Task Component Instruction Assessment Focus Look Fors Notes for Teachers During (Working on it) 15 minutes Use those three areas of interest (Labour Day and Movement, Employment Standards and Organized Labour) to divide the class into three groups. Within each group, pairs of students will be responsible for reading one of the websites and summarizing the information, making critical selections to answer: • What people or organizations, events or developments are significant for us to know about this aspect of ‘Labour’? How does it impact us today? Assessment as Learning Students should be able to read, summarize and draw out the key information to record on the worksheet. Answers will depend on the structure of the section they read. For example, notes about Labour Day might be organized in cause and effect format while the Organized Labour notes might contain a list of important processes like collective bargaining and the gains which have come out of that. The focus of the activity doesn’t require one ‘correct’ answer. However, there will be answers that indicate a more nuanced or complex understanding. After Consolidating) 15 minutes Groups gather to briefly discuss their discoveries and identify the key points to communicate to the class. Students may choose to write these key points on an anchor chart for visual support. Each group then presents their findings to the class. Students will complete the worksheet as their peers present. The completed worksheet will act as a support when students look for connections in the concluding part of the lesson. Assessment for Learning Teachers can highlight or shape the discussion to reflect ideas found in the framing questions and big ideas. Once the lesson is complete, you may ask the students to affix their initial post-it note onto their handout, using this as an opportunity to compare what students knew at the beginning of the lesson with what they have learned by the end. (Self- reflection) Individual Practice (A question for extension that students can do independently to assess understanding of the concept(s).) 5 minutes Post the following task for students to consider: • What connections do you see between Labour Day, Organized Labour and the Labour Standards we have now? List as many as you can, referring to specific details where possible OR make a cause and effect graphic which illustrates this understanding. Assessment of Learning Look for the depth and quality of connections students make, as well as their ability to add specific details.
Task Component Instruction Assessment Focus Look Fors Notes for Teachers (Modifications/ Extensions) Modification Match students in supportive pairings. Provide students with hard copies of the text. Allow for oral response. Extension: Collecting Oral History In order to place their families in the historical/ social context of ‘labour’ and expand their perspective, students could interview a family member about one of their work experiences. Brainstorm a list of questions, which may include general questions such as, ‘Tell me about your first job’; or specific questions such as, ‘What was your most rewarding/dangerous/boring job? What were the conditions that made it that way? What did you learn?’ Teach general interviewing tips beforehand, as well as journalistic strategies to probe and probe again! Encourage students to ask about, and record, specific details. Further Extensions: Students can use the writing process to develop their collecting oral history story and apply historical thinking to the raw data of the interviews. What does the family member’s labour experience reveal about continuity and change, or about any of Assessment of Learning Students will enrich what they have learned in class about ‘labouring’ by exploring the experiences of a family member. Look for references to, or awareness of, the impact of Labour Day, Labour Standards and Organized Labour. Collecting Oral History is a pedagogical tool which democratizes learning in many ways. It makes history more inclusive as it allows students to connect the lived experiences of someone - a family member in this case - with the context of what they are learning in class. Students are encouraged to take notes during the interview, either by writing or recording the responses. As well, students should be prepared to expect that while some people stick to answering questions, others veer off on tangents, revealing unexpected but relevant information. Share the stories among classmates. Discuss what the stories reveal specifically about human experience and generally about our society. This is an important way to contextualize and personalize the ideas presented in the unit.
Task Component Instruction Assessment Focus Look Fors Notes for Teachers Follow the stages of the Proposal Planner in order to: • A) Identify your Target Audience • B) Develop your knowledge by reading from the selected websites and make selections of the most significant aspects, people, events and developments of labour to be acknowledged in four categories. • C) Present your knowledge to your audience. Be sure to explain the connections and rationale of your vision. Following are some examples: • Group A decides that to acknowledge the long hours for labourers in the 1870s, events will only begin after noon to allow citizens to get more sleep and rest. • Group B decides to hold a re-enactment parade to educate citizens about the effectiveness of the working men’s demonstrations in the parades of April 15, 1872 in Toronto and September 3, 1872 in Ottawa. • This would involve a parade of workers and marching bands (as per the Toronto demonstration) yet take place at night by torchlight, carrying the Prime Minister from his house to the steps of City Hall (as per the Ottawa parade)! There, the Prime Minister will make a statement that legislation will be introduced to support workers, as Sir John A. Macdonald did on the night that is being commemorated. Group C has focused their reading and research on the dangerous working conditions in the past and the work that unions have done to ensure the Labour standards of Health and Safety regulations today.
