Lesson 15: Is Rafa’s unpaid internship really a job? Educator guide
A studio offers Rafa an unpaid summer internship running its customer inbox and says college credit makes it legal.
- Grades 6–12 and college
- 45-minute lesson
- 3 evidence documents
- Lesson 15 of 20

Overview
Students read a story in which a studio offers Rafa an unpaid summer internship running its inbox. The studio says college credit makes it legal. They read the listing, the studio’s reply and Gia’s questions, and they apply the seven factors in the Department of Labor’s Fact Sheet #71. They then write Rafa’s email asking the studio about the learning plan and supervision.
Key terms
- Primary beneficiary test
The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee. En español: prueba del beneficiario principal
In this case: The studio gets its customer inbox answered all summer. Rafa asks what he would learn and who would train him.
- Fair Labor Standards Act
The Fair Labor Standards Act is a federal law that sets minimum wage and overtime rules for most workers. En español: Ley de Normas Justas de Trabajo
In this case: If Rafa counts as an employee under this law, the studio must pay him at least the minimum wage.
- Academic credit
Academic credit is credit toward a degree that a school gives for approved work, such as an internship. En español: créditos académicos
In this case: The studio says credit makes the unpaid role “totally legal.” Credit is one factor out of seven.
Where this example applies
Federal for-profit internship framework. State rules and other organizational contexts may differ; the exercise does not decide a real worker’s status.
Grade levels, subjects and time
- Grade levels
- 6–12, plus college and community groups.
- Subjects
- English language arts; also law.
- Time
- 45 minutes for the lesson steps on this page. The student page takes 20 to 30 minutes.
Learning objectives
Students will be able to:
- turn the seven factors of the primary beneficiary test into questions about one offer;
- explain why academic credit is one factor and not the whole test;
- write a respectful email that asks an employer about duties, supervision and a learning plan.
What students should already be able to do
The student edition for each grade band assumes students can already:
- Grades 6–8
- underline key words in a short text; sort examples into two groups; write a question that asks for a fact.
- Grades 9–10
- summarize a short source accurately; turn a statement into a question; explain the difference between a claim and evidence.
- Grades 11–12
- weigh the benefits and costs of a choice; apply a multi-factor test to a case; write a memo for a named reader.
- College and community
- apply a multi-factor test to one example; write a memo for an office with its own rules; turn advice into a short checklist.
Skills, terms and roles
New skill
Apply a legal test factor by factor
Take each factor of a written test in turn and match it to a fact, noting which facts are still missing.
Skills students use again
- Apply a precedent by comparing fact patterns (Lesson 12). You match facts to a legal standard one piece at a time.
- Compare two cases on the same terms (Lesson 11). Gia asks who ran the inbox last year and whether they were paid.
- Read a pay statement line by line (Lesson 5). You count what the summer would cost Rafa in lost shifts.
Key terms
- New in this case
- Primary beneficiary test, Fair Labor Standards Act, Academic credit
- From earlier cases
- Compensation (Lesson 11)
Character spotlight
Rafa leads. Rafa helps at his family’s shop, so an unpaid summer costs him real shifts. He reads the work behind the job title.
- Gia: She fits café shifts around class, helps Rafa count the cost and leaves the decision to him.
The student’s role
You’re the one who checks each factor of the test before Rafa says yes.
Materials
- The student page for Lesson 15: Is Rafa’s unpaid internship really a job?. Students read the case, look at the evidence and write their response there.
- The evidence handout below: 3 documents, one copy per pair.
- The student edition for your grade band, printed or on screen. See printable pages by grade band.
Evidence handout
Evidence A Job listing
Studio listing on the campus job board, April
“Summer Editing Intern (unpaid). Join our fast-paced studio! You’ll run the customer inbox all summer, help with client files and get great exposure to the industry. College credit available.”
What it shows: The role is unpaid and offers college credit. The main duty listed is running the customer inbox.
What it leaves out: Who trains and supervises the intern, the weekly hours and what editing the intern would do.
Ask: Which words describe learning? Which words describe work?
Evidence B Email
Studio reply to Rafa, Tuesday, 11:20 a.m.
“Thanks for your interest, Rafa! Since interns get college credit, it’s totally legal for us not to pay. We’d love for you to start right after finals.”
What it shows: The studio treats college credit as the reason it does not have to pay Rafa.
What it leaves out: Training, supervision, weekly hours and whether Rafa’s school will grant credit.
Ask: Is credit one factor or the whole test? What does the email skip?
Evidence C Chat
Gia and Rafa, Tuesday lunch
Gia: Didn’t they pay someone to do the inbox last year? Rafa: Yeah, their assistant. Gia: And it’s your summer, not theirs. What about your shifts at the shop?
What it shows: A paid assistant ran the customer inbox last year.
What it leaves out: How many paid shifts at the shop Rafa would give up.
Ask: Who ran the customer inbox last year? Was that person paid?
Printable pages by grade band
Each grade band has its own student pages and educator pages for this case. The educator pages show every student page with sample answers. See every printable page for this case, including the course editions.
| Grade band | Educator pages | Student pages |
|---|---|---|
| Grades 6–8 | Open on screen Print this case Download PDF, 488 KB | Open on screen Print this case Download fillable PDF, 435 KB |
| Grades 9–10 | Open on screen Print this case Download PDF, 531 KB | Open on screen Print this case Download fillable PDF, 413 KB |
| Grades 11–12 | Open on screen Print this case Download PDF, 456 KB | Open on screen Print this case Download fillable PDF, 471 KB |
| College and community | Open on screen Print this case Download PDF, 605 KB | Open on screen Print this case Download fillable PDF, 471 KB |
Real news and research for this case
These news stories and studies are real. Each link opens the original in a new tab.
Real source Video PBS NewsHour (YouTube) August 26, 2023
Why unpaid internships still exist despite hardships for young workers
Reports that nearly half of U.S. interns were unpaid in 2022 and who can afford to take those jobs.
Watch on YouTube (opens in a new tab)Real source News NPR May 18, 2013
Internships: Low-Paid, Unpaid Or Just Plain Illegal?
Explains when an unpaid internship can break wage law, using the ‘Black Swan’ intern lawsuit.
Read on npr.org (opens in a new tab)More news and research (5)
Real source News NPR July 25, 2017
On Capitol Hill, Most Summer Interns Still Go Unpaid
Shows the opportunity cost: students who can’t work for free may miss the path to certain careers.
Read on npr.org (opens in a new tab)Real source Podcast LAist (AirTalk) July 2, 2015
Appeals court reverses ‘Black Swan’ interns’ victory over Fox
Covers the 2015 ruling that adopted the primary beneficiary test: who gains more, the intern or the company?
Read on laist.com (opens in a new tab)Real source Research Harvard Law Review February 9, 2016
Glatt v. Fox Searchlight Pictures, Inc.
A legal analysis of the primary beneficiary test that the Department of Labor now uses.
Read on harvardlawreview.org (opens in a new tab)Real source Research National Association of Colleges and Employers August 8, 2023
The Class of 2023: Inequity Continues to Underpin Internship Participation and Pay Status
Survey data on who gets paid internships and who gets unpaid ones.
Read on naceweb.org (opens in a new tab)Real source Research National Association of Colleges and Employers March 23, 2016
Paid Interns/Co-ops See Greater Offer Rates and Salary Offers Than Their Unpaid Classmates
Evidence that paid internships lead to more job offers, so ‘experience’ isn’t equal pay.
Read on naceweb.org (opens in a new tab)Links checked September 24, 2026.
Professional standards
Many professions publish a code of ethics. These parts of real codes apply to this case.
Real source National Association of Colleges and Employers (NACE) 2025
NACE Principles for Ethical Professional Practice: 4. Comply with laws …
Comply with laws … associated with local, state, and federal entities
In plain words: Career offices and employer recruiters who belong to NACE agree to follow federal, state and local laws.
Ask: The campus job board lists the internship. What should the career office ask the studio about the seven DOL factors?
Sample answers
- Grades 6–8
- The career office should ask who trains the intern and whether a paid worker did this job before.
- Grades 9–10
- Before posting, the career office should ask about training, supervision, hours and whether the role replaces a paid assistant.
- Grades 11–12
- Before posting, the career office should ask how the role meets each factor, because the listing names credit but no training or supervision.
Adapted from a real source American Bar Association (ABA), Center for Professional Responsibility
ABA Model Rules of Professional Conduct: Rule 4.1 Truthfulness in Statements to Others
Summary: Summary, not a quotation: in representing a client, a lawyer must not knowingly make a false statement of material fact or law to a third person.
In plain words: Lawyers who speak for a client may not knowingly tell anyone else something false about the facts or the law.
Ask: The studio says credit makes unpaid work “totally legal.” What does Fact Sheet #71 say about one factor deciding that?
Read the full code on the American Bar Association (ABA), Center for Professional Responsibility website (opens in a new tab)Adapted from a real source American Bar Association (ABA), Center for Professional Responsibility
ABA Model Rules of Professional Conduct: Rule 4.3 Dealing with Unrepresented Person
Summary: Summary, not a quotation: when a lawyer deals for a client with a person who has no lawyer, the lawyer must not state or imply being neutral and must try to correct any misunderstanding of the lawyer's role.
In plain words: A lawyer who works for one side may not pretend to be neutral when talking with a person who has no lawyer.
Ask: The studio benefits if Rafa works unpaid. Who could check its legal claim for Rafa without being on its side?
Read the full code on the American Bar Association (ABA), Center for Professional Responsibility website (opens in a new tab)Share, schedule or open in your apps
Reading passage by grade band
Each grade band has its own longer reading passage built from this case’s story and its real sources. Real news, laws and research are cited in the text with their dates. Three “Stop and think” questions sit inside each passage. Open a band to read it, or print that band on its own.
Grades 6–8: Looking for the editing
463 words
Looking for the editing
The story: An internship with a catch
Rafa is 18. He is in his first year of college, commutes to class and helps at his family’s shop. In April, a studio posts a listing on the campus job board: “Summer Editing Intern (unpaid).” The listing says the intern will run the customer inbox all summer. Rafa reads it twice, looking for the editing.
On Tuesday at 11:20 a.m., the studio answers his message. “Since interns get college credit, it’s totally legal for us not to pay,” the email says. The studio wants him to start right after finals.
At lunch, Rafa talks it over with Gia. She asks a sharp question: didn’t the studio pay someone to run the inbox last year? Yes, Rafa says. Their assistant did. Taking the internship would also cost Rafa paid shifts at the shop.
Your role is to check each part of the test before Rafa says yes.
A test with seven parts
The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee. It asks who mainly benefits from the internship, the intern or the company. An intern who counts as an employee must be paid under the Fair Labor Standards Act. That is a federal law that sets minimum wage and overtime rules for most workers.
The test has seven factors. They include training, links to coursework or academic credit, the school calendar and how long the learning lasts. Academic credit is credit toward a degree that a school gives for approved work, such as an internship. Another factor asks whether the intern’s work adds to paid workers’ work or replaces it. No single factor decides the test.
So the studio’s email does not settle anything. Rafa put it well: “Credit is one factor out of seven. So that’s one. What about the other six?”
In Lesson 12, you compared facts to a court case. Here, you compare facts to a test, one factor at a time. Some facts point one way. The main job is the inbox, and a paid assistant did it last year. Other facts are missing. Who trains Rafa? How many hours a week? In Lesson 11, you learned that compensation is all the pay and benefits a worker receives. Here, the offer includes none.
