The Labour Day Critical Design Challenge |
Lesson 3
49
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Intermediate ETFO Resource
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Learning from Labour
Task Component
Instruction
Assessment Focus
Look Fors
Notes for Teachers
Make a shortlist of the 3 best
overall proposals or 3 best specific
activities.
What makes them ‘best’? You
decide and explain the rationale
for your selection.
Differentiation
(Modifications/
Extensions)
Modification
Match students in supportive
pairings.
Provide students with hard copies
of the text.
Allow for oral response.
Modify the number of
expectations: instead of a full
day of activities, plan for only
the morning for families; instead
of eight key events, choose only
four; instead of a range of possible
readings, limit them.
Extension: Collecting Oral
History:
In order to place their
communities in the historical/
social context of ‘labour’ and
expand their perspective, students
could interview a family or
community member about the
industrial, agricultural, business or
union history or specializations in
their community.
Brainstorm a list of interview
questions.
These may include such general
questions as, ‘What are the
key industries (or other) in our
community and how were you
involved with these?’ and more
specific questions such as, “How
did that industry (or other) impact
our community?
Assessment of Learning
Students will enrich what they
have learned in class about
‘labouring’ by exploring their
community’s current or historical
industrial, agricultural, business or
union experiences.
Collecting Oral History is
a pedagogical tool which
democratizes learning in many
ways. It makes history more
inclusive as it allows students to
connect the lived experiences of
a family or community member
with the context of what they are
learning in class.
Students are encouraged to
take notes during the interview,
either by writing or recording the
responses.