Historica Multiculturalism Education Guide

Summative Activity Discuss the different ways to define and enact multiculturalism. For example, think about what multiculturalism would look like if we didn’t tie it so closely to the concept of race or ethnicity. How does multiculturalism shift when it becomes law? How might multiculturalism develop separately from law? Think about the difference between “tolerance” and “acceptance” and how these concepts might have shaped the multiculturalism policy 50 years ago. 1. As a class, decide whether your school can be considered “multicultural.” Remember that this doesn’t just refer to people. Consider elements such as class artwork, which holidays are observed, what kind of food is served in the cafeteria and which language(s) you learn in or are offered. What could be done to be more multicultural? 2. Work at first in small groups to brainstorm, and then together as a class come up with a multiculturalism policy for your school. What would change if your policy was enacted? Would these changes be short-term or long-term? teacher tip: Lead a discussion of policy and law vs. more organic behaviour and reflect on the ways this has shaped the experience of multiculturalism over the last 50 years. Activity: Create a Multicultural Display 1. Discuss the concepts of “culture” and “cultural heritage” and create a list of cultures on the board that are represented in the classroom. Ensure the discussion covers how cultural groups do not just signify a racial or ethnic identity. There are cultural groups that centre around geography, religion, gender expression, and other cultural elements. How is the culture of your school, for example, different than that of a school in a different neighbourhood or province? 2. In groups of two or three, choose one culture that you have listed as a class, or another one entirely. You may want to look into rural vs. urban culture, or a culture of a religious and ethnic community such as the Doukhobors, or the culture of a nation like the Tsuut’ina (Sarcee). 3. Using The Canadian Encyclopedia entry as a starting point, research customs, beliefs, arts and entertainment, foods, and special events of this culture. Examine how this culture has changed over time and how it has influenced mainstream Canadian culture. If the culture you are researching is not Indigenous, identify when it arrived or developed in Canada. Pay attention to when or how this culture faced discrimination and how its members responded or adapted to such pressures. Make sure to show how cultures evolve and how many cultures are intertwined with one another. 4. Present this research in an output such as a poster, digital exhibit, or even a social media outreach campaign. The output should be public- facing and designed for an audience who may never have encountered that culture before. 5. Following the presentations, have a discussion about culture. Have you learned anything new about the concept of “culture” from this activity? What does it mean to have this many cultures as part of Canada? extension activty: Extend your research to cover elements such as cultural exchange, potential discrimination by mainstream culture, and community- building or resiliency strategies by members within these cultures. Still from Al Rashid: The Story of Canada’s First Mosque, from the series A Place to Belong (Historica Canada). 20