Historica Multiculturalism Education Guide

Section 1: Introduction M ulticulturalism has many interpretations and definitions. Canada’s Library of Parliament provides three interpretations of a multicultural society, all of which refer to the management and celebration of Canada’s cultural diversity. That a multicultural society can be thought of sociologically , as an ideology , or as a policy , means that people have different ideas of what it means for Canada to be multicultural. Read the full definition here . Teacher Tip: Ask students to consider the significance of including this segment in the opening ceremony. Include the audience and scale of the event in your discussion. Point out that the peoples represented here are merely a fraction of those who lived here before colonization. Activity: My own culture Culture involves many things, from art and food to customs and behaviours. We live in and with multiple cultures daily, but often we don’t think of our own practices as part of a “culture.” It is important to understand our own cultures as well as those of the people around us. When we understand that we all have multiple cultures, we can see similarities and accept differences, and adapt and evolve to be more inclusive of those who are different than us. 1. Either as a class or as an individual writing assignment, define multiculturalism and what multiculturalism means to you. Bring everyone’s answers together in a discussion of how multiculturalism has changed over the years. Think about ideas like “tolerance” and “assimilation” that were related to past approaches to multiculturalism, and whether we have a more inclusive view of multiculturalism today. 2. As a class, create a list of things that are often considered to be “Canadian” or part of “Canadian culture.” Individually, look up the origins of one of those items and present your findings to the class (e.g., hockey comes from Britain, poutine is Québécois, Tim Hortons started in Hamilton, Ontario, and inuksuit are Inuit). 3. As a class, pinpoint the origins of each item on a class map. You may also place a pin (or multiple pins) denoting where your family originates. 4. Review the map of cultures represented in the classroom, the list of items you defined as “Canadian,” and your first definitions of multiculturalism. Have a class discussion: Who is represented in these items, and do they indicate a homogeneous or multicultural state? What is the nature of the relationships among them? Do you think this represents your experience in Canada or is anything missing? Activity: Indigenous Diversity in Canada Canada covers a huge piece of territory, and many different groups have lived and thrived on the land over the centuries. Because people create culture as a way to express themselves and the world around them, the presence of many people on this land also means many cultures exist on this land. 1. Individually or as a class, watch this excerpt from the opening ceremony of the 2010 Winter Olympic Games in Vancouver ( 17:26–26:10 ) . 2. Take notes while watching: Pay attention to differences in language, style of dress, colours, symbols, and dance/movement. Do any other details or features stand out? 3. As a class, discuss what you observed. Were there more differences or similarities than you expected? What did you learn about the reality of Indigenous peoples in Canada today? Assiniboine camp, Alberta, 1910 (Provincial Archives of Alberta). Blue Bird, a Nakoda girl. Banff, Alberta, 1930 (Provincial Archives of Alberta). 4