Gia almost told Rafa to take it because it would look good. Then she stopped. “Easy for me to say,” she admits. She is not the one giving up a summer. She leaves the decision to him.
Real interns who sued
Two unpaid interns on the 2010 film Black Swan sued Fox Searchlight. They said they should have been paid. In 2015, a federal appeals court said the question is who is the primary beneficiary of the internship (LAist, July 2, 2015). That is the test used today.
Key terms in this passage
- Primary beneficiary test
- The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee.
- Fair Labor Standards Act
- The Fair Labor Standards Act is a federal law that sets minimum wage and overtime rules for most workers.
- Academic credit
- Academic credit is credit toward a degree that a school gives for approved work, such as an internship.
- Compensation
- Compensation is all the pay and benefits a worker receives, including hourly rates, bonuses and overtime.
Real sources cited
- LAist (AirTalk), “Appeals court reverses ‘Black Swan’ interns’ victory over Fox,” July 2, 2015. Open the source (opens in a new tab)
Grades 9–10: An internship or an unpaid job?
622 words
An internship or an unpaid job?
The story: The work behind the title
Rafa, 18, is a first-year commuter who helps at his family’s shop after class. In April, a listing goes up on the campus job board: “Summer Editing Intern (unpaid). Join our fast-paced studio! You’ll run the customer inbox all summer, help with client files and get great exposure to the industry. College credit available.” Rafa reads it twice. The title says editing. The duties say inbox.
He writes to the studio. On Tuesday at 11:20 a.m., the reply arrives: “Since interns get college credit, it’s totally legal for us not to pay. We’d love for you to start right after finals.” Rafa pastes it into the group chat. Gia asks whether that is how it works. Rafa says he does not know yet and starts looking it up on the train.
At lunch, Gia, who fits café shifts around her own classes, asks the question that changes the conversation. Didn’t the studio pay someone to run the inbox last year? Rafa says their assistant did it. Gia also counts what the summer would cost him: shifts at the shop, the commute and a whole summer with no pay. “Exposure,” she points out, does not cover the train fare.
Your role is to check each factor of the test before Rafa says yes.
Applying a test factor by factor
The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee. It asks whether the intern or the employer mainly benefits from an unpaid internship. If the intern is really an employee, the Fair Labor Standards Act applies. That is a federal law that sets minimum wage and overtime rules for most workers.
The Labor Department lists seven factors. They include training, links to coursework or academic credit, the school calendar and how long the learning lasts. Academic credit is credit toward a degree that a school gives for approved work, such as an internship. Another factor asks whether the intern’s work adds to paid employees’ work or replaces it. The test is flexible, and no single factor decides it. Calling a position an internship does not decide it. Neither does college credit, or an intern agreeing to no pay.
The new skill is applying a written test one factor at a time. It builds on Lesson 12, where you set fact patterns beside a precedent. Match each factor to a fact, and mark what is missing. On replacing paid work, the evidence is strong: a paid assistant ran the inbox last year. On academic credit, the listing says credit is “available,” but nobody knows yet whether Rafa’s school will grant it. On training and supervision, there are no facts at all. Rafa’s own summary is exact: credit is one factor out of seven, so what about the other six?
Lesson 11 gave you the word compensation, all the pay and benefits a worker receives. Here, the compensation is zero, and the cost to Rafa is real. His email to the studio can ask for the missing facts in writing: who trains him, what a normal week looks like, how many hours and whether this is the job the assistant did last year.
The case that set the test
Two unpaid interns on the 2010 film Black Swan sued Fox Searchlight, arguing that they should have been paid as employees. In 2015, a federal appeals court adopted the question of who is the primary beneficiary (LAist, July 2, 2015). The Department of Labor’s Fact Sheet #71 now lists the seven factors (U.S. Department of Labor, updated January 2018).
Unpaid internships are still common. PBS NewsHour reported that nearly half of U.S. interns were unpaid in 2022 and asked who can afford to take those jobs (PBS NewsHour, August 26, 2023).
Key terms in this passage
- Primary beneficiary test
- The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee.
- Fair Labor Standards Act
- The Fair Labor Standards Act is a federal law that sets minimum wage and overtime rules for most workers.
- Academic credit
- Academic credit is credit toward a degree that a school gives for approved work, such as an internship.
- Compensation
- Compensation is all the pay and benefits a worker receives, including hourly rates, bonuses and overtime.
Real sources cited
- LAist (AirTalk), “Appeals court reverses ‘Black Swan’ interns’ victory over Fox,” July 2, 2015. Open the source (opens in a new tab)
- U.S. Department of Labor, Wage and Hour Division, “Fact Sheet #71: Internship Programs Under the Fair Labor Standards Act,” January 2018. Open the source (opens in a new tab)
- PBS NewsHour (YouTube), “Why unpaid internships still exist despite hardships for young workers,” August 26, 2023. Open the source (opens in a new tab)
Grades 11–12: Seven factors and a summer
758 words
Seven factors and a summer
The story: Totally legal?
Rafa is 18, a first-year college student who commutes and helps at his family’s shop. In April, a studio lists a “Summer Editing Intern (unpaid)” position on the campus job board. The copy is upbeat: a fast-paced studio, great exposure to the industry, college credit available. The duties are narrower. The intern will run the customer inbox all summer and help with client files. Rafa reads the listing twice, looking for the editing, and does not find it.
When he writes to ask, the studio’s reply on Tuesday at 11:20 a.m. offers a legal conclusion. Since interns get college credit, it says, it is “totally legal” not to pay him. It also asks him to start right after finals.
Rafa does what the crew has learned to do. He checks. On the train, he finds that college credit is one factor among seven. At lunch with Gia, the facts get sharper. Gia asks whether the studio paid someone to do the inbox last year, and Rafa confirms that its assistant did. Gia counts the cost: shifts at the shop, the commute and a summer without pay. She also catches herself. She almost told him to take it because it would look good, and she realizes that is easy to say when she is not the one giving up the summer. When Rafa asks whether she can tell him it is illegal, she says no. She does not know that. She can tell him which questions the studio has not answered yet.
Your role is to check each factor of the test before Rafa says yes.
Reasoning with a multi-factor test
The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee. It asks whether the intern or the employer mainly benefits from an unpaid internship. An intern who is an employee must be paid under the Fair Labor Standards Act, a federal law that sets minimum wage and overtime rules for most workers. The seven factors include training, links to coursework or academic credit, the academic calendar and the length of the learning period. Academic credit is credit toward a degree that a school gives for approved work, such as an internship. Another factor is whether the intern’s work complements paid employees’ work or displaces it.
The new skill is applying a legal test factor by factor. It extends Lesson 12, where you compared fact patterns to a precedent, and Lesson 11, where you compared two situations on the same terms. Gia’s question about last year is a Lesson 11 comparison. The inbox used to be a paid job. That fact bears directly on displacement.
Laid out factor by factor, the evidence is uneven. Displacement: a paid assistant did this work last year. Academic credit: listed as available, but Rafa’s school has not confirmed it. Training and supervision: no information. Calendar and duration: the studio wants him to start after finals and stay all summer, but gives no hours. A careful reader concludes that the studio’s claim is unsupported, not that the internship is illegal. The test is flexible, no single factor decides it and the facts that would decide it are missing. The test also has limits. It applies to for-profit employers, and state rules may differ.
Lesson 11’s term compensation, all the pay and benefits a worker receives, completes the picture. The offer pays nothing and costs Rafa paid shifts. His email will ask for the missing facts in writing, politely: who trains him, what a normal week looks like, the weekly hours and whether this is the assistant’s old job.
The courts, the data and the profession
The primary beneficiary test grew out of litigation. Two unpaid interns on the 2010 film Black Swan sued Fox Searchlight. The appeals court opinion lists their tasks, which included answering phones, taking lunch orders, making coffee, photocopying and filing (U.S. Court of Appeals for the Second Circuit, 2016). In 2015, the court held that the question is who is the primary beneficiary, and that is the test the Labor Department uses now (LAist, July 2, 2015; U.S. Department of Labor, Fact Sheet #71, updated January 2018).
The stakes are about access as well as law. PBS NewsHour reported that nearly half of U.S. interns were unpaid in 2022 (PBS NewsHour, August 26, 2023). NACE survey data show inequity in who gets paid internships (National Association of Colleges and Employers, August 8, 2023). NACE’s own ethics principles ask members to comply with “local, state, and federal” laws (NACE Principles for Ethical Professional Practice, 2025).
Key terms in this passage
- Primary beneficiary test
- The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee.
- Fair Labor Standards Act
- The Fair Labor Standards Act is a federal law that sets minimum wage and overtime rules for most workers.
- Academic credit
- Academic credit is credit toward a degree that a school gives for approved work, such as an internship.
- Compensation
- Compensation is all the pay and benefits a worker receives, including hourly rates, bonuses and overtime.
Real sources cited
- U.S. Court of Appeals for the Second Circuit, via Justia, “Glatt v. Fox Searchlight Pictures,” 2016. Open the source (opens in a new tab)
- LAist (AirTalk), “Appeals court reverses ‘Black Swan’ interns’ victory over Fox,” July 2, 2015. Open the source (opens in a new tab)
- U.S. Department of Labor, Wage and Hour Division, “Fact Sheet #71: Internship Programs Under the Fair Labor Standards Act,” January 2018. Open the source (opens in a new tab)
- PBS NewsHour (YouTube), “Why unpaid internships still exist despite hardships for young workers,” August 26, 2023. Open the source (opens in a new tab)
- National Association of Colleges and Employers, “The Class of 2023: Inequity Continues to Underpin Internship Participation and Pay Status,” August 8, 2023. Open the source (opens in a new tab)
- National Association of Colleges and Employers (NACE), “NACE Principles for Ethical Professional Practice,” 2025. Open the source (opens in a new tab)
College and community: Unpaid internships and the primary beneficiary test
759 words
Unpaid internships and the primary beneficiary test
The story: A legal conclusion in a recruiting email
A studio posts a “Summer Editing Intern (unpaid)” listing on a campus job board. The advertised benefits are exposure to the industry and available college credit. The listed duties are running the customer inbox all summer and helping with client files. Rafa, 18, a first-year commuter who works at his family’s shop, reads it twice and cannot find the editing.
The studio’s reply to his inquiry contains a legal conclusion: because interns receive college credit, it is “totally legal” not to pay. The case invites students to treat that sentence the way a lawyer or a careful journalist would. It is a claim, offered by an interested party, about a test the studio does not name.
Rafa’s research on the train reveals that credit is one factor among seven. A conversation with Gia adds a decisive fact. The inbox was run last year by a paid assistant. Gia also models two useful disciplines. She counts the costs of the offer, lost shifts, commuting and a summer without income. And she declines to overstate. She cannot say the internship is illegal. She can say which questions remain unanswered.
Your role is to check each factor of the test before Rafa says yes.
Applying a flexible standard
The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee. It asks whether the intern or the employer is the primary beneficiary of the relationship. An intern who is an employee must be paid under the Fair Labor Standards Act, a federal law that sets minimum wage and overtime rules for most workers. The Department’s seven factors include educational training and ties to coursework or academic credit. They also include accommodation of the academic calendar, a limited duration tied to learning and whether the work complements or displaces paid employees. Academic credit is credit toward a degree that a school gives for approved work, such as an internship.