The Labour Day Critical Design Challenge Rubric Self-Evaluation Teacher Evaluation Criteria Level 1: Limited Proposal Level 2: General Proposal Level 3: Substantial Proposal Level 4: Powerful Proposal Critical and Creative Thinking Proposal includes a rich and detailed array of relevant criteria based on specific aspects, events, people, organizations or developments of ‘labour’. Student refers to a limited array of relevant criteria. Student refers to a general array of relevant criteria. Student refers to an array of relevant criteria. Student refers to a rich array of relevant criteria. Criteria for judgment includes sound rationale, evidence and historical detail. Student provides limited rationale, evidence and historical or current detail as support for proposed choices and activities. Student provides general rationale, evidence or inferred historical and current detail as support for proposed choices and activities. Student provides substantial rationale, evidence and historical and current detail as support for proposed choices and activities. Student provides a thorough rationale, evidence and specific historical and current detail as support for proposed choices and activities. Organization of Ideas Proposal has a haphazard organization. Proposal has Proposal has a logical organization. Proposal has a clear and logical organization. Use of Language Student communicates clearly. Student communicates with minimum clarity whether in oral or written language. Student communicates somewhat clearly whether in oral or written language. Student communicates clearly whether in oral or written language. Student communicates clearly and precisely whether in oral or written language. Student demonstrates effective and appropriate language use in written and/or oral expression. In written language student uses minimal paragraphs, ideas without elaboration and functional vocabulary. In written language student uses some paragraphs, brief elaborations and functional but appropriate vocabulary. In written language student uses paragraphs, elaborates ideas and descriptive, functional and appropriate vocabulary. In written language student uses paragraphs, elaborates ideas and has a rich use of vocabulary. In oral language, student speaks with limited effectiveness and eye contact. In oral language, student speaks with a generally effective voice and eye contact. In oral language, student speaks coherently, with a projected voice and effective eye contact. In oral language, student speaks clearly and coherently, with an enthusiastic voice and natural eye contact.
Task Component Instruction Assessment Focus Look Fors Notes for Teachers* Some students may have difficulty understanding the concept of workers’ rights and may require some prompting. For example, you may prompt the students by asking a question such as, “Does an employer or boss have the right to make you work without any compensation or pay?” or “Does an employer have the right to make you work for the entire day?” These questions should help prompt some discussion/response on the subject of workers’ rights. Or “Does an employer have the right to make you work for the entire day?” These questions should help to prompt some discussion/response on the subject of worker’s rights. During (Working on it) 20 minutes Next, distribute and read the short article entitled Printers Demand a Nine Hour Day by Jamie Bradburn from Toronto In Time website:-dem/ Follow this with a viewing of the You Tube video entitled, The 1872 Toronto Printers Strike, website: Next, as a whole class activity, guide students in completing the second column (Wonder) section of the KWL chart. Assessment as Learning During this portion of the lesson, students should be able to formulate rich questions about the events of the Printers Strike and its significance for the modern day trade union movement and workers’ rights in general. The teacher should take an oral scan of the room to ensure that students are synthesizing their prior knowledge with their new knowledge by completing the “W” section of the KWL chart.
