Part B: Learning Plan

• Demonstration of an understanding of the Indigenous heritage of Canada.
• Analysis of the evolution of Canada as a multicultural nation.

Teacher Note
This next area of study is approached through the lens of diversity and the application and examination of the policy of multiculturalism adopted by Canada in 1971. The history of Canada has traditionally been studied through a Euro-centric filter. Consequently, although First Nations people are part of the founding cultures of Saskatchewan and Canada they still continue to be treated as an alternate culture outside of mainstream society. By examining Canada’s policy on multiculturalism it is hoped that students will begin to question the separation that occurs when it comes to respecting and appreciating the contributions of First Nation, Inuit and Métis cultures and heritage as a significant part of Canada’s strength.

• What role does affirmation of diversity play in the Canadian identity?
  • How does empathy contribute to Citizenship?
  • What is the relationship between treaty responsibilities and respect for diversity?
• Why are treaty relationships important to all Canadians?
  • What is our Canadian responsibility to treaties?
  • Why did Canada negotiate treaties with only some First Nations?
  • Why were Métis offered scrip as a means to extinguish their land rights?
  • How are the benefits of treaties active in your life?
  • How are treaties fair?
  • How do treaties benefit all Canadians?

Vocabulary

• diversity
• refugee
• immigrant/ immigration
• multicultural
• demographics
• policy
• ethnic
• cultural
• advisory
• assimilation
• colonialism
• integration
• cross-cultural
• racial

Pose the essential questions and allow students to discuss their thought on the matter.

Canada was one of the first countries to adopt an official policy of Multiculturalism.

The following 5 point Likert scale survey is created from statements taken from Canada’s official policy on Multiculturalism obtained from the web address below.

https://web.archive.org/web/20170617150128/http://www.cic.gc.ca/english/multiculturalism/citizenship.asp

It forces students to examine their beliefs about other cultures and multiculturalism. This survey can be done pre and post inquiry.

5 point Likert scale

1. Agree strongly 2. Agree 3. No comment 4. Disagree 5. Strongly disagree

1. Multiculturalism encourages racial and ethnic harmony and cross-cultural understanding.

2. All Canadians are guaranteed equality before the law and equality of opportunity regardless of their origins.

3. Canada’s diversity is a national asset.

4. Canadian citizenship gives us equal rights and equal responsibilities.

5. Canada recognizes the potential of all Canadians, encouraging them to integrate into their society and take an active part in its social, cultural, economic and political affairs.

• Would people of all cultures and ancestry answer the questions the same way? i.e First Nations perspective, Métis perspective, new Canadian perspective, French-Canadian perspective?
• What questions do students have about these statements?
• Why do people move to Canada? Why do people find Canada appealing? Do people always have a choice in moving here?
• Imagine you are new to Canada, what are your first concerns?

Jigsaw Research and Study Process

Divide class into groups and give each group a specific Indigenous group to learn about and present to class. Each group must find out the information in the question posed below. Encourage students to present information learned in a variety of modes including speaking, writing, drama, multimedia, or other modes so that all students have an entrance point for demonstrating their learning and understanding.

Indigenous heritages of Canada. Indigenous groups studied:

• First Nations
• Inuit
• Métis

Research and:

• Map traditional habitation areas
  • Northwest Pacific Coast,
  • Interior Plateau,
  • Plains,
  • Eastern Woodland,
  • Sub Arctic, and Arctic
  • Métis areas.
• Trace evolution in Canada – origins, language, and major historical events.
• Identify significant events and principle leaders.
• Identify similarities and differences in ways of life i.e. men’s roles, women’s roles, children’s roles.
• Paraphrase a traditional narrative:
  • origins of the Indigenous peoples
  • relationship with the natural environment
  • connections between spirituality and the natural environment.
• Identify connections to historic origins of place names in Canada, and reason/background for the naming.

• Why are treaty relationships important to all Canadians?
• What is our Canadian responsibility to treaties?
• Why did Canada negotiate treaties with only some First Nations?
• Why did Canada offer scrip to Métis people to extinguish their land rights?
• How are the benefits of treaties active in your life?
• How are treaties fair?
• How do treaties benefit all Canadians?

Make sure students understand the difference between refugees and immigrants before undertaking the following research.
Analyze the evolution of Canada as a multicultural nation.
Divide students into groups and have them each research and present on one of the areas below.

Study 1

• Trace Canada’s historical and current demographics
  • population numbers, age, and location
  • trends and challenges in Canada’s demographics
  • country of origin of immigrants to Canada in the 19th and 21st centuries
  • similarities and differences in the two eras
• Give a summary statement for each area of study.

Study 2

• Identify the variety of reasons why immigrants come to Canada.
  • Push Pull Factors
• Compare immigration policies and practices- 19th century – current.
  • Identify the goals or what the policies were hoping to accomplish
  • Assess results of policies and practices
    • e.g., entrepreneurship, employment, family reunification, refuge, education, reputation as a good place to live

Study 3

• Identify the variety of ethnic and cultural advocacy organizations in Canada.
• Identify the goals of ethnic and cultural advocacy organizations in Canada.
  • First Nations, Inuit, and Métis organizations,
  • New immigrants
• List the historic origins of place names in Canada, and explain the reason for the naming.

