Assessment Focus Task Component Instruction Notes for Teachers Look Fors After Ask some of the students to Student responses should Students may be unaware give an oral report on their reflect an understanding of of the tensions that existed findings by answering the the unequal and unfair ways between white working following questions: in which Irish, Black and class workers Consolidating) 10 minutes Chinese workers were and racialized workers due • What were some of treated by employers. to competition for the working employment and wages. conditions faced by Student responses may the workers that you include examples such as Black, Irish, Chinese and researched? unequal pay, exposure to other immigrant workers disease, crowded living could often be paid less • How did racist and conditions, etc. money to do the discriminatory same work as a white attitudes towards Canadian of /Chinese/Irish/ Blacks British ancestry. affect the working As a result, many conditions of those Canadians feared that groups during the people belonging to these mid-late 1800s? groups would create unfair competition for scarce jobs. The events of the Shelbourne riots are an Individual Assessment of Assign the following question: Circulate to ensure that example of tensions between Practice Imagine that you are a worker Learning students have an adequate members of the working belonging to one of the grasp of what constitutes Students should be able (A question for class exploding in a dramatic groups from our class discriminatory or unfair complete the first column of extension that fashion. research (a Black Loyalist, a working conditions. the graphic organizer by students can do Chinese railroad worker, an listing examples of independently to Irish worker on the Rideau assess discriminatory working Canal). understanding of conditions of at least one of Using the “Immigrant the concept(s).) the featured groups of Worker’s List of workers. They should be able Improvements” graphic to synthesize this knowledge 10 minutes organizer, write a list of with their own previously problems or concerns that held knowledge to compose you are experiencing as a a corresponding list of worker in the first column. worker improvements in the second column of the In the second column, write graphic organizer. a corresponding improvement that you would like to see put in place for the future.
Task Component Instruction Assessment Focus Look Fors Notes for Teachers After Consolidating) 10 minutes Ask some of the students to give an oral report on their findings by answering the following questions: • What were some of the working conditions faced by the workers that you researched? • How did racist and discriminatory attitudes towards /Chinese/Irish/ Blacks affect the working conditions of those groups during the mid-late 1800s? Student responses should reflect an understanding of the unequal and unfair ways in which Irish, Black and Chinese workers were treated by employers. Student responses may include examples such as unequal pay, exposure to disease, crowded living conditions, etc. Students may be unaware of the tensions that existed between white working class workers and racialized workers due to competition for employment and wages. Black, Irish, Chinese and other immigrant workers could often be paid less money to do the same work as a white Canadian of British ancestry. As a result, many Canadians feared that people belonging to these groups would create unfair competition for scarce jobs. The events of the Shelbourne riots are an example of tensions between members of the working class exploding in a dramatic fashion. Individual Practice (A question for extension that students can do independently to assess understanding of the concept(s).) 10 minutes Assign the following question: Imagine that you are a worker belonging to one of the groups from our class research (a Black Loyalist, a Chinese railroad worker, an Irish worker on the Rideau Canal). Using the “Immigrant Worker’s List of Improvements” graphic organizer, write a list of problems or concerns that you are experiencing as a worker in the first column. In the second column, write a corresponding improvement that you would like to see put in place for the future. Assessment of Learning Students should be able complete the first column of the graphic organizer by listing examples of discriminatory working conditions of at least one of the featured groups of workers. They should be able to synthesize this knowledge with their own previously held knowledge to compose a corresponding list of worker improvements in the second column of the graphic organizer. Circulate to ensure that students have an adequate grasp of what constitutes discriminatory or unfair working conditions.