Journal Response Rubric Question How did the events of the 1872 Printers Strike and the Trade Union Act have an impact on the lives of working people in Canada? Criteria Level 1 Level 2 Level 3 Level 4 Inclusion of historical events and details of the 1872 Printers Strike. Student includes very few references of historical events and details of the 1872 Printers Strike. Student includes only a few references of historical events and details of the 1872 Printers Strike. Student includes references of historical events and details of the 1872 Printers Strike. Student accurately includes relevant references of historical events and details of the 1872 Printers Strike. Understanding of the relationship between the results of the Printers Strike and present day workers’ rights. Student demonstrates a beginning understanding of the relationship between the results of the Printers Strike and present day worker’s rights. Student demonstrates some understanding of the relationship between the results of the Printers Strike and present day worker’s rights. Student demonstrates an understanding of the relationship between the results of the Printers Strike and present day worker’s rights. Student demonstrates an excellent and thorough understanding of the relationship between the results of the Printers Strike and present day workers’ rights. Ability to express ideas in clear and concise language following the conventions of grammar, spelling and punctuation. Student is able to express only a few of their ideas in clear and concise language following the conventions of grammar, spelling and punctuation. Student is somewhat able to express their ideas in clear and concise language following the conventions of grammar, spelling and punctuation. Student is able to express their ideas in clear and concise language following the conventions of grammar, spelling and punctuation. Student is consistently able to express their ideas in clear and concise language following the conventions of grammar, spelling and punctuation. Feedback:
Implementation Task Component Instruction Assessment Focus Look Fors Notes for Teachers Before (Activation/Review) 5 minutes Display three anchor charts at the front of the class with the following terms written on each chart: • Immigration • Stereotype • Discrimination Invite students to write a few words to describe their understanding of the concept/or an example related to the concept on their post-it note and affix it to the appropriate chart paper. Read the class responses aloud to stimulate discussion about the relationship between these three ideas. Assessment for Learning Most students will have a basic understanding of the terms immigration, discrimination and stereotype in contemporary contexts; however, they may be unfamiliar with how these concepts relate to the pre- and era. While the racialization of work will most likely be a new expression for most students, the notion that certain ethnic or racial groups were suitable or unsuitable for certain types of work was widespread in Canada during this period in history. As a result immigrants were relegated to lowest status jobs and faced the harshest conditions. The anchor charts help stimulate and engage student thinking on the four major themes of the lesson and help the teacher assess the students’ prior knowledge and understanding of the key themes. When evaluating the individual practice assignment, the teacher can refer back to the anchor charts to assess if there has been an increase in student understanding of the four themes presented in the lesson. During (Working on it) 20 minutes Divide students into groups of three; each person in the group will be responsible for researching the working conditions, struggles and discrimination experienced by Chinese, Irish and Black workers by visiting one or two website links in the readings section and completing one third of the Lives of the Immigrant Worker worksheet. Students will then assist group members in completing the remaining two sections of the comparison worksheet by discussing their research. Assessment as Learning Most of the students should be able to fill in their own section of the comparison sheet by looking at one or more of the websites in the readings section. Students should then be able to share their findings with the other two members of their team in order to help each other to complete the two remaining sections (jigsaw activity). Circulate to help students locate online resources, clarify information on the websites and facilitate information exchanges within groups. Some students may need extra support with explaining some of the key concepts to the other members of their group.
