Lesson Plan: Creative Problem Solving and Rule Interpretation – The Case of NYC’s Subway Dogs

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Grade Level: High school / upper middle school
Subject: English Language Arts, Social Studies, or Ethics

Objective:

  • Analyze how individuals interpret rules and navigate constraints.
  • Explore creative problem-solving and its ethical implications.
  • Develop critical thinking and argumentation skills.

Lesson Goals

By the end of this lesson, students will:

  1. Understand the specific rule regarding dogs on NYC subways and the reasoning behind it.
  2. Evaluate different interpretations and creative solutions to the rule.
  3. Formulate and articulate their own opinions on the ethical considerations of “bending” rules.
  4. Develop an argument about whether the rule should be revised or enforced as written.

Materials

Lesson Outline

1. Introduction 

  • Warm-Up Question: “Have you ever encountered a rule that seemed impossible or unfair? How did you deal with it?”

Watch the video below:

  • Briefly explain the MTA rule: dogs on NYC subways must be enclosed in a container.

Comprehension Questions

  1. What rule does the video highlight about bringing dogs onto the NYC subway? How do dog owners creatively comply with it?
  2. Can you describe a few of the creative solutions shown in the video?

Analytical Questions

  1. Why do you think the MTA implemented the rule that dogs must be in a container? What are the potential benefits or challenges of this rule?
  2. How do the creative solutions reflect New Yorkers’ problem-solving abilities and adaptability?
  3. What ethical considerations arise when people stretch the definition of “enclosed in a container”?

Critical Thinking Questions

    1. Do you think the dog owners in the video are technically following the MTA’s rule, or are they violating its intent? Explain your reasoning.
    2. How might these creative solutions impact other passengers on the subway, both positively and negatively?
    3. Should the MTA revise this rule to make it clearer or more flexible? What changes, if any, would you suggest?
  • Discussion Prompt: “What do you think the purpose of this rule is? Why would the MTA implement it?”

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2. Exploring the Rule

  • Group Activity: Divide students into small groups and provide them with the following:
    1. The text of the MTA rule.
    2. Examples of creative solutions (dogs in IKEA bags, backpacks, sacks).
    3. The ethical dilemma: Is following the “letter of the law” the same as following its “spirit”?
  • Discussion Questions for Groups:
    • Does putting a large dog in a sack comply with the rule?
    • What might be the safety, comfort, or practical reasons behind this rule?
    • Are the dog owners bending the rule fair to other passengers or the MTA?

3. Debate 

  • Role Play: Assign roles: subway conductors, dog owners, everyday passengers, and MTA representatives.
  • Each group presents their perspective on the following statement:
    “The MTA should enforce the ‘container’ rule strictly, even if it means barring creatively contained dogs from the subway.”
  • Groups must:
    1. State their position.
    2. Provide reasoning and evidence.
    3. Address counterarguments.

4. Creative Problem-Solving 

  • Activity: Ask students to brainstorm and propose alternative solutions to the rule that balance safety, fairness, and accessibility for dog owners. Suggestions could include:
    • Redesigning subway cars with designated pet areas.
    • Offering specific times when pets are allowed regardless of container size.
    • Revising the rule to specify dimensions or define acceptable containers.
  • Students can present their solutions as a short written proposal, a skit, or a visual diagram.

5. Reflection and Wrap-Up 

  • Discussion Questions:
    • What did this lesson teach you about interpreting rules?
    • When is it acceptable to bend or creatively interpret a rule?
    • What are the potential consequences of rule-bending on society?
  • Exit Ticket: Students write a brief response to:
    “Should the MTA revise its rule, and if so, how? Why or why not?”

Assessment

  • Participation in group activities and discussions.
  • Quality of argumentation during the debate.
  • Creativity and feasibility of proposed solutions.
  • Written or visual presentation of alternative rules.

Extension Activities

  1. Research Project: Compare this situation to similar rule-bending examples in history, such as civil disobedience or regulatory loopholes.
  2. Creative Writing: Write a short story from the perspective of a dog navigating subway rules.
  3. Civics Connection: Draft a formal letter to the MTA advocating for a rule revision based on students’ proposals.

MTA Rules on Dogs in the Subway

  • Enclosure Requirement: Dogs must be secured in a container or carrier to ride the subway unless they are service animals.
  • Safety and Comfort: The container should be secure and ensure the safety of the pet and other passengers. For small pets, this typically means a carrier that allows the pet to sit, stand, and turn around comfortably.
  • Exemptions: Service animals are allowed to accompany individuals with disabilities and are not required to be in a container. These animals must be trained to perform tasks related to their handler’s disability.
  • Behavior Expectations: Animals, whether in containers or as service animals, must not disrupt the travel experience of other passengers or cause safety concerns.

These rules are meant to ensure safety and cleanliness on the subway, but they’ve sparked creative solutions among New Yorkers, such as using oversized tote bags or modified backpacks for larger dogs to technically comply with the regulations

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