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 its approach to immigrants and refugees, and respond to a poll describing the government’s attitude toward newcomers.
Teacher MovesPresent the lesson overview and objective, highlighting that students will examine Canada’s multicultural society and policy. After the video and poll, clarify that the Canadian government has an official policy welcoming immigrants and refugees, and prepare students to explore this policy in more depth.
Students read brief overviews of Canada’s ethnic groups and population in the resources Canada, People and Culture and Canada: Geography and People. They answer poll questions about Canada’s official languages and major religions, then create a pie chart showing the distribution of ethnic groups in Canada. Next, they read an explanation of “Canadians” as an ethnic category and an introduction to population terms, and complete a graphic organizer by defining “indigenous population,” “immigrant,” and “refugee.”
Teacher MovesSupport students as they interpret population and ethnicity information, using a sample pie chart to model how percentages can exceed 100% when multiple origins are reported. Clarify the distinction between country-of-origin data and broader racial/ethnic categories, optionally drawing on Political Calculations: U.S. vs Canada: Comparing Apples to Apples to compare Canada and the United States. Guide discussion of who is counted as “Canadian” and check for understanding of key terms in the graphic organizer, providing or refining definitions as needed.
Students read Section 3 of the Canadian Multiculturalism Act, which outlines Canada’s official multiculturalism policy, including commitments to cultural diversity, equal treatment, participation, and language rights. They then use a graphic organizer to identify and explain three key points from the policy in their own words.
Teacher MovesFrame the reading by explaining that this law formally states Canada’s multiculturalism policy. Highlight and paraphrase major guarantees, such as protection of multicultural heritage, recognition of Aboriginal rights, the status of English and French alongside other languages, social equality, and minority cultural rights. Support students in selecting and explaining three key points in the organizer, prompting them to connect each point to what it might look like in everyday Canadian life.
Students read a comparison between the U.S. “melting pot” idea and Canada’s multiculturalism approach, then analyze John Diefenbaker’s “garden” metaphor for Canadian society. They post to a class wall explaining what they see as the pros and cons of a multiculturalism policy, using examples and reasoning to support their views.
Teacher MovesDiscuss the melting pot versus garden metaphors, prompting students to consider how each image reflects different ideas about culture and identity. Review student posts on the wall, selecting interesting or exemplary responses to share with the class. Use these to facilitate a discussion of potential benefits (such as tolerance, diversity, and reduced conflict) and challenges (such as cultural clashes or questions about a shared national identity) of multiculturalism.
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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