Embedded Files
Suggested Activity 1:
Thinking about immigration:
Why choose Canada?
Why do people choose to come to Canada?
What makes Canada a desirable place to live?
Why have people left their homelands to come to Canada?
• Discuss the differences between push and pull factors.
o Push factors – something that makes a person want to, or have to, leave their
country/home (e.g. war, hunger, disease, lack of educational opportunities,
inadequate health care)
o Pull factors – something that makes a person want to immigrate to a new country
(E.g. good educational and health care systems, peace, job opportunities)
• Work together as a class to develop a chart that outlines the pull factors that draw
people to Canada and the push factors that lead them to leave their home countries.
PULL FACTORS
• __________________________
• __________________________
• __________________________
• __________________________
• __________________________
PUSH FACTORS
• __________________________
• __________________________
• __________________________
• __________________________
• __________________________
Contest Submission Ideas:
• Have students take a photo that shows why Canada is a great place to live. The
students can use their Artist’s Statement of 200 words or less to discuss the factors
that might motivate someone to come to Canada that they are showing in their
photo.
• Have students create a poster to motivate someone in another country to move to
Canada, incorporating the push and pull factors discussed. Students submitting an
art piece must include an Artist’s Statement of no more than 200 words.
Suggested Activity 2:
Tackling racism and discrimination in our schools and communities. Canada is considered a multicultural country, but do all Canadians respect and appreciate the space to live for all Canadians?
Contest Submission Ideas:
Ask students what they can do to stop racism, discrimination, and bullying in their school and
community. Ask students how learning about cultures different from our own helps us combat
prejudice and stereotypes.
please go to www.nfb.ca/film/for_angela/.
Please note that the section of the
film from 05:20-11:15 contains one instance of mild coarse language
and will be omitted from class viewing.
• Have students take a photo of something that is making their school and
community a better, more inclusive place for everyone. Students are also
welcome to imagine actions they could take to make their school and community
a more inclusive place, and photograph their imagined solutions.
• One way to combat prejudice and stereotypes is by learning about different
cultures. Ask your students if they have participated in a culture that was different
than their own, or create an opportunity for them to do so. Ask them to document
this experience in a photograph or a poster.
• Have students create an anti-racism, discrimination, and/or bullying poster.
Students submitting an art piece must include an Artist’s Statement of no more
than 200 words.
Suggested Activity 3:
Finding and expressing our culture & heritage
How would you define your identity?
When you think of a Canadian, what do you see?
What do you think of? Why might your definition be different from someone else’s?
• Students will attempt to trace back their family trees two or more generations and learn
about their heritage. To complete the activity, they will need to determine where their
family is from, the language or languages spoken in the home, family/cultural customs,
and any other interesting facts they can describe from their own experiences or through
conversations with family members. If interviewing family members is not an option for
some students, have them choose a group in their community to research.
• Ask students to answer the following questions from their interview and/or research:
o Where does your family come from?
o What languages are spoken in your home?
o What foods does your family like to eat?
o What holidays does your family celebrate?
o What are some of your family’s special traditions or customs?
o What are some other interesting facts you would like to share about your family?
• Take a large piece of chart paper or make a bulletin board where the students can
develop a graffiti board of their words, phrases, slogans, ideas, etc… about their
heritage and identity or that of the group they selected. The students should write their
responses on the graffiti board in their own colourful style, allowing the eclectic nature of
the class to come through in the exercise.
Ask students the following questions:
o What similarities and differences are there among the different contributions to
the board?
o What do these answers tell us about being Canadian?
o What does it mean that Canada is a “multicultural mosaic”?
Contest Submission Ideas:
• Submit the graffiti board as a classroom submission, or have students use the
information collected on this board to help them complete individual or small group
submissions. Ensure that each submission includes an Artist’s Statement of no more
than 200 words written by the students.
• Encourage your students to use the knowledge they gained from creating their family
profiles to help them think about ways people express culture in their daily lives. Have
students take a photo to accompany their interview/research, that represents their
family’s culture and heritage
Suggested Activity #4
• Have students create their own reimagining of the Canadian flag to represent the
diversity that exists in the classroom.
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