Immigration and the Racialization of Work |
Lesson 6
85
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Intermediate ETFO Resource
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Learning from Labour
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
post-Confederation 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.