The new skill is applying a multi-factor test one factor at a time. It extends Lesson 12’s analogical reasoning from precedent and Lesson 11’s discipline of comparing like with like. Applied here, the analysis separates evidence from gaps. On displacement, the assistant’s paid role last year is strong evidence. On academic credit, availability is asserted but unconfirmed. On training and supervision, the record is silent. On duration and calendar, the start date is known, but hours are not. Because the test is holistic and no factor controls, the defensible conclusion is limited. The studio’s claim that credit makes nonpayment “totally legal” is unsupported. Whether Rafa would be an employee cannot be decided without more facts. The framework applies to for-profit employers, and state rules may differ.
Lesson 11’s concept of compensation, all the pay and benefits a worker receives, frames the economics. The offer’s compensation is zero, and Rafa would give up paid shifts. His written request for facts, covering training, a typical week, weekly hours and whether he would be doing the assistant’s former job, is both prudent and the only way to apply the test.
Litigation, inequity and professional ethics
The Second Circuit’s decision in Glatt v. Fox Searchlight Pictures anchors the modern test. Interns on the 2010 film Black Swan performed tasks the opinion lists, including answering phones, taking lunch orders, making coffee, photocopying and filing (U.S. Court of Appeals for the Second Circuit, 2016). The court’s 2015 ruling adopted the primary beneficiary question (LAist, July 2, 2015), and the Department of Labor now uses that test (U.S. Department of Labor, Fact Sheet #71, updated January 2018). Legal scholars have analyzed the test in detail (Harvard Law Review, February 9, 2016).
The policy stakes include access. Nearly half of U.S. interns were unpaid in 2022 (PBS NewsHour, August 26, 2023). NACE reports persistent inequity in who receives paid internships (National Association of Colleges and Employers, August 8, 2023). Earlier NACE data found that paid interns received more job offers than unpaid classmates (National Association of Colleges and Employers, March 23, 2016). On Capitol Hill, most summer interns have gone unpaid, which limits who can pursue those careers (NPR, July 25, 2017).
Professional standards apply to the studio’s email. NACE asks employers to comply with laws “associated with local, state, and federal entities” (NACE Principles for Ethical Professional Practice, 2025). The ABA’s model rules bar lawyers from knowingly making a false statement of material fact or law to a third person (ABA Model Rules of Professional Conduct, 1983, as amended). A recruiting email is not legal advice, and Rafa is right to treat it as a claim.
Key terms in this passage
- Primary beneficiary test
- The primary beneficiary test is how the U.S. Department of Labor decides whether an intern at a for-profit company is an employee.
- Fair Labor Standards Act
- The Fair Labor Standards Act is a federal law that sets minimum wage and overtime rules for most workers.
- Academic credit
- Academic credit is credit toward a degree that a school gives for approved work, such as an internship.
- Compensation
- Compensation is all the pay and benefits a worker receives, including hourly rates, bonuses and overtime.
Real sources cited
- U.S. Court of Appeals for the Second Circuit, via Justia, “Glatt v. Fox Searchlight Pictures,” 2016. Open the source (opens in a new tab)
- LAist (AirTalk), “Appeals court reverses ‘Black Swan’ interns’ victory over Fox,” July 2, 2015. Open the source (opens in a new tab)
- U.S. Department of Labor, Wage and Hour Division, “Fact Sheet #71: Internship Programs Under the Fair Labor Standards Act,” January 2018. Open the source (opens in a new tab)
- Harvard Law Review, “Glatt v. Fox Searchlight Pictures, Inc.,” February 9, 2016. Open the source (opens in a new tab)
- PBS NewsHour (YouTube), “Why unpaid internships still exist despite hardships for young workers,” August 26, 2023. Open the source (opens in a new tab)
- National Association of Colleges and Employers, “The Class of 2023: Inequity Continues to Underpin Internship Participation and Pay Status,” August 8, 2023. Open the source (opens in a new tab)
- National Association of Colleges and Employers, “Paid Interns/Co-ops See Greater Offer Rates and Salary Offers Than Their Unpaid Classmates,” March 23, 2016. Open the source (opens in a new tab)
- NPR, “On Capitol Hill, Most Summer Interns Still Go Unpaid,” July 25, 2017. Open the source (opens in a new tab)
- National Association of Colleges and Employers (NACE), “NACE Principles for Ethical Professional Practice,” 2025. Open the source (opens in a new tab)
- American Bar Association (ABA), Center for Professional Responsibility, “ABA Model Rules of Professional Conduct,” No date listed. Open the source (opens in a new tab)
Pacing options
10-minute bellringer
10 minutes
One piece of evidence and one question. Use it to open the case or to review it the next day.
One class period
45 minutes
Teach the lesson steps on this page in four parts.
The student edition also has a one-period plan for each grade band:
- Grades 6–8: 45 minutes
- Grades 9–10: 50 minutes
- Grades 11–12: 60 minutes
- College and community: 75 minutes
Full chapter
87 to 110 minutes
Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.
- Grades 6–8: 87 minutes
- Grades 9–10: 103 minutes
- Grades 11–12: 102 minutes
- College and community: 110 minutes
Minutes for each page
How long each student edition page takes, and what to cut when you have one class period.
Open your grade band.
Grades 6–8: full chapter 87 minutes, one period 45 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 5 min | |
| Key terms | 8 min | 3 min | Read the key terms aloud. Skip Who is involved. |
| Look at the evidence | 12 min | 12 min | |
| Key idea | 8 min | Skip | Read the first paragraph of the key idea aloud. Skip the code of ethics. |
| Sort the evidence | 10 min | 3 min | Do the first row together and stop. |
| Practice | 8 min | Skip | Skip this page. |
| Your task | 20 min | 18 min | Sort the task cards together on the board. |
| Check your work | 6 min | Skip | Skip this page. Score the work yourself with the rubric. |
| Questions to discuss | 10 min | 4 min | Use question 3 as an exit ticket. |
| Talk about this case at home | At home | At home |
Grades 9–10: full chapter 103 minutes, one period 50 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud and go straight to the evidence. |
| Key terms | 6 min | Skip | Skip this page. Define the primary beneficiary test and academic credit aloud in one minute. |
| Look at the evidence | 10 min | 8 min | Students fill in only the boxes for Evidence A. |
| Look at the evidence, continued | 5 min | 3 min | Read Evidence C aloud; students fill in only its “What it shows” box. |
| Key idea | 10 min | 6 min | Read the second paragraph aloud. Skip the code of ethics. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 15 min | 12 min | Write the three questions together, then let pairs mark the answers. |
| Your draft | 20 min | 13 min | Students write the summary in class and revise it at home. |
| Check your work | 8 min | Skip | Collect drafts and score them with the rubric yourself. |
| Questions to discuss | 10 min | 4 min | Use question 3 as an exit ticket. |
| Talk about this case at home | At home | At home |
Grades 11–12: full chapter 102 minutes, one period 60 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud. |
| Key terms | 5 min | Skip | Skip this page. |
| Look at the evidence | 8 min | 8 min | |
| Look at the evidence, continued | 4 min | 3 min | Read Evidence C aloud; students fill in only its “What it shows” box. |
| Key idea | 10 min | 8 min | Skip the In the news section. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 15 min | 12 min | Set up the cost line together on the board. |
| Your draft | 25 min | 20 min | Students draft the benefits and costs sections in class and finish at home. |
| Check your work | 6 min | Skip | Collect memos and score them yourself. |
| Questions to discuss | 10 min | 5 min | Use question 2 as an exit ticket, with its cool-down ready. |
| Talk about this case at home | At home | At home |
College and community: full chapter 110 minutes, one period 75 minutes
| Page | Full chapter | One period | How to cut |
|---|---|---|---|
| Opener | 5 min | 4 min | Read What happened aloud. |
| Key terms | 5 min | 3 min | Read the key terms aloud; skip the first-guess box. |
| Look at the evidence | 8 min | 8 min | |
| Look at the evidence, continued | 5 min | 4 min | Students fill in only the “What it shows” box. |
| Key idea | 10 min | 8 min | Skip the In the news section. |
| Sort the evidence | 8 min | Skip | Skip this page. |
| Practice | 6 min | Skip | Skip this page. |
| Your task | 15 min | 15 min | |
| Your draft | 30 min | 25 min | Students draft the example and questions sections in class and finish at home. |
| Check your work | 8 min | 5 min | Students answer the check questions and skip the rubric. |
| Questions to discuss | 10 min | 3 min | Use question 3 as an exit ticket. |
| Talk about this case at home | At home | At home |
Minutes for each page are in the educator edition for each grade band.
10-minute bellringer
- 1 min Project Evidence A as students come in.
- 5 min Students read it on their own. Each student writes a one-sentence answer to the question.
- 4 min Take two or three answers. Then ask the follow-up questions.
Evidence A Job listing
Studio listing on the campus job board, April
“Summer Editing Intern (unpaid). Join our fast-paced studio! You’ll run the customer inbox all summer, help with client files and get great exposure to the industry. College credit available.”
Question What will the intern do all summer, according to the listing?
Follow-up questions
- Which words describe learning, and which describe work?
- What does the listing leave out?
Listen for: Students notice that the listed duties are work (the customer inbox and client files) and that the listing names no training.
This is the same bellringer as on the bellringers page, which has one for every case.
Lesson steps
This plan takes 45 minutes in four parts. Each step says what you do, what students do and how to check.
Warm-up 5 minutes
1 The offer 5 min
- You
- Read the studio listing: unpaid, run the customer inbox all summer, college credit, “great exposure.”
- Students
- Underline what you would do each day.
- Check
- Students find that duties are mostly inbox work.
Read and discuss 30 minutes
2 The seven factors 10 min
- You
- Read DOL Fact Sheet 71’s factors aloud in plain language.
- Students
- Rewrite each factor as a question Rafa could ask.
- Check
- Seven questions, one per factor.
3 Apply them 10 min
- You
- Provide the studio’s answers to some questions; leave others blank.
- Students
- Mark each factor: points toward training, toward job, or unknown.
- Check
- Students leave unknowns as unknowns.
4 The life around the offer 10 min
- You
- Share Gia’s point about time, rent and the family shop.
- Students
- List Rafa’s practical costs.
- Check
- Costs include lost paid hours and transport.
Questions for the people in the case
- Rafa: The studio says credit makes it legal. Does it? Check next: Turn the Labor Department’s factors into questions, and mark which ones the studio has answered.
- Rafa: What would you ask them before saying yes? Check next: Ask whether the role covers work a paid employee did, and get duties, hours and supervision in writing.
- Gia: What does it actually cost him? Check next: List the practical costs: time, travel and the paid hours he’d give up.
- Gia: Can you tell him it’s illegal? Check next: Mark each factor as pointing toward training, toward a job, or still unknown.
Task 7 minutes
5 Write to the studio 7 min
- You
- Model a respectful clarifying email.
- Students
- Draft Rafa’s email asking for the learning plan and supervision.
- Check
- Email asks specific questions without accusing.
Wrap-up 3 minutes
6 Exit 3 min
- You
- Ask: which single fact would most change your view?
- Students
- Write it.
- Check
- Answer names a factor like displacement or training.
Educator notes by page
These notes follow the pages of the student edition chapter. The educator edition prints the same notes beside each page. Heat check tells you how likely a page is to bring up strong feelings: low, medium or high. Medium and high pages come with a cool-down. Open a page to see what to say, what to watch for and how to support students.
