ExploreSesqui.ca

PEOPLE & IDENTITY What does it mean to be Canadian?

Even 150 years after confederation, debate surrounding this question continues. In fact, discussion has frequently proven contentious, particularly within and between Indigenous peoples, the French and English majorities, and the growing number of immigrant communities. Given our diversity, it is no surprise that people choose to interpret Canadian identity in multiple ways.

1. MULTICULTURALISM AND IMMIGRATION — Mapping and Demographics Activity

Many people define Canada by its multiculturalism — as a mosaic rather than a melting pot. The makeup of Canada today is far different from the Canada of 150 years ago, or even 50 years ago. One way to think about Canada’s multiculturalism is by examining demographics — the age, gender, ethnic, and geographical composition of the country. • Consider the immigration stories of the families of you and your classmates. On a large blank map of the world, draw one check mark on each country from which a student in your class came to Canada. If multiple students emigrated from the same country, make multiple check marks. With a different colour, draw a check mark on each country from which a parent of a student immigrated to Canada. Again, use one check mark for each set of parents from the same home country. Continue with different colours for grandparents and great grandparents. Once complete, make observations and discuss any changes in the countries of origin over time. • When viewing the film, watch to see what different cultures are represented. Is the film representative of the current diversity of our country? Provide evidence to support your judgment.

Extension Activity - for more senior classrooms:

Compare your class’s experiences with that of the country as a whole by downloading the “Canadian Immigration Statistics” infographics from EXPLORESESQUI.CA . Consider the following questions:

Still from the “Boat People” Refugees Heritage Minute

• What observations can you make about the changes in countries of origin over time? • Why do you think the changes took place? • What are the push factors that encourage (or force) individuals to leave their home country? What are the pull factors that entice individuals to move to Canada?

SOME MULTICULTURAL CLASSROOMS MAY FIND THIS TO BE AN ENRICHING EXPLORATION. HOWEVER, CLASSROOMS THAT ARE MORE HOMOGENEOUS MAY RISK ISOLATING A FEW STUDENTS. PLEASE CONSIDER THE NEEDS OF YOUR STUDENTS WHEN UNDERTAKING THIS ACTIVITY TO AVOID SINGLING OUT MINORITY STUDENTS. * If you have any concerns about this activity, discuss the exercise in advance with your curriculum lead or guidance counsellor.

Note to teachers

A part of our heritage

Western Canada - The New Eldorado (courtesy Library and Archives Canada/C-085854)

Have a classroom discussion about the immigration story portrayed in the “Boat People” Refugees Heritage Minute .

Canada West: The Last Best West (courtesy Library and Archives Canada/C-030620)

Haida Singers, Drummers and Dancers (courtesy SESQUI, Inc.)

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Still from the “Boat People” Refugees Heritage Minute