Implementation Assessment Focus Task Component Instruction Notes for Teachers Look Fors Before Display three anchor Assessment for The anchor charts help charts at the front of the Learning stimulate and engage (Activation/Review) class with the following student thinking Most students will have a 5 minutes terms written on each on the four major themes of basic understanding of chart: the lesson and help the the terms immigration, teacher assess the students’ • Immigration discrimination prior knowledge and and stereotype in • Stereotype understanding of the key contemporary • Discrimination themes. contexts; however, they may be unfamiliar with Invite students to write a few When evaluating the how these concepts relate words to describe their individual practice to the pre- and understanding of the assignment, the teacher can era. concept/or an example refer back to the anchor related to the concept on charts to assess if there has While the racialization of their post-it note and affix it been an increase in student work will most likely be a to the appropriate chart understanding of the four new expression for most paper. Read the class themes presented in students, the notion that responses aloud the lesson. certain ethnic or racial to stimulate discussion groups were suitable or about the relationship unsuitable for certain types between these three ideas. of work was widespread in During Assessment as Divide students into groups Circulate to help students Canada during this period in Learning of three; each person in the locate online resources, (Working on it) 20 history. group will be responsible for clarify information on the minutes Most of the students should As a result immigrants were researching the working websites and facilitate be able to fill in their own relegated to lowest status conditions, struggles information exchanges section of the comparison jobs and faced the harshest and discrimination within groups. sheet by looking at one or conditions. experienced by Some students may need more of the websites in the Chinese, Irish and Black extra support with readings section. workers by visiting one or explaining some Students should then be two website links in the of the key concepts to the able to share their findings readings section other members of their with the other two and completing one third group. members of their team in of the Lives of the order to help each other to Immigrant Worker complete the two worksheet. remaining sections (jigsaw Students will then assist activity). group members in completing the remaining two sections of the comparison worksheet by discussing their research.
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.