Opener
Heat check: Low
Say this
- “The job title says ‘Editing Intern.’ What would you expect to do all summer?” Collect two or three answers, then read the listing.
Watch for
- Misconception:
- Students trust the job title.
- Listen for:
- “It says editing, so he’ll learn editing.”
- Then:
- Ask them to find “editing” in the list of duties. It appears only in the title.
Support
- Read What happened aloud while students follow along.
Key terms
Heat check: Low
Say this
- “Write your first guess now. You will check it against the evidence later.” First guesses stay private unless a student wants to share.
Watch for
- Misconception:
- Students think the test asks whether Rafa likes the job.
- Listen for:
- “He benefits if he enjoys it.”
- Then:
- Reread the term. The test asks who mainly benefits: the intern’s learning or the employer’s work.
Support
- Give factor cards with an icon and one line each: training, credit, school calendar, length, paid work.
Look at the evidence
Heat check: Low
Say this
- “Underline every task in the listing. Now circle the ones where Rafa learns.” Pause and ask what that tells them.
Watch for
- Misconception:
- Students call the studio’s email a lie.
- Listen for:
- “They’re lying to him.”
- Then:
- The email makes a claim. Ask which document could test it. Nobody knows what the studio believes.
Support
- Read the listing aloud and offer it on its own half-page.
- Reduce the factors to three: training, credit and paid work.
Stretch
Ask which factors the studio’s email addresses and which it skips.
Grades 6–8: notes that replace the ones above
Say this
- “Underline every task in the listing. Now circle the ones where Rafa learns.” Pause and ask what that tells them.
- “Listen to the studio’s reply: ‘Since interns get college credit, it’s totally legal for us not to pay.’ What does it claim?” Evidence B is not printed for grades 6–8. Read it twice.
Key idea
Heat check: Low
Say this
- “The studio says one factor settles the test. What does the key idea say about a single factor?” Wait for “no single factor decides it.”
- “The NACE principle asks career offices to follow the law. What should the office ask the studio?” List answers on the board.
Watch for
- Misconception:
- Students think the NACE principles bind the studio.
- Listen for:
- “The studio broke the NACE code.”
- Then:
- Say: “NACE’s principles guide its members, career offices and employer recruiters. A code of ethics is not a law.”
Support
- Read the code quotation aloud. Point out the label: it is a real source, quoted word for word, with a gap marked “…”.
Stretch
Try the ABA Rule 4.1 question: what does Fact Sheet #71 say about whether one factor, credit, decides the test?
Sort the evidence
Heat check: Low
Say this
- “Some evidence points toward a job and some toward training. Find one of each.” Model the first row with the listing.
Watch for
- Misconception:
- Students ignore the evidence that points toward an internship.
- Listen for:
- “Every single fact says it’s a job.”
- Then:
- Point to the unpaid label and the credit offer. A fair analysis counts evidence on both sides.
Support
- Let students write S, C or ? in each box before they write sentences.
Practice
Heat check: Low
Say this
- “Rafa has the studio’s email open. What should he do next?” Hold a vote before any discussion.
Watch for
- Misconception:
- Students choose to tell the studio the internship is illegal.
- Listen for:
- “Unpaid internships are against the law.”
- Then:
- Ask where the evidence says that. The test depends on facts, so ask what facts Rafa needs first.
Support
- Read the three options aloud before students choose.
Your task and draft
4 grade bands
The task is different in each grade band. Open yours.
Grades 6–8
Your task
Say this
- “Hold up one task card. Is Rafa learning here, or working for the studio?” Sort the first two cards together.
Watch for
- Misconception:
- Students put “help with client files” under learning.
- Listen for:
- “He’ll learn from the files.”
- Then:
- Ask what the listing says he would learn. It names no teacher and no skill.
Support
- Frame: “Most of the tasks are ___, so ___.”
Grades 9–10
Your task
Say this
- “A factor is a question the test asks. How would Rafa ask it in an email?” Model the training question together.
Watch for
- Misconception:
- Students mark unanswered questions as “no.”
- Listen for:
- “They didn’t say, so they don’t train.”
- Then:
- The studio has not answered yet. Write “unknown” and add the question to Rafa’s list.
Support
- Model question for the training factor: “Who will train me, and how?”
Your draft
Say this
- “Your summary reports what the evidence shows and what is unknown. Where does each sentence belong?” Students mark known facts K and unknowns U.
Watch for
- Misconception:
- Summaries adopt the studio’s claim.
- Listen for:
- “Credit is a factor, so it’s probably legal.”
- Then:
- Point to the Reasoning row. Ask what the paid-assistant evidence says.
Grades 11–12
Your task
Say this
- “The case gives no numbers for Rafa’s shifts. How can a memo still show the cost?” Model the formula with blanks on the board.
Watch for
- Misconception:
- Students invent numbers for Rafa’s pay.
- Listen for:
- “Let’s just guess what he earns.”
- Then:
- Keep the blanks. Rafa can fill in his own numbers; the memo shows how to count the cost.
Your draft
Say this
- “A memo helps someone decide. Does yours tell Rafa what to do, or help him choose?” Ask for one sentence that hands the choice back to Rafa.
Watch for
- Misconception:
- The memo decides for Rafa.
- Listen for:
- “Rafa should turn it down.”
- Then:
- Point to the success list: the memo leaves the choice with Rafa.
College and community
Your task
Say this
- “The career center posted this listing. What could it have asked the studio first?” List questions on the board and match each to a factor.
Watch for
- Misconception:
- Memos ask the career center to judge legality.
- Listen for:
- “The career center should ban illegal internships.”
- Then:
- Point to the challenge: ask employers questions without deciding legal questions.
Support
- Checklist stem: “Before you say yes, ask ___.”
Your draft
Say this
- “Your reader works at the career center. What can they ask employers without making a legal ruling?” Ask for questions an office could send this week.
Watch for
- Misconception:
- Checklists skip the cost to the student.
- Listen for:
- “The checklist is only about the employer.”
- Then:
- Ask what Rafa would give up. Add a line on lost paid hours.
Check your work
Heat check: Low
Say this
- “Mark your level in each row. Then change one question so it asks for a fact.” Circulate and ask which factor each question connects to.
Watch for
- Misconception:
- Students soften the tone but keep the legal question.
- Listen for:
- “I made it more polite.”
- Then:
- Point to the Revision row. Tone alone is level 2; replace the legal question with factor questions.
Questions to discuss
Say this
- “Answer with a detail from the evidence, not a story about a job you or your family had.” Post the question numbers and collect one answer per question.
Stretch
Compare what the offer costs Rafa with what it would cost a student who does not need summer pay.
Talk about this case at home
Say this
- “Share this page at home, or read it with an adult you trust.” Nobody needs to share a personal story to complete it.
Sample response
Worked example, grades 9–10
Prompt: Turn the seven DOL factors into an internship questions sheet, fill it in with the studio’s answers and write a 150-word summary.
Student response
Summary: Using the seven factors, Rafa’s internship looks more like a job than training. The studio says it’s unpaid and gives college credit, so 1 factors 1 and 3 point toward an internship. But the listing says Rafa would run the customer inbox all summer, and 2 a paid assistant did that job last year, so factor 6 points toward a job because he would be replacing a worker. 3 We don’t know about training or supervision because the studio didn’t answer that question. 4 Since the studio says credit makes it legal, and credit is one of the factors, the internship is probably legal. Rafa should ask for a written learning plan and the weekly hours before he decides.
- Evidence. Accurate and fair: the writer credits the evidence that cuts the other way instead of ignoring it.
- Evidence. Strong: specific evidence tied to the displacement factor.
- Strength. Good: unknowns are marked as unknown rather than guessed.
- Revise. This repeats the studio’s claim and contradicts the summary’s own reasoning. No single factor decides the test, and the displacement evidence points the other way.
Before: Since the studio says credit makes it legal, and credit is one of the factors, the internship is probably legal.
After: Credit is only one factor, and no single factor decides the test, so the studio’s answer doesn’t settle it.
Why: The revision matches the conclusion to the flexible test and to the writer’s own evidence instead of adopting the employer’s claim.
Educator commentary: The summary weighs factors in both directions, ties the displacement factor to specific evidence and marks unknowns honestly. One sentence then adopts the studio’s claim that credit settles the question, contradicting the rest of the analysis. Removing that verdict moves the response to Proficient on Reasoning, and completing the remaining factors on the sheet finishes the task.
Task answers by grade band
What a strong student in each grade band writes in the student edition task.
Open your grade band.
Grades 6–8
Sort the internship’s daily tasks into “learning” and “working,” then tell a partner whether it looks more like school or a job.
Students make: Sorted chart plus 3–4 sentences.
Steps students follow
- Underline each task Rafa would do in the listing in Evidence A.
- Sort each task into the Learning box or the Working box.
- Count the tasks in each box and circle the bigger box.
- Tell a partner whether the offer looks more like school or a job.
- Write 3 or 4 sentences in the Your draft box, ending with one question for the studio.
Sample answers for the task boxes
- Learning
- “Great exposure” and college credit, but no teacher is named.
- Working
- Run the customer inbox all summer. Help with client files.
Sample draft: Your draft
Sample answer Grades 6–8
Most of the tasks are working, so the offer looks more like a job. Rafa would run the customer inbox all summer. 1 A paid assistant did that last year. 2 Rafa should ask who would teach him editing.
- Uses Evidence C as a reason.
- Ends with a question that asks for a fact.
Check your work questions
- Did you sort every task from the listing?
- Do your sentences give a reason from the evidence?
- Do you end with a question Rafa could ask?
- Did you avoid saying the internship is illegal?
- One change I made
- I changed “it’s illegal” to a question about training, because we don’t know the facts yet.
My take: sample answers
- I think Rafa should ___ because ___.
- I think Rafa should ask questions before saying yes because the listing is mostly inbox work.
- The evidence that changed my first guess is ___.
- The chat changed my first guess. A paid assistant did the inbox job last year.
- One question I still have is ___.
- One question I still have is who would teach Rafa editing.
Grades 9–10
Turn the seven DOL factors into an internship questions sheet and fill it in with the studio’s answers.
Students make: Questions sheet plus 150-word summary.
Steps students follow
- Read the seven factors on Fact Sheet #71 from the Department of Labor.
- Write one question each about training, credit and paid work in the planner.
- Write questions for the other four factors on lined paper.
- Mark each answer the studio gave as supported or unknown.
- Write a summary of about 150 words on the Your draft page.
- Check that your summary leaves out any legal verdict.
Sample answers for the task boxes
- Training question
- Who will train and supervise me each week?
- The studio’s answer
- Unknown. The studio has not said.
- Credit question
- Is the role tied to my coursework or credit?
- The studio’s answer
- Supported: “College credit available.”
- Paid-work question
- Did a paid employee do this work before?
- The studio’s answer
- Not answered. Rafa says the studio’s assistant ran it.
Sample draft: Your summary, about 150 words
Sample answer Grades 9–10
Using the factors on Fact Sheet #71, Rafa’s internship looks more like a job than training. The studio says the role is unpaid and offers college credit, 1 so two factors point toward an internship. But the listing says Rafa would run the customer inbox all summer. A paid assistant did that job last year, 2 so the paid-work factor points toward a job. We don’t know about training or supervision, 3 because the studio did not answer those questions. Credit is only one factor, and 4 no single factor decides the test, so the studio’s answer doesn’t settle it. Rafa should ask for a written learning plan, a supervisor’s name and the weekly hours. He should also check with his school about credit before he decides.