Study 4

• Research the Canadian government’s treatment of various groups of immigrants to Canada.
  • Chinese immigrants in the 1800s,
  • Japanese Canadians in the 1930s and 1940s,
  • Eastern European immigrants in the late 19th and early 20th century
• Research the Canadian government’s treatment of First Nations children in residential schools.
• Prepare a summary statement identifying the similarities and differences in the treatment of all groups studied.

• How does Canada’s multicultural policy compare against the actions of the Canadian government toward the groups studied?

• What role does celebration of diversity play in the Canadian identity?
• How does empathy contribute to Citizenship?
• What is the relationship between treaty responsibilities and respect for diversity?

• Students can investigate and reflect upon personally relevant issues and beyond. Using articles from local papers including Eagle Feather News, have students follow a current Canadian issue that involves a government decision. Identify the level of government involved. Discuss who is involved. Does this issue involve a new rule or law? Do they agree with the decision made? Why or why not? Can they suggest alternate ways of dealing with the situation? What would be a possible plan of action to address the situation? Follow through with the plan. Possible examples:
  • Choosing a new political leader.
  • Deciding on the need for a skate park.
  • Formulating classroom and school consequences for bullying.
• Students will begin to understand how ongoing citizen monitoring of the government-related issues can force change.
  • Apply the concept of democracy using a classroom example of decision-making. i.e. voting for the game played in Phys. Ed., recess, determining where “acts of kindness” should be focused.

Multiculturalism

• Conduct a web search on pictures of Canadian multicultural celebrations.
• Read Robert Munsch’s book, From Far Away. Discuss the problems the main character faces in the story. Have the class discuss the solutions from the story based on the following criteria:
  • solves the problem,
  • can be done,
  • respects feelings.

  Record the solutions tried in the story beside the corresponding problem. Have students talk about solutions that have helped them feel comfortable in new situations and add to list.

• Conduct a web search on pictures of Canadian multicultural celebrations. Have students develop a collage to capture the importance of cultural diversity to the Canadian identity.

Revisit 5 point Likert survey on beliefs about Multiculturalism. Have results changed? Why/Why not?

Read through Canada’s policy on multiculturalism taken from Multiculturalism website. (see appendix*)

Canadian Multiculturalism: An Inclusive Citizenship Oct. 19, 2012

“In 1971, Canada was the first country in the world to adopt multiculturalism as an official policy. By so doing, Canada affirmed the value and dignity of all Canadian citizens regardless of their racial or ethnic origins, their language, or their religious affiliation. The 1971 Multiculturalism Policy of Canada also confirmed the rights of Indigenous peoples and the status of Canada’s two official languages.

Canadian multiculturalism is fundamental to our belief that all citizens are equal. Multiculturalism ensures that all citizens can keep their identities, can take pride in their ancestry and have a sense of belonging. Acceptance gives Canadians a feeling of security and self-confidence, making them more open to, and accepting of, diverse cultures. The Canadian experience has shown that multiculturalism encourages racial and ethnic harmony and cross-cultural understanding.

Mutual respect helps develop common attitudes. New Canadians, no less than other Canadians, respect the political and legal process, and want to address issues by legal and constitutional means.

Through multiculturalism, Canada recognizes the potential of all Canadians, encouraging them to integrate into their society and take an active part in its social, cultural, economic and political affairs.

All Canadians are guaranteed equality before the law and equality of opportunity regardless of their origins. Canada’s laws and policies recognize Canada’s diversity by race, cultural heritage, ethnicity, religion, ancestry and place of origin and guarantee to all men and women complete freedom of conscience, of thought, belief, opinion expression, association and peaceful assembly. All of these rights, our freedom and our dignity, are guaranteed through our Canadian citizenship, our Canadian Constitution, and our Charter of Rights and Freedoms.

Multiculturalism has led to higher rates of naturalization than ever before. With no pressure to assimilate and give up their culture, immigrants freely choose their new citizenship because they want to be Canadians. As Canadians, they share the basic values of democracy with all other Canadians who came before them. At the same time, Canadians are free to choose for themselves, without penalty, whether they want to identify with their specific group or not. Their individual rights are fully protected and they need not fear group pressures.

Our diversity is a national asset. Recent advances in technology have made international communications more important than ever. Canadians who speak many languages and understand many cultures make it easier for Canada to participate globally in areas of education, trade and diplomacy.

Our citizenship gives us equal rights and equal responsibilities. By taking an active part in our civic affairs, we affirm these rights and strengthen Canada’s democracy, ensuring that a multicultural, integrated and inclusive citizenship will be every Canadian’s inheritance.

Source: https://web.archive.org/web/20170617150128/http://www.cic.gc.ca/english/multiculturalism/citizenship.asp

In groups have students prepare their responses to the following prompts:

• What are the identified benefits of a multicultural policy?
• What evidence exists that Canada’s supports their multiculturalism policy?
• Where are places where Canada’s behaviour does not match the policy?
• What is the overall rating your group would give Canadians regarding their practice of the multicultural policy?
  • In which areas are Canadians strong?
  • In which areas can Canadians improve?

• Why is it important for an individual to become active in Canadian democracy?
• What should motivate an individual to consider becoming a governance leader?
• What is the biggest obstacle to overcoming issues of treaty fulfillment?