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) Using my knowledge of the labour movement and the rights of workers, I am able to make predictions and argue which rights workers must continue to fight for today. I know and have an understanding of the various rights that the labour movement has fought for since 1850. Implementation Assessment Focus Task Component Instruction Notes for Teachers* Look Fors Before Assessment of Ask students to reflect This is an opportunity for Learning over the last few lessons teachers to assess student (Activation/Review) and answer the question: knowledge of the concepts 15 minutes During the initial discussion, “What rights have workers covered during this unit. students should be able to fought and won since As students work communicate some of the 1850?” independently and in rights that workers have As students contribute, have fought for in the labour groups, note which them write their answers on movement since 1850. websites they are using and a post-it note and stick it on help guide them to further Assessment for an anchor chart with resources based on their Learning “Workers’ Rights” at needs. Observations and anecdotal of the top. As students discuss which the Once complete, ask the unions exist in present day, Think-Pair-Share activity. students to consider the explain rights that have been that many teachers in Ontario achieved and whether they are members of a union and think all workplaces today consider self-identifying as a are free from discrimination union member. and safe for every person. This may also be an opportunity to discuss the Inform the students that the labour movement difference between public continues to fight for sector and private sector better workplaces and labour groups. they will be doing research to learn what various labour groups are advocating for today. Ask student if they know any unions that exist presently and which groups of workers to they represent? Distribute the The Labour Movement Today handout and assign each student one website from the
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) Using my knowledge of the labour movement and the rights of workers, I am able to make predictions and argue which rights workers must continue to fight for today. I know and have an understanding of the various rights that the labour movement has fought for since 1850. Implementation Task Component Instruction Assessment Focus Look Fors Notes for Teachers* Before (Activation/Review) 15 minutes Ask students to reflect over the last few lessons and answer the question: “What rights have workers fought and won since 1850?” As students contribute, have them write their answers on a post-it note and stick it on an anchor chart with “Workers’ Rights” at the top. Once complete, ask the students to consider the rights that have been achieved and whether they think all workplaces today are free from discrimination and safe for every person. Inform the students that the labour movement continues to fight for better workplaces and they will be doing research to learn what various labour groups are advocating for today. Ask student if they know any unions that exist presently and which groups of workers to they represent? Distribute the The Labour Movement Today handout and assign each student one website from the Assessment of Learning During the initial discussion, students should be able to communicate some of the rights that workers have fought for in the labour movement since 1850. Assessment for Learning Observations and anecdotal of the Think-Pair-Share activity. This is an opportunity for teachers to assess student knowledge of the concepts covered during this unit. As students work independently and in groups, note which websites they are using and help guide them to further resources based on their needs. As students discuss which unions exist in present day, explain that many teachers in Ontario are members of a union and consider self-identifying as a union member. This may also be an opportunity to discuss the difference between public sector and private sector labour groups.