Workplace Demands Rubric Criteria Level 1 Level 2 Level 3 Level 4 Student list of workplace demands demonstrates an understanding of the faced by their chosen immigrant group. Student list of workplace improvements demonstrates a limited understanding of the faced by their chosen immigrant group. Student list of workplace improvements demonstrates some understanding of the faced by their chosen immigrant group. Student list of workplace improvements demonstrates an understanding of the faced by their chosen immigrant group. Student list of workplace improvements demonstrates an extensive understanding of the faced by their chosen immigrant group. Student list of workplace demands demonstrates an understanding of the relationship between social justice and workers’ rights. Student list of workplace improvements demonstrates a limited and superficial understanding of the relationship between social justice and workers’ rights. Student list of workplace improvements demonstrates an emerging understanding of the relationship between social justice and workers’ rights. Student list of workplace improvements demonstrates an understanding of the relationship between social justice and workers’ rights. Student list of workplace improvements demonstrates a thorough understanding of the relationship between social justice and workers’ rights. Student demonstrates the ability to communicate their understanding of historical facts and events using clear, accurate and concise language. The sentences are written following the conventions of spelling, punctuation and grammar. Student demonstrates a beginning ability to communicate their understanding of historical facts and events using clear, accurate and concise language. The sentences are written following few of the conventions of spelling, punctuation and grammar. Student demonstrates some ability to communicate their understanding of historical facts and events using clear, accurate and concise language. The sentences are written following some of the conventions of spelling, punctuation and grammar. Student demonstrates the ability to communicate their understanding of historical facts and events using clear, accurate and concise language. The sentences are written following most of the conventions of spelling, punctuation and grammar Student demonstrates an extensive ability to communicate their understanding of historical facts and events using clear, accurate and concise language. The sentences are written following almost all of the conventions of spelling, punctuation and grammar Feedback:
Lesson 8 | Women and Labour History of Women in Education Historica Canada. -and-education/. Profile of Mary Ann Shadd. Retrieved July 11, 2015 from Historica Canada. . Retrieved July 13, 2015. This address provides additional perspectives and links to women and work in Canada. International Women’s Day. Retrieved July 13, 2015 Materials Chart paper and sticky notes for Think Pair Share activity Access to a computer for viewing websites Learning Goal(s) The Learning Goals are the Overall/Specific Expectations written in student friendly language for students to access (post onto chart paper and review with students) I can understand the ways some Canadian rights and freedoms are a result of the struggles of women in the past. I can understand how their actions impact me today. I can learn from the ways in which women met challenges in the past. I can learn what individual and collective agency women (individuals, groups and family members) had to demonstrate to meet their needs. I can think of ways I can meet similar challenges in the future. Implementation Task Component Instruction Assessment Focus Look Fors Notes for Teachers* Before (Activation/Review) 15 minutes Ask students to reflect on the expectations that they have for themselves in terms of their future career paths and educational goals. Is there a difference between what the boys and the girls in the class expect to do? Assessment for Learning During the Activation/Review activity, most students should be able to clearly articulate a few of the plans that they have for their future in terms of career and education. Some students may have difficulty thinking about how gender roles often shape, and sometimes limit, our future choices. It is easy for children and youth to assume that progress always moves ‘up’; or that the rights and working expectations female citizens enjoy today have been in place for a long time. But neither are true. Sometimes progress does not follow a linear progression. 106 Learning from Labour | Intermediate ETFO Resource |
Women and Labour | Lesson 8 Task Component Instruction Assessment Focus Look Fors Notes for Teachers* Ask students to consider and reflect on the following questions with a partner: • “How do gender roles shape both our expectations and society’s expectations of ourselves?” Students may complete this portion of the activity using a Think Pair Share strategy. Once students have had an opportunity to think of at least one or two future expectations, they may pair up with a seat partner and share their thoughts. Ask students to reflect on the following: • When did the rights and expectations for female citizens change in Canada? What were the different societal conditions that prompted change? • How has it been for women In other countries? • What kind of evidence do you see for this? During (Working on it) 5 minutes In groups of three to five, students will explore the working challenges and conditions of women during the era under study, using selected websites and/ or texts. Students will work as a team to select aspects to dramatize. They will construct a tableau based on the information they have explored, as well as their own inferences on what life in general, and working life in specific, might have been like. After choosing characters, aspects of experience, attitudes and an overall setting, students will have some time to interact to bring their tableau to life. Assessment as Learning Students will work collaboratively to use drama conventions of mime, characterization and tableau. The ‘Living Tableau’ will become animated in the presence of an audience as characters discuss and live through the issues which face them. The tableau can also answer questions from the audience. ‘Mantle of the Expert’ is a drama methodology created by Dorothy Heathcote. Students dramatically explore a problem under investigation through inquiry and imagined experience. | Intermediate ETFO Resource | Learning from Labour 107