In this experience, students explore the composition of Canadian society’s ethnic groups and create a pie chart. They read the official Multiculturalism Policy and analyze the pros and cons of a multiculturalist society.
In this experience, students explore the composition of Canadian society’s ethnic groups and create a pie chart. They read the official Multiculturalism Policy and analyze the pros and cons of a multiculturalist society.
Students read an introduction to Canada’s multicultural society and its official multiculturalism policy. They then watch the video Becoming Canadian: Integration to see how the Canadian government presents immigration and integration, and respond to a poll describing the government’s attitude toward immigrants and refugees.
Teacher MovesPresent the lesson overview and objective, emphasizing that students will examine the composition of Canadian society and its multiculturalism policy. After the video and poll, highlight that the Canadian government has an official policy welcoming immigrants, and prepare students to explore how this shapes Canadian society.
Students read sections of The Canadian census: A rich portrait of the country's religious and ethnocultural diversity along with the People and Society section of Canada: Geography and People to learn about Canada’s ethnic, linguistic, and religious diversity. They answer poll questions about official languages and the number of major religions, then create a pie chart illustrating the distribution of ethnic groups in Canada. After reading an explanation of “Canadians” as an ethnic category, students complete a graphic organizer by defining the terms indigenous population, immigrant, and refugee.
Teacher MovesSupport students in interpreting census and background information, clarifying how ethnic origins, languages, and religions are reported. Use the sample pie chart from the teacher pack to model how percentages can exceed 100% when people report multiple origins, and, if desired, briefly compare Canada’s racial/ethnic breakdown with that of the United States using Political Calculations: U.S. vs Canada: Comparing Apples to Apples. Guide students as they define key population terms, checking for accurate, clear definitions and reinforcing distinctions among indigenous populations, immigrants, and refugees.
Students read Section 3 of the Canadian Multiculturalism Act of 1988, focusing on the list of policy statements that outline Canada’s multiculturalism policy. They then use a graphic organizer to identify and explain three key points from the policy in their own words.
Teacher MovesClarify the main guarantees of the policy, including protection of Canada’s multicultural heritage, recognition of Aboriginal peoples’ rights, the status of English and French alongside other languages, social equality under the law, and the rights of minorities to maintain their cultures. Use these points to support students as they select and explain key ideas in the organizer, prompting them to connect the policy language to concrete examples in Canadian society.
Students read a comparison of the U.S. “melting pot” idea with Canada’s multiculturalism approach and examine John Diefenbaker’s “garden” metaphor for Canadian society. They then post a response explaining the pros and cons of a multiculturalism policy, drawing on what they have learned about Canada’s diversity and official policy.
Teacher MovesFacilitate a class discussion using selected student responses from the wall, highlighting a range of thoughtful examples. Use sample pros and cons to deepen analysis—for example, how multiculturalism can promote tolerance, peace, and cultural variety, while also raising questions about national identity, cultural clashes, and language expectations.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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