- Counts evidence on the studio’s side too.
- Ties specific evidence to one factor.
- Marks unknowns as unknown.
- Explains the flexible test instead of giving a verdict.
Check your work questions
- Does each question match one factor?
- Did you mark each answer as supported or unknown?
- Does your summary explain why no single factor decides the test?
- Did you leave out a legal verdict?
- One change I made after feedback
- I cut “so the internship is probably legal,” because credit is one factor and the other evidence points the other way.
My take: sample answers
- My claim: ___.
- Rafa should ask for the learning plan, supervision and hours in writing before he decides.
- The best evidence is ___, because ___.
- The chat, because a paid assistant ran the same inbox last year.
- Someone who disagrees might say ___.
- College credit shows the studio cares about his education.
- I would change my mind if ___.
- The studio showed a written plan with real editing training.
Grades 11–12
Write Rafa a decision memo weighing the offer’s benefits, costs and legal questions.
Students make: Memo, 400–500 words.
Steps students follow
- Reread Evidence A, B and C. Note what each says about work, learning and cost.
- List the benefits of the offer in the planner.
- Set up the cost of lost paid shifts at the shop, with blanks for unknown numbers.
- Note one limit of the federal test in the planner.
- Draft the benefits, costs and limits sections of your memo on the Your draft page.
- Finish a memo of 400 to 500 words that leaves the choice with Rafa.
Sample answers for the task boxes
- Benefits of the offer
- Possible college credit and contact with a studio. No editing training is named yet.
- The cost of an unpaid summer
- Lost pay = shifts a week × hours a shift × Rafa’s hourly pay × weeks. Rafa fills in his numbers.
- One limit of the federal test
- It applies to for-profit employers, and state rules may differ.
Sample draft: First draft: the offer and its benefits
Sample answer Grades 11–12
To: Rafa. Re: the studio’s summer offer. The studio offers an unpaid “Summer Editing Intern” role with college credit available. 1 Credit and industry contact are real benefits. The listing names no editing training, though, and its main duty is the customer inbox.
- Treats the offer fairly before weighing its costs.
Sample draft: First draft: costs and legal questions
Sample answer Grades 11–12
The main cost is a summer without pay. You would give up paid shifts at the shop, and the commute adds its own cost. 1 Lost pay equals shifts a week times hours times your hourly rate times the number of weeks. The legal question is who mainly benefits. A paid assistant ran the inbox last year, which points toward a job.
- Sets up the opportunity cost without inventing numbers.
Sample draft: First draft: limits and the choice
Sample answer Grades 11–12
1 The federal test applies to for-profit employers, and state rules may differ. No single factor decides it. Before you choose, ask for a learning plan, a supervisor and the hours in writing. 2 The decision is yours.
- States the limit of the test.
- Leaves the choice with Rafa.
Check your work questions
- Does your memo apply the factors accurately?
- Does it set up the cost of lost paid hours?
- Does it name the limits of the federal test?
- Does it leave the choice with Rafa?
- One change I made after feedback
- I changed “you should say no” to “the decision is yours,” because the memo weighs the choice for Rafa and does not make it.
My take: sample answers
- My claim: ___.
- Rafa should hold off on a start date until the studio answers questions tied to the factors.
- The best evidence is ___, because ___.
- The listing, because its main duty is the inbox a paid assistant ran last year.
- Someone who disagrees might say ___.
- An unpaid role could still open doors that a paid job would not.
- The limit of the evidence is ___.
- No document shows the training, the hours or whether the school grants credit.
- I would change my mind if ___.
- The studio shared a learning plan tied to his coursework and a named supervisor.
College and community
Write a memo to the campus career center about unpaid internship listings on its job board, using the studio’s listing as the example. Add a one-page checklist students can use before they accept an unpaid offer.
Students make: Memo, 300–400 words, plus a one-page checklist.
Steps students follow
- Fill in the factor chart: a question for the employer and what the listing says.
- Mark the displacement evidence: a paid assistant ran the inbox last year.
- Write the questions the career center can ask employers before posting a listing.
- Draft the example and questions sections of your memo on the Your draft page.
- Finish a memo of 300 to 400 words on lined paper or in the online workspace.
- Add a one-page checklist students can use before they accept an unpaid offer.
Sample answers for the task boxes
- Training: question for the employer
- Who trains and supervises the intern? The listing does not say.
- Credit: what the listing says
- “College credit available.” The reply treats credit as the whole test.
- Displacement: what the case shows
- A paid assistant ran the inbox last year; the intern would run it now.
- Opportunity cost: checklist line
- How many paid hours or shifts would this internship replace?
Sample draft: First draft: the studio’s listing as an example
Sample answer College and community
The studio’s “Summer Editing Intern” listing shows why unpaid postings need review. The role is unpaid and offers college credit, which points toward an internship. Its main duty, though, is running the customer inbox all summer. 1 A paid assistant ran that inbox last year, which points toward displacement. When a student asked, the studio replied that credit makes it “totally legal” not to pay. 2 Fact Sheet #71 lists credit as one factor, and no single factor decides.
- Flags displacement with evidence from the case.
- Explains what academic credit does not settle.
Sample draft: First draft: questions the career center can ask
Sample answer College and community
The career center can ask employers these questions before it posts an unpaid listing. Who will train and supervise the intern? How many hours a week, and for how many weeks? Does the role cover work a paid employee did before? How is the role tied to coursework? 1 These questions do not decide whether a role must be paid. They give students the facts the test uses, which fits NACE’s principle on complying with laws.
- Keeps the career center out of legal rulings.
Check your work questions
- Does your memo apply the factors to the listing and reply accurately?
- Does it flag the displacement evidence?
- Does it recommend questions, not legal rulings?
- Does your checklist include opportunity cost?
- One change I made after feedback
- I changed “the studio is breaking the law” to a question about training, because the career center should ask, not rule.
Sample task answers for each grade band are in the educator edition for that band.
Evidence answers
Sample answers for the two boxes under each document in the student edition. Grades 6–8 students write one question they still have instead of what the document leaves out.
Evidence A Studio listing on the campus job board, April
Look closely: Which words describe learning? Which words describe work?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | Rafa would run the customer inbox all summer for no pay. | One question: What editing would Rafa learn, and who would teach him? |
| Grades 9–10 | The role is unpaid, offers credit and names the customer inbox as the main duty. | Who trains and supervises the intern, the weekly hours and any editing work. |
| Grades 11–12 | An “editing” title over a duty list led by the inbox, plus credit and “exposure.” | Training, supervision, hours and what editing, if any, the intern would do. |
Evidence B Studio reply to Rafa, Tuesday, 11:20 a.m.
Look closely: Is credit one factor or the whole test? What does the email skip?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 9–10 | The studio says college credit is why it does not have to pay Rafa. | Training, supervision, weekly hours and whether Rafa’s school will grant credit. |
| Grades 11–12 | The studio treats one factor, credit, as if it settles the whole test. | The other factors, and whether Rafa’s school would grant credit at all. |
Evidence C Gia and Rafa, Tuesday lunch
Look closely: Who ran the customer inbox last year? Was that person paid?
| Grade band | What it shows | What it leaves out |
|---|---|---|
| Grades 6–8 | Last year, a paid assistant ran the customer inbox. | One question: How many paid shifts at the shop would Rafa lose? |
| Grades 9–10 | A paid assistant ran the inbox last year, so the role may replace paid work. | How many paid shifts at the family shop Rafa would give up. |
| Grades 11–12 | The intern would do work a paid assistant did last year: the displacement factor. | The size of Rafa’s cost: how many paid shop shifts he would lose. |
Practice answers
The feedback students see for each choice on the student page.
The studio’s unpaid internship has Rafa running its customer inbox all summer, the job a paid assistant did last year. The studio says college credit makes it legal. What should Rafa do next?
Why the best answer is best, by grade band
- Grades 6–8
- B. It asks for the facts that show whether Rafa would learn or only work. A and C both decide too fast.
- Grades 9–10
- B. It gathers the facts the test looks at. A treats one factor as the whole test, and C swaps one broad claim for another.
- Grades 11–12
- B. A lets one factor decide a flexible test, and C claims a rule the test does not contain. B asks for the facts each factor needs.
Whose perspective is missing?
Prompt: Whose view is missing from these documents? What would you ask them?
- Grades 6–8
- The assistant who ran the inbox last year is missing. I would ask what that job was like.
- Grades 9–10
- The person who would supervise Rafa. I would ask what he would learn each week and how they would give feedback.
- Grades 11–12
- Rafa’s school. I would ask whether it would grant credit for this role, since the studio’s whole argument rests on credit.
Discussion answers
The numbers match the questions to discuss on the student page. Each sample answer is what a strong student in that grade band might say.
What would count as evidence that the promised training is happening?
Heat check: Low- Grades 6–8
- A person teaching Rafa editing, a plan of what he will learn and time set aside for learning.
- Grades 9–10
- A written learning plan, a named supervisor who gives feedback and hours set aside for editing, not only the inbox.
- Grades 11–12
- A learning plan tied to coursework, a supervisor’s name and a weekly schedule that shows learning time beside inbox work.
Unpaid summers are easier for people who do not need a paycheck. Who might an unpaid internship leave out?
Heat check: MediumWhy: Students may bring up their own family’s money or compare classmates’ situations. Cool-down: Keep answers about groups and about Rafa. Say: “Nobody needs to share their own family’s situation.”
- Grades 9–10
- Students who need summer pay, like Rafa, who helps at his family’s shop. They may have to turn the internship down.
- Grades 11–12
- People who need income, work for family or pay to commute. PBS NewsHour reported that nearly half of U.S. interns were unpaid in 2022.
If Rafa’s school grants credit, does that settle whether the studio should pay him? Why or why not?
Heat check: Low- Grades 6–8
- No. Credit is only one factor. Training and whether Rafa replaces a paid worker matter too.
- Grades 9–10
- No. Credit is one of seven factors, and no single factor decides the test. The inbox work a paid assistant did still points toward a job.
- Grades 11–12
- No. The test is flexible, and credit is one factor among seven. The displacement evidence still weighs toward a job, and the training is unknown.
Sample explanation
One way a student could explain the case in plain words:
I’m interested. Can we clarify the training, supervision, hours and compensation before I commit?
En español: Me interesa. ¿Podemos aclarar la formación, supervisión, horas y remuneración antes de comprometerme?
Annotated student draft
Prompt: Write Rafa’s email to the studio before he decides.
First draft
Hi, thanks so much for the offer! I’m really excited about this opportunity and 1 I know it will look great on my résumé. I just wanted to ask 2 if this is legal since it’s unpaid? 3 My friend said unpaid internships aren’t allowed. Also 4 how many hours is it? 5 I can start whenever you need me. I really want to get into editing and this seems like a good way in. Let me know! Thank you again for thinking of me, Rafa
- Revise. Repeats the listing’s pitch. What do you want to learn?
- Revise. Asking the employer for a legal verdict won’t get useful answers. Ask about the factors.
- Evidence. Too broad. It depends on the facts.
- Strength. Good, specific question. Add schedule and supervision.
- Audience. This gives away your schedule before you know the terms.
