Lesson 1

 

| The Rights and Responsibilities of Workers and Employers

Learning from Labour | 

Intermediate ETFO Resource

 | 

www.etfo.ca

20

Task Component

Instruction

Assessment Focus 
Look Fors

Notes for Teachers*

Individual 
Practice

(A question for 
extension that students 
can do independently to 
assess understanding of 
the concept(s).)

15 minutes

On the “Inquiry Questions” 
handout, have the students write 
five questions to guide their 
thinking throughout this unit.

Assessment of Learning

Formulating questions for 
research. 

Consider how well the students 
achieved the goal of creating open-
ended, critical thinking questions 
that could guide a research project.

As students write, circulate to 
check-in with students and direct 
their attention to the “thick” 
questions anchor chart if needed. 

Once they have finished, have the 
students share with a partner and 
improve their questions to better 
meet the criteria. 

Throughout the unit, students 
can add details to this organizer as 
they find answers.

Assessment as Learning

In pairs, students will self-
assess their questions and make 
improvements based on the set 
criteria.

Differentiation

(Modifications/ 
Extensions)

Rather than discussing power 
issues as a group, students may use 
newspapers or online sources to 
explore current labour situations. 
Use these articles to discuss how 
power is distributed.

Allow students to create their five 
questions orally. 

Extension:

To assist student understanding, 
use student textbooks or internet 
resources (included on the 
handout) to complete the Time 
Period Overview document. 
Before distributing the worksheet, 
review with students the types 
of features they would list under 
Political, Social, Economic and 
Technological categories. 

Assessment of Learning

These differentiation and 
extension opportunities allow 
students to further develop their 
understanding of workers and 
employers throughout various 
time periods.

The extension activity is an 
opportunity for students to 
further develop their background 
knowledge of this time period.

Reflection

In their reflective journal, have students consider why it may benefit workers to have power in their 
workplace. Ask them to give three to five reasons and to explain their thinking.