Promoting National Identity: Teacher Notes

Examining- SS 20-2 P.O.S.

  • 1.3 appreciate how the forces of nationalism have shaped, and continue to shape, Canada and the world
  • 1.5 explore a range of expressions of nationalism
  • 4.4 explore multiple perspectives on national identity in Canada
  • 4.5 examine methods used by individuals, groups and governments in Canada to promote a national identity (symbolism, mythology, institutions, government programs and initiatives)

Purpose:

  • Students will become familiar with the methods used to promote national identity.
  • Students will examine different items of Canadiana and decide how that item promotes national identity.
  • Students will explainin what ways the chosen items promote national identity, giving proof from the Canadiana Events.

Canadiana Cards & Chart—Directions for use:

Cut apart Canadiana pictures into stacks. Students receive the stacks for those items which they (or their group) will examine.

  1. Students read the Canadiana Card/ Cards to gain an understand of the event/item.
  2. (Optional) Students add their own idea, (for example, Bill Henderson’s goal, 1972 Hockey Summit between Canada and Russia, or Sidney Crosby’s overtime winner for the Olympic gold medal.) A blank Canadiana card is provided for students to use.
  1. Students then use the Canadiana Chart (2 items will fit per page) to determine in what ways national identity is created/ promoted (through symbols, mythology, institutions, and/ or government programs.)
  2. Students will attach the Canadiana pictures in the appropriate boxes
  3. Students may discover that an event/ item is an exemplar of more than one category.
  1. Students will explain in the boxes provided under the heading how they believe the RCMP is an example of National Identity in that area.

Things to Remember:

Some Social 20-2 students work best with smaller amounts of text to deal with, as well as the use of images as mental triggers for ideas. The uses of simplified text sources (already researched on the Internet and summarized for them) as well as the use of common images throughout are ways to stimulate and encourage these students to participate.

Teachers may wish to modify how students interact with this material. For example:

  1. Teacher works through a pre-determined number of Canadiana Cards with the entire class
  2. Teacher works through a few samples with the class, then assigns a portion of cards to individuals or groups.
  3. Teacher has students compare their own idea (ie- Sydney Crosby’s goal for gold, and one or two of the Canadiana Cards.)

It would be beneficial to have students share ideas and explain their reasons behind their decisions with the entire class. In this way, the entire group can ponder, discuss, and add to the discussion, even if that Canadiana Card was not assigned to them.

SEE EXAMPLE OF CANADIANA CHART ENTRY BELOW

Students read the CanadianaCard: “RCMP.”

Example:
Big Question: How does the RCMP promote National Identity?

…Sample response (does not include all ideas possible…)

SUMMARY: BIG PICTURE—

  • Ask students to examine all of the Canadiana Cards that have been discussed during the lesson. Have them rank order the Canadiana Cards…(either solo or in groups)… to determine:

Which Canadiana Card has had the largest impact on promoting national identity?

  • Students can offer proof as to why they decided their choices. They can also have an opportunity to re-order their own lists after each group/person presents their own ideas.

Extension Activities:

Students generate their own list of 5 Canadians they feel are ‘most important.’

101 most important things to Canada- Ipsos Reid Poll Students could poll the student body to determine a shorter list (i.e. top ten things, etc.)

National Guitar Assignment

See SS 20-2 AISI Resource Site for details