Revised draft
Hi, thank you for the offer. Before I decide, could you help me understand the arrangement? What would a normal week look like, and how much of it is the customer inbox? Who would supervise and give feedback, and is there a written learning plan? How many hours per week, and for how many weeks? Does the role cover work a paid staff member did before? You mentioned college credit; I’m checking with my school about that. I also work at my family’s shop, so I need to know the schedule before committing. Thanks, Rafa
Rubric
Score each row. Proficient is the target for most students.
| Criterion | Beginning | Developing | Proficient | Advanced |
|---|---|---|---|---|
| Evidence | Relies on rumor. | Mentions pay only. | Asks about several factors. | Asks about factors and notes what the credit claim doesn’t settle. |
| Reasoning | Declares legal or illegal. | Asks for a verdict. | Gathers facts before deciding. | Connects each question to a reason it matters. |
| Audience & purpose | Gives away leverage or accuses. | Polite but vague. | Specific, respectful questions. | Specific questions plus Rafa’s own constraints. |
| Revision | No change. | Tone only. | Replaces rumor with factor-based questions. | Explains how each question helps Rafa decide. |
Support and challenge
Support
- Provide factor cards with icons and one-line explanations
- Read the listing aloud
- Spanish vocabulary: pasantía, empleado, salario, capacitación
- Offer a partially completed questions sheet
- Reduce to three factors: training, credit, displacement
Supports written for each grade band:
Grades 6–8
- Task cards to sort
- Frames: “Most of the tasks are __, so __.”
- Vocabulary: intern, employee, wage, training
- Discussion first
Grades 9–10
- Questions-sheet template
- Model question for factor 1
Grades 11–12
- Memo template
- Cost calculator for lost paid hours
College and community
- Chart: each of the seven factors, a question for the employer and what the studio’s listing says
- Memo template: purpose, example, recommendation, limits
- Opportunity-cost worksheet: the hours of paid work an internship would replace
Challenge
- Look up whether your state has its own internship or minimum-wage rules
- Compare the for-profit test with guidance for volunteering at nonprofits
- Grades 6–8
- Name one question Rafa should ask before saying yes.
- Grades 9–10
- Explain why no single factor, including credit, decides the answer.
- Grades 11–12
- Include opportunity cost and note that nonprofit and public-sector rules may differ from for-profit ones.
- College and community
- Note that Fact Sheet #71 describes a test for for-profit employers in which no single factor decides. Explain what the career center can ask employers without deciding legal questions itself.
More extension prompts
These activities are not on the student page. Use them for students who finish early or want a different angle.
- Trace it to the source Journalism
- Separate the advertisement, written terms and reported experience. Avoid inventing a promise.
- Plan the message Communications
- What might a student hesitate to ask a prospective employer, and how can the inquiry make that question specific? Does the offer explain supervision and learning, or rely on the appeal of a title?
- Reflect on your thinking Learning
- Which fact about the actual arrangement would change your first impression?
Try it at your school
Ask what the work is before you accept it.
- Before accepting any internship, ask for duties, hours, supervision and pay in writing
- Take the offer to your school counselor or college career center
- Check your state labor department’s page on minimum wage and youth work
- Compare the offer with your other commitments before deciding
Who to ask School counselor, college career center, work-permit officer where your state uses them, state labor department
Stay safe If you’re under 18, federal and state rules limit hours and certain jobs. Involve a trusted adult before accepting any work arrangement.
Classroom resources
Free outside resources we checked for this case. Watch, Try and Read items work for students. Teach items are for you and stay off the student pages. Preview a link before you use it with a class.
Read
Articles, official pages and case records.
Students and educators U.S. Department of Labor, Wage and Hour Division
Fact Sheet #71: Internship Programs Under the FLSA
Apply the seven-factor primary beneficiary test to Rafa’s offer, one factor at a time.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on dol.gov (opens in a new tab)Students and educators U.S. Department of Labor
Worker.gov
Find which agency handles a pay or workplace problem and how to contact it.
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on worker.gov (opens in a new tab)For students U.S. Department of Labor, Wage and Hour Division
YouthRules
Check the rules that protect young workers and how to file a free, confidential complaint.
- Grades 6–8
- Grades 9–12
- Ages 16–24
U.S. government work; public domain.
Also on the student page, under Explore more.
Open on dol.gov (opens in a new tab)Links checked September 25, 2026.
Standards
Common Core codes come from our standards map for this case. Each code links to the official standard. The C3 row names what students do for each code. The College and community row names the AAC&U VALUE rubrics and ACRL Framework frames the task practices. AAC&U says VALUE rubrics are for reviewing learning across a college, not for grading, so score the task with the case rubric.
| Grade | What students do | Standards |
|---|---|---|
| Grade 6 | Sort the internship’s daily tasks into “learning” and “working,” then tell a partner whether it looks more like school or a job. Students make: Sorted chart plus 3–4 sentences. | RI.6.1 (opens in a new tab) W.6.2 (opens in a new tab) W.6.5 (opens in a new tab) SL.6.1.c (opens in a new tab) SL.6.1.d (opens in a new tab) |
| Grade 7 | RI.7.1 (opens in a new tab) W.7.2 (opens in a new tab) W.7.5 (opens in a new tab) SL.7.1.c (opens in a new tab) SL.7.1.d (opens in a new tab) | |
| Grade 8 | RI.8.1 (opens in a new tab) W.8.2 (opens in a new tab) W.8.5 (opens in a new tab) SL.8.1.c (opens in a new tab) SL.8.1.d (opens in a new tab) | |
| Grades 9–10 | Turn the seven DOL factors into an internship questions sheet and fill it in with the studio’s answers. Students make: Questions sheet plus 150-word summary. | RI.9-10.1 (opens in a new tab) W.9-10.2 (opens in a new tab) W.9-10.5 (opens in a new tab) SL.9-10.1.c (opens in a new tab) SL.9-10.1.d (opens in a new tab) |
| Grades 11–12 | Write Rafa a decision memo weighing the offer’s benefits, costs and legal questions. Students make: Memo, 400–500 words. | RI.11-12.1 (opens in a new tab) W.11-12.2 (opens in a new tab) W.11-12.5 (opens in a new tab) SL.11-12.1.c (opens in a new tab) SL.11-12.1.d (opens in a new tab) |
| College and community | Write a memo to the campus career center about unpaid internship listings on its job board, using the studio’s listing as the example. Add a one-page checklist students can use before they accept an unpaid offer. Students make: Memo, 300–400 words, plus a one-page checklist. |
|
| Social studies (C3) |
| D2.Civ.12.9-12 (opens in a new tab) D2.Civ.13.9-12 (opens in a new tab) D2.Civ.6.9-12 (opens in a new tab) |
What each standard means
RI.6.1- Use evidence from the text to support what it says directly and what you can infer from it.
W.6.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.6.5- With help from peers and adults, strengthen writing by planning, revising, editing or rewriting.
SL.6.1.c- Ask and answer specific questions with details that add to the discussion.
SL.6.1.d- Review the main ideas of a discussion and show you understand other views by reflecting and paraphrasing.
RI.7.1- Use several pieces of evidence from the text to support what it says directly and what you can infer.
W.7.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.7.5- With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.7.1.c- Ask questions that draw out more detail, and respond with relevant ideas that bring the discussion back on topic.
SL.7.1.d- Take in new information from others and change your view when the evidence calls for it.
RI.8.1- Use the evidence that most strongly supports your analysis of what a text says and implies.
W.8.2- Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.8.5- With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.8.1.c- Ask questions that connect several speakers’ ideas, and respond with relevant evidence and observations.
SL.8.1.d- Take in new information from others and qualify or defend your view based on the evidence.
RI.9-10.1- Support an analysis with solid, complete evidence from the text, both for what it states and for what it implies.
W.9-10.2- Write an explanatory text that presents complex ideas and information clearly and accurately.
W.9-10.5- Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.9-10.1.c- Move a discussion forward with questions that connect it to larger ideas, bring others in and test ideas and conclusions.
SL.9-10.1.d- Respond to different views, sum up where people agree and disagree, and adjust your view when the evidence calls for it.
RI.11-12.1- Back up an analysis with the strongest evidence from the text, including where the text leaves things uncertain.
W.11-12.2- Write an explanatory text that conveys complex ideas clearly and accurately.
W.11-12.5- Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.11-12.1.c- Keep a discussion moving with questions that probe reasoning and evidence, and make sure the full range of views is heard.
SL.11-12.1.d- Respond to different views, pull together what each side says, resolve conflicts where possible and name what still needs research.
D2.Civ.12.9-12- Analyze how people use and challenge laws at different levels to address public issues.
D2.Civ.13.9-12- Evaluate public policies by their intended and unintended outcomes and consequences.
D2.Civ.6.9-12- Critique the relationships among governments, civil society and markets.
Information Literacy VALUE Rubric- AAC&U’s rubric for finding, evaluating and using information for a purpose, ethically and legally. In this case: Students apply a federal fact sheet to one listing and cite it accurately.
Written Communication VALUE Rubric- AAC&U’s rubric for writing that fits its context and purpose, develops its content and uses sources and evidence. In this case: Students write a memo for a campus office and a checklist for students.
Ethical Reasoning VALUE Rubric- AAC&U’s rubric for recognizing ethical issues and applying and weighing different ethical perspectives. In this case: Students weigh the studio’s claim about credit against the effect on students who cannot work for free.
Authority Is Constructed and Contextual- A source’s authority depends on its creator’s expertise and on the question it is being used to answer. In this case: Students compare the studio’s legal claim with the Department of Labor’s own guidance.
Information Has Value- Information has value, including as a means to influence people, so credit, access and privacy matter. In this case: Students use NACE’s reports on paid and unpaid internships to show what an unpaid role costs in time and paid hours.
Plain wording is our paraphrase. The official text is at each link.
Course versions
Each course version changes what students read, make and show. The names are the official course names.
Open your course to see its task.
Honors (set by your school)
Task: Argue whether unpaid internships widen inequality.
- Students make
- Argument, 600–700 words.
- Assess
- The argument is judged on the quality of its outside evidence, fairness to the employer perspective and the realism of its proposed practice, not on length.
Steps and sample answers
Steps students follow
- Read the article your teacher chose. Underline one piece of evidence about who gets internships.
- Fill in the claim and counterclaim chart on the task page.
- Write a qualified thesis that answers the question.
- Draft your opening and your counterargument paragraph on the Your draft page.
- Propose one policy or practice that answers the inequality you describe.
- Finish an argument of 600 to 700 words on lined paper or in the online workspace.
Sample answers for the task boxes
- Claim
- Unpaid roles favor students who can afford a summer with no pay.
- Counterclaim
- Requiring pay could end many internships altogether.
- Evidence from beyond the case
- PBS NewsHour reported that nearly half of U.S. interns were unpaid in 2022.
- A policy or practice I propose
- Job boards post internships only with duties, hours, supervision and pay listed.
Sample draft: First draft: your opening paragraph
Sample answer Honors (set by your school)
Rafa, a first-year student who helps at his family’s shop, was offered an unpaid summer internship. To say yes, he would give up paid shifts and still pay to commute. PBS NewsHour reported that nearly half of U.S. interns were unpaid in 2022. 1 Unpaid internships do open doors, but they open them mostly for students who can afford a summer without pay. Without clear rules on pay and training, they widen inequality.
- Qualifies the thesis before stating it.
