Lesson 7
| Immigration and Ruralization: Urban vs.
100
Learning from Labour |
Intermediate ETFO Resource
|
www.etfo.ca
Implementation
Task Component
Instruction
Assessment Focus
Look Fors
Notes for Teachers
Before
(Activation/Review)
5 minutes
Small Group Discussion
Break the students into groups of
four and five and have them select
one person to record the thoughts
throughout their discussion.
Define “urban” and “rural”
Assessment for Learning
During the discussion and
brainstorming, assess the amount
of knowledge the students have
about urban and rural labour
forces.
Keep students on track with their
thoughts of urban labourers and
rural labourers.
and different labour jobs that
occur in each geographic
environment (i.e., Urban – Factory
worker; Rural – Farmer).
Large Group Debrief
Have one student report back to
the larger group – Teacher can
highlight main ideas on chart
paper on an interactive White
Board.
During
(Working on it)
25 minutes
Brainstorm and facilitate a full
group discussion: “Why would
labourers live and work in an
urban versus rural setting?” (For
examples, reasons may include
close to U.S. border, water source,
open space, clean air, being first
to start something in the area, or a
specific need for labourers to build
homes and facilities, unions, sole
proprietorships, etc.)
Refer to maps of specific
geographic locations in Canada.
(i.e., Southwestern Ontario,
Northern Ontario Metropolitan
Toronto etc.)
Assessment for Learning
During the discussion and
brainstorming, assess the amount
of knowledge the students have
about why labourers would live
and work in different areas and
reasons they may move from an
urban centre to a rural centre.
Provide initial ideas to the class
and allow them to engage in the
process of brainstorming.
After
(Reflecting/Connecting/
Consolidating)
10 minutes
Students reflect and make
connections to the types of jobs
that currently exist in their vicinity.
They may also discuss the type of
labour that was in demand in their
area historically. (For example,
labour for mills, mines, railroads,
farms, fishing, etc.)
Assessment as Learning
Collaboratively develop criteria
that they can use in self-
assessment of questions.
Post success criteria for a reflective
writing exercise.