places where the share economy would benefit or cost members of that community.
Finally, students present their four-step plan to the rest of the class with a detailed outline including at least one anticipated hurdle to enacting the plan, as well as their prepared response to that challenge.