Sample draft: First draft: the employer’s side and your response
Sample answer Honors (set by your school)
1 The strongest objection is that requiring pay would end many internships altogether. An employer might offer an unpaid role that it would not offer as a paid one. That concern deserves a real answer. A fair practice can keep internships and reduce the gap. 2 Campus job boards could require each listing to state its duties, hours, supervision and pay. Then students like Rafa could judge an offer before giving it a summer. Honest listings would not force every employer to pay, but they would stop an inbox job from passing as training.
- States the employer’s side in its strongest form.
- Proposes a practice that answers the objection.
Check your work questions
- Is your thesis qualified?
- Do you use evidence from beyond the case?
- Do you engage the employer’s perspective fairly?
- Do you propose a realistic policy or practice?
- One change I made after feedback
- I added evidence from the article, because my first draft relied only on Rafa’s situation.
This case in the Honors (set by your school) educator edition
Open on screen Print this casePre-AP English 1 and Pre-AP English 2
Task: Closely read the internship listing and the studio’s reply, and write an evidence-based paragraph on whether the listing describes training or work.
- Students make
- Annotated listing plus paragraph (150–200 words).
- Assess
- The annotation is checked for precision, and the paragraph is scored for a claim supported by the listing’s wording, one DOL factor used accurately and a testable question about credit.
- Course skills
- Close observation and analysis, Evidence-based writing, Higher-order questioning.
Steps and sample answers
Steps students follow
- Mark each learning word in Evidence A with an L and each work word with a W.
- Plan a normal week for the intern, using only the listing’s words.
- Write a claim sentence: does the listing describe training or work?
- Write a paragraph of 150 to 200 words on the Your draft page.
- Add one question that tests the studio’s claim about credit.
Sample answers for the task boxes
- Learning words
- “exposure to the industry,” “College credit available”
- Work words
- “run the customer inbox all summer,” “help with client files”
- A normal week, from the listing
- Answer the customer inbox and help with client files. No editing is listed.
- My claim sentence
- The listing describes work, because its duties are the inbox and client files.
Sample draft: Your paragraph, 150 to 200 words
Sample answer Pre-AP English 1 and Pre-AP English 2
The studio’s listing describes work more than training. Its title promises a “Summer Editing Intern,” 1 but the duties never mention editing. The intern would “run the customer inbox all summer” and “help with client files.” Those are tasks a business needs done, and last year a paid assistant ran that inbox. The only learning words are “great exposure to the industry” and “College credit available.” Exposure is not a lesson, and the listing names no one who would teach. Fact Sheet #71 asks whether an intern’s work adds to paid employees’ work or replaces it. 2 Here the evidence points toward replacing it. The studio’s reply says credit makes it “totally legal” not to pay. Credit is one factor, though, so Rafa should test that claim. 3 He could ask which parts of the week are training and who leads them.
- An observation drawn from the listing’s own words.
- Uses one factor from Fact Sheet #71 accurately.
- A testable question about the studio’s claim.
Check your work questions
- Do your annotations mark learning words and work words precisely?
- Is your claim supported by the listing’s wording?
- Do you use one factor from Fact Sheet #71 accurately?
- Do you ask a question that tests the claim about credit?
- My question about credit
- If my school does not grant credit, would the role still be unpaid?
- What I changed, and why
- I changed “they are lying about credit” to a question, because the evidence shows a claim, not what the studio believes.
This case in the Pre-AP English 1 and Pre-AP English 2 educator edition
Open on screen Print this caseAP English Language and Composition
Task: Rhetorically analyze the internship listing and write a revised, honest version.
- Students make
- Analysis (about 400 words) plus revised listing.
- Assess
- The analysis receives practice feedback on the three AP Lang scoring rows, and the revised listing is checked for specific duties, hours, supervision and pay.
- Course skills
- Rhetorical Situation (RHS), Style (STL), Claims and Evidence (CLE).
Steps and sample answers
Steps students follow
- Read the listing in Evidence A. Underline each phrase that promises prestige or excitement.
- Note whom each phrase is written to attract in the planner.
- Mark what the listing leaves vague: duties, hours, supervision and pay.
- Draft one analysis paragraph and a revised listing on the Your draft page.
- Finish an analysis of about 400 words on lined paper or in the online workspace.
Sample answers for the task boxes
- Phrase 1 and its effect
- “Fast-paced studio”: the work sounds exciting, not like an inbox.
- Phrase 2 and its effect
- “Great exposure”: promises contacts in place of pay.
- The reader it is written for
- An ambitious student who wants into the industry and may accept no pay.
- What it leaves vague
- Hours, supervision, training and what editing the intern would do.
Sample draft: First draft: one analysis paragraph
Sample answer AP English Language and Composition
1 The listing sells a summer before it describes a job. “Join our fast-paced studio!” speaks directly to the reader and makes the work sound exciting. The title, “Summer Editing Intern,” promises a craft, yet the duties begin with running the customer inbox. 2 “Great exposure to the industry” offers contacts where a wage would go. For an ambitious student, those phrases make an unpaid role feel like a door. Honest detail about hours and supervision would cost the studio that appeal.
- A thesis about persuasive strategy.
- Connects a specific phrase to its effect.
Sample draft: Your revised listing
Sample answer AP English Language and Composition
Summer Customer Inbox Assistant (unpaid). You will answer the customer inbox and help with client files. 1 Supervisor: ___. Training: ___. Hours: ___ a week for ___ weeks. College credit may be available; check with your school. Before you apply, ask us for a written learning plan.
- Leaves blanks for facts the studio has not given, instead of inventing them.
Check your work questions
- Does your thesis name the listing’s persuasive strategy?
- Do you analyze specific phrases?
- Is your revised listing specific and honest?
- Does your commentary explain each phrase’s effect on the reader?
- One change I made after feedback
- I changed a list of phrases into one paragraph about “great exposure,” because the commentary needed to explain its effect.
This case in the AP English Language and Composition educator edition
Open on screen Print this caseAP United States Government and Politics
Task: Concept application: Congress passed the Fair Labor Standards Act, and the Department of Labor interprets it through guidance like Fact Sheet 71. Explain bureaucratic discretion and how it affects Rafa’s offer.
- Students make
- Concept-application response, about 300 words.
- Assess
- Each part is checked in the style of the Concept Application question for an accurate account of the bureaucracy’s role, a clear explanation of discretion and an application to Rafa’s offer.
- Course skills
- Unit 2: Interactions Among Branches of Government, Unit 4: American Political Ideologies and Beliefs, Concept Application.
Fit: partial. Agency guidance and bureaucratic discretion are genuine Unit 2 content, and Fact Sheet 71 is real Department of Labor guidance, but the test was shaped largely by courts and the case is an employment question rather than a political one, so it is a narrow illustration.
Steps and sample answers
Steps students follow
- Fill in the chart: Congress, the agency, its guidance and the courts.
- Write Part A: describe the Department of Labor’s role.
- Write Part B: explain bureaucratic discretion, using Fact Sheet #71.
- Write Part C: apply both ideas to Rafa’s offer.
- Revise your three parts into a response of about 300 words.
Sample answers for the task boxes
- Congress
- Passed the Fair Labor Standards Act.
- The agency
- The Wage and Hour Division carries it out.
- The guidance
- Fact Sheet #71: a flexible test with seven factors.
- The courts
- In 2015, an appeals court asked who is the “primary beneficiary.”
Sample draft: Part A: the agency’s role
Sample answer AP United States Government and Politics
Congress passed the Fair Labor Standards Act, which sets the minimum wage and overtime pay for covered employees. The Department of Labor’s Wage and Hour Division carries out the law. It explains how the law applies through guidance such as Fact Sheet #71.
Sample draft: Part B: bureaucratic discretion
Sample answer AP United States Government and Politics
1 Discretion is an agency’s room to decide how to carry out a law. The Department of Labor uses its discretion to explain the law through a flexible test with seven factors. No single factor decides it. 2 Courts shaped that test too. In 2015, a federal appeals court said the question is who is the “primary beneficiary” of an internship.
- Defines the concept before applying it.
- Adds the courts, naming only what the sources support.
Sample draft: Part C: Rafa’s offer
Sample answer AP United States Government and Politics
Rafa’s offer shows why the agency’s guidance matters. The studio says credit makes it “totally legal” not to pay. 1 Under the Department’s guidance, credit is one factor. The paid-assistant evidence points toward a job, so Rafa should ask about training and supervision before he decides.
- Applies the guidance to Rafa’s offer.
Check your work questions
- Does Part A describe the bureaucracy’s role accurately?
- Does Part B explain discretion with Fact Sheet #71?
- Does Part C apply both ideas to Rafa’s offer?
- One change I made
- I changed “the Labor Department made the law” to “Congress passed it,” because the agency carries it out.
This case in the AP United States Government and Politics educator edition
Open on screen Print this caseAP Seminar
Task: Individual written argument on “Do unpaid internships widen inequality?”, using a stimulus packet.
- Students make
- Individual written argument, 1,200–1,500 words.
- Assess
- The argument is scored with an educator-adapted rubric modeled on the published Individual Written Argument expectations; it is practice, not a Performance Task 2 submission.
- Course skills
- Understand and Analyze, Evaluate Multiple Perspectives, Synthesize Ideas.
Steps and sample answers
Steps students follow
- Annotate each source in the stimulus packet for its claim and evidence.
- Fill in the perspective map: economic, career-services and first-person views.
- Write a research question and a thesis in the planner.
- Draft your introduction and one body paragraph on the Your draft page.
- Use Rafa’s commute and shop hours as one concrete example.
- Write your full argument of 1,200 to 1,500 words in the online workspace.
Sample answers for the task boxes
- My research question
- Do unpaid internships widen inequality in who enters a field?
- Economic view
- NACE (2016): paid interns saw greater offer rates than unpaid classmates.
- Career-services view
- Ask for duties, hours, supervision and pay in writing before accepting.
- First-person view
- Rafa: a commute and family-shop shifts he would give up for no pay.
- My thesis
- Unpaid internships widen inequality when they replace paid work, because only some students can afford no pay.
Sample draft: First draft: your introduction
Sample answer AP Seminar
Rafa, a first-year student who commutes to class and helps at his family’s shop, was offered an unpaid summer internship. The studio said college credit made it legal not to pay him. His choice raises a larger question: do unpaid internships widen inequality? PBS NewsHour reported that nearly half of U.S. interns were unpaid in 2022. When a role is unpaid, only students who can afford a summer without income can say yes. 1 I argue that unpaid internships widen inequality when they replace paid work, because they turn access into a question of money.
- A qualified thesis with a stated condition.
Sample draft: First draft: one body paragraph
Sample answer AP Seminar
The career-services perspective offers a practical defense. It tells students to ask for duties, hours, supervision and pay in writing before accepting. That advice protects a student like Rafa from an inbox job labeled as training. 1 It does not solve the deeper problem. Rafa could get honest answers and still be unable to give up his shifts at the shop. NACE reported in 2016 that paid interns saw greater offer rates than their unpaid classmates. 2 If paid roles lead to more offers, students who must decline unpaid roles fall further behind.
- Goes from summarizing a perspective to evaluating it.
- Combines a source with the case into an original point.
Check your work questions
- Does your argument answer a clear research question?
- Does it weigh economic, career-services and first-person perspectives?
- Does it make an original point that goes beyond any one source?
- Does it acknowledge its limits?
- One change I made after feedback
- I added a limit: the federal test covers for-profit employers, so my argument says less about nonprofits.
