Teaching Resources

Lesson Plan

Overview

This lesson is designed to use artworks from ANTHEM: Expressions of Canadian Identity to facilitate discussion about the meaning and construction of Canadian identity. Students will work individually and in groups to explore differences in the perception of Canadian identity, and reflect on different methods of political expression.

Note: It may be useful to read the artists’ biographies in order to help guide students’ thinking.

Class length: 60 minutes

Ontario Curriculum Goals

This lesson was designed to meet curriculum goals for Grade 10 Civics CHV2O.

B1.1 Describe some civic issues of local, national, and/or global significance, and compare the perspectives of different groups on selected issues.

C1.2 Describe a variety of ways in which they could make a civic contribution at the local, national, and/or global level, and assess whether all perspectives are represented or are valued equally.

C2.3 Describe various ways in which people can access information about civic matters, and assess the effectiveness of ways in which individuals can voice their opinions on these matters.

Note: This lesson can also be adapted to meet the Ontario Curriculum standards for various courses in: Geography; History; Politics; Visual Arts; English; First Nations, Métis, and Inuit Studies; Equity Studies; and General Social Sciences.

Learning Goals

Students will be able to:

1. Describe some of the many facets of Canadian identity, including how they may differ between social groups.

2. Interpret diverse, artistic expressions of Canadian identity and assess the effectiveness of their methods.

3. Reflect on how they can make an impact in their own communities when voicing their political opinions.

Materials Needed

• Blackboard, Smartboard, or similar

And either:

• Laptops & access to the ANTHEM website

or

• Copies of the exhibition description provided in Appendix A

• Copies of the worksheet provided in Appendix B

• Copies of the exit card provided in Appendix C

• Copies of the artworks and artist statements provided in Appendices D-G

Activity

Hook: Brainstorm Word Cloud (10 mins)

1. Before the class enters, have the topic “Canadian” written on the board

2. Ask students what this word means to them - politically, culturally, socially, etc. - and to provide examples of why.

   • Possible descriptors include: multicultural, democratic, friendly

   • Encourage students to think critically. Ask them if these traits apply the same to everyone (ex: Indigenous, Black, and People of Colour, immigrants, non-citizens, members of the 2SLGBTQ2+ community, etc.) If not, ask students what new traits this implies (ex: discriminatory, colonial, oppressive).

3. Remind learners that collective identity is complex, and that both positive and negative traits can be true simultaneously. Emphasize that our actions can change perceptions of what it means to be “Canadian” over time.

Application: Artwork Analysis (40 mins)

1. Provide students with copies of the description of the exhibition provided in Appendix A, or project it on the board. Have a student volunteer to read the description aloud.

2. Split the class into 4 groups. Provide each group with copies of one of the four artworks and corresponding artist statements.

3. Minds On: Have students write in silence, jotting notes of their first impressions of the message conveyed by the artwork, instructing them not to look at the artist statement yet. Learners can use the brainstorm on the board to assist them, as well as the four themes listed in the exhibition description. (5 mins)

4. Compare & Contrast: Then, have students share their thoughts and interpretations with their group members, noting any similarities or differences. (5 mins)

5. Look Further: Now instruct each group to read their artwork’s corresponding artist statement. Have students read through the artist statement, and use it to further inform their interpretation. Does it confirm what they thought the artwork conveys? Does it contradict any of their ideas? Do they agree or disagree with the artist’s interpretation of Canadian identity, and why? (10 mins)

6. Summarize: Have students write a new interpretation of the artwork together, considering all the different ideas that they have read and discussed. (5 mins)

7. Share: One student representative from each group will share their group’s summary with the rest of the class. Students will take notes on each group’s summaries in their worksheet, and ask any questions they may have. Ensure that students pass around copies of the artworks so that everyone can see each one. (10 mins)

Reflection (10 mins)

1. Distribute the exit cards amongst the class.

2. Ask the class: “Were these artworks effective in conveying their intended message? How else can we communicate our opinions to others? Explain your opinions through these exit cards.”

3. If students are struggling with question two, you can provide them with prompts such as:

   • What sorts of community groups are you a part of where you can discuss important issues?

   • What impact can we have on the people that we are closest to?

   • Are social media and other online platforms effective for spreading ideas about cultural and politics?