This case in the AP Seminar educator edition
Open on screen Print this caseOfficial course framework: College Board, AP Seminar course page (opens in a new tab)
Pre-IB (a school pathway, not an IB program)
Task: Write a structured analysis that uses the seven Department of Labor factors as an analytical framework for Rafa’s offer, marking what the evidence shows and what remains unknown. Then give a two-minute talk on the question: who can afford to say yes to an unpaid opportunity, and what does that mean for fairness?
- Students make
- Structured analysis (400–500 words) plus a two-minute talk.
- Assess
- The educator applies the school’s own pre-IB rubric for framework use, evidence and oral reasoning; no IB criteria, marks or grades are assigned.
Steps and sample answers
Steps students follow
- Fill in the factor grid: evidence for training, evidence for work and unknowns.
- Write one sentence for each factor on lined paper, citing the evidence.
- Draft your analysis’s opening and conclusion on the Your draft page.
- Finish a structured analysis of 400 to 500 words on lined paper or online.
- Plan a two-minute talk: your claim, one example and the person most affected.
- Give your talk to a small group.
Sample answers for the task boxes
- Evidence for training
- College credit is offered. The role is openly unpaid.
- Evidence for work
- Inbox all summer; a paid assistant did it last year.
- Unknown
- Training, supervision, weekly hours and whether the school grants credit.
- Talk planner: claim, example, person most affected
- Only people who can afford no pay can say yes. Example: Rafa’s shop shifts. Most affected: working students.
Sample draft: First draft: your opening
Sample answer Pre-IB (a school pathway, not an IB program)
Fact Sheet #71 gives seven factors for deciding who mainly benefits from an unpaid internship. Used as a framework, the factors show that Rafa’s offer leans toward work. Two factors point toward an internship: the role is openly unpaid, and credit is offered. The paid-work factor points the other way, because a paid assistant ran the inbox last year. 1 Training, supervision and hours are unknown, and the analysis marks them that way.
- Marks unknowns instead of guessing.
Sample draft: First draft: your conclusion
Sample answer Pre-IB (a school pathway, not an IB program)
The framework answers a legal question: should the studio pay Rafa? 1 It was not built to answer a fairness question: who can afford to say yes? 2 Rafa helps at his family’s shop and commutes to class. Even if the studio passed the test, an unpaid summer would cost him paid shifts. A student who does not need summer pay would face no such choice. The legal test and the fairness question need separate answers.
- Separates the legal question from the fairness question.
- Grounds the claim in one person’s situation.
Check your work questions
- Do you apply every factor to specific evidence?
- Do you mark unknowns instead of guessing?
- Do you separate the legal question from the fairness question?
- Does your talk ground its claim in a concrete person’s situation?
- One change I made after feedback
- I changed “there is no training” to “training is unknown,” because the studio has not answered yet.
This case in the Pre-IB (a school pathway, not an IB program) educator edition
Open on screen Print this caseIB Middle Years Programme (MYP)
Task: Investigate “Who benefits from internships?” and interview (with permission) an adult about their first work experience.
- Students make
- Report plus 150-word reflection.
- Assess
- The educator uses Individuals and societies criteria A, B and D, applying the school’s own year-level descriptors.
- Course skills
- Individuals and Societies A: Knowing and understanding, Individuals and Societies D: Thinking critically, Language and Literature A: Analysing.
Steps and sample answers
Steps students follow
- Write the research question “Who benefits from internships?” in your own words.
- Write two interview questions about an adult’s first work experience.
- Read the consent script to the adult and ask for permission before you begin.
- Record the answers in your notes without names or private details.
- Write your report on lined paper or in the online workspace.
- Write a reflection of about 150 words on the Your draft page.
Sample answers for the task boxes
- My research question
- Who benefits more from an internship: the intern or the employer?
- Interview question 1
- What did you learn at your first job?
- Interview question 2
- Were you paid, and who taught you?
- My consent script
- May I ask you about your first job for a school project? You can skip any question.
Sample draft: Your reflection, about 150 words
Sample answer IB Middle Years Programme (MYP)
My research question was who benefits from internships. The case gave me one kind of evidence: 1 a legal test with factors. Rafa’s offer showed how an employer can gain an inbox worker while calling the role training. My interview gave me a different kind of evidence, 2 one person’s path into work. It showed me how much a first job depends on who teaches you. Putting the two together changed my view. 3 Fairness is about pay, but it is also about who can afford to say yes. Rafa helps at his family’s shop, so he cannot give up a summer of pay as easily as someone who does not need it. Fair access depends on how work and learning are arranged.
- Names the kind of evidence the case provides.
- Names the interview as a second kind of evidence, without private details.
- Connects the inquiry to the global context, fairness and development.
Check your work questions
- Is your research question focused?
- Did you get consent before the interview?
- Is your legal content accurate?
- Does your reflection compare the interview with the case?
- One change I made after feedback
- I removed the name of my interviewee’s workplace, because the report should protect their privacy.
This case in the IB Middle Years Programme (MYP) educator edition
Open on screen Print this caseOfficial course framework: International Baccalaureate, MYP curriculum (opens in a new tab)
IB Diploma Programme: Language A: language and literature
Task: Write a guided textual analysis of the studio’s internship listing in response to the guiding question, then test your reading against one real internship listing the teacher selects.
- Students make
- Guided analysis, 600–800 words, written in 75 minutes.
- Assess
- The educator gives practice feedback on understanding and interpretation, analysis of the writer’s choices, focus and organization, and language; no IB marks are predicted.
- Course skills
- Language A: language and literature — Readers, writers and texts.
Fit: partial. A job listing is a recognizable non-literary text type whose prestige language constructs an ideal applicant, which suits focused Paper 1 practice, but the case’s listing is short, so pair it with one or two real listings.
Steps and sample answers
Steps students follow
- Read the guiding question, then read the listing in Evidence A twice.
- Annotate three layers: prestige vocabulary, second-person address and what is left vague.
- Write a thesis that answers the guiding question.
- Draft your opening and one analytical paragraph on the Your draft page.
- Finish a guided analysis of 600 to 800 words in the time given.
- Apply the same guiding question to the real listing your teacher selected.
Sample answers for the task boxes
- Prestige vocabulary
- “Editing,” “fast-paced,” “great exposure to the industry”
- Second-person address
- “You’ll run the customer inbox”: duties framed as the reader’s future.
- What is left vague
- Hours, training, supervision and what editing, if any, the intern would do.
- My thesis
- The listing constructs an eager applicant who values prestige over pay, and its silences leave that reader unable to judge the work.
Sample draft: First draft: your opening
Sample answer IB Diploma Programme: Language A: language and literature
A job listing is written to attract a certain reader. The studio’s “Summer Editing Intern” listing 1 constructs an eager applicant who values prestige over pay. Its title, its exclamation and its promise of “great exposure” speak to a student who wants a way into the industry. What the listing leaves out is just as important. It never states the hours, the training or the editing the intern would do. The ideal applicant is someone who will not ask.
- Answers the guiding question in the thesis.
Sample draft: First draft: one analytical paragraph
Sample answer IB Diploma Programme: Language A: language and literature
Second-person address turns duties into the reader’s future. 1 “You’ll run the customer inbox all summer” places the reader inside the job before they have applied. The verb “run” lends routine work a sense of control. Beside it, “fast-paced” makes pressure sound like excitement. The listing offers “exposure to the industry” where a wage would normally appear. 2 Exposure is left undefined, so each reader fills it with their own hopes. The result is a text that rewards trust and discourages questions about hours or supervision.
- Analyzes address with a precise reference.
- Treats an omission as a choice with an effect.
Check your work questions
- Does your analysis respond directly to the guiding question?
- Do you analyze diction, address and omission with precise references?
- Do you explain the ideal applicant the listing constructs?
- Is your analysis organized in clear academic language?
- One change I made after feedback
- I replaced “the listing is manipulative” with an analysis of what its silences do, because the question asks about effect.
This case in the IB Diploma Programme: Language A: language and literature educator edition
Open on screen Print this caseSteps and sample answers for each course are in the educator edition for that course.
Not recommended for this case
- IB Diploma Programme: Global politics
- Whether one studio’s internship should be paid is a domestic labor-law question between an employer and a student; the access theme is real, but the case offers no political actors or global dimension, so it suits economics or labor-law study rather than Global Politics.
Sources
Case sources
- U.S. Court of Appeals for the Second Circuit, via Justia, “Glatt v. Fox Searchlight Pictures (opens in a new tab).” 2016. The appeals court opinion that set out the primary beneficiary test for unpaid interns.
- U.S. Department of Labor, Wage and Hour Division, “Fact Sheet #71: Internship Programs Under the Fair Labor Standards Act (opens in a new tab).” No date listed. The seven factors of the primary beneficiary test. The test is flexible, and no single factor decides it.
Research behind the lesson
These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.
- Cornell Legal Information Institute, No date listed. Authority and jurisdiction (opens in a new tab). Legal reference. Whether legal authority binds a decision-maker depends on the relevant jurisdiction and legal system. Keep in mind: This reference introduces a concept. The actual rule, jurisdiction, facts and current primary sources must be checked in each case.
- Carol Bacchi, No date listed. What’s the problem represented to be? (opens in a new tab) Author’s explanation of a policy-analysis approach. Examine the view of the problem built into a proposed solution, including its assumptions and omissions. Question your own proposal, too. Keep in mind: Our entry questions adapt part of WPR. They are not the complete approach or a substitute for evidence about an option’s effects.
Professional codes
- National Association of Colleges and Employers (NACE), NACE Principles for Ethical Professional Practice (opens in a new tab). Approved by the NACE Board of Directors in 2017; updated 2025.
- American Bar Association (ABA), Center for Professional Responsibility, ABA Model Rules of Professional Conduct (opens in a new tab). Adopted by the ABA House of Delegates in 1983 and amended since.
Standards and course frameworks
- Common Core State Standards Initiative, English Language Arts Standards, Reading: Informational Text: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- Common Core State Standards Initiative, English Language Arts Standards, Writing: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- Common Core State Standards Initiative, English Language Arts Standards, Speaking and Listening: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
- National Council for the Social Studies, “College, Career, and Civic Life (C3) Framework (opens in a new tab).” Checked September 25, 2026.
- College Board, Pre-AP shared principles and instructional practices (opens in a new tab). Checked September 25, 2026.
- College Board, AP English Language and Composition course page (opens in a new tab). Checked September 25, 2026.
- College Board, AP United States Government and Politics course page (opens in a new tab). Checked September 25, 2026.
- College Board, AP Seminar course page (opens in a new tab). Checked September 25, 2026.
- International Baccalaureate, MYP curriculum (opens in a new tab). Checked September 25, 2026.
- International Baccalaureate, Language A: language and literature course page (opens in a new tab). Checked September 25, 2026.
- American Association of Colleges and Universities (AAC&U), “VALUE Rubrics (opens in a new tab).” 2009. Checked September 25, 2026.
- Association of College and Research Libraries (ACRL), a division of the American Library Association, “Framework for Information Literacy for Higher Education (opens in a new tab).” 2016. Checked September 25, 2026.
Margin notes
- Evidence to check
- A rule or process
- Who it affects
- A next step
The companions are characters in the story. Their notes point to something to check or ask.
AP, Pre-AP and IB activities are practice designed by No, Pero Why?. They are not official College Board or IB materials. Honors expectations are set by your school. College tasks are practice designed by No, Pero Why?. They are not official materials from AAC&U, ACRL or any college, and no college has reviewed them. This guide gives general education, not legal advice.
