Historical and Contemporary Landscape of Canada/ Celebrate the Glorious, Acknowledge the Scandalous

In this unit, we will be considering historical and contemporary issues that face Canadians through the power of story-telling. As we discussed earlier in the year, everyone has a story and how we choose to share that story can be very powerful. It can serve as an important vehicle to inform people of issues that they may not have been aware of prior to listening and educate/ alter peoples' mindset on historical and contemporary issues that have been neglected in one's education or not publicly shared information. We will consider the following questions in order to develop a deeper understanding of the content:

  • How have Canada's historical landscape influenced its contemporary landscapes? 
  • What are the similarities (same) and differences between historical and contemporary landscapes? What factors account for these similarities and differences? 
  • How have historical and contemporary FNMI landscapes shaped our national landscape? What landscapes do the FNMI peoples, artists, and artists present? 
  • How do we honour the histories of the many peoples who live in Canada while we forge landscapes that are contemporary and emerging? 
  • Why is it important for Canadians to recognize, historically and currently both the glorious and scandalous aspects of Canadian life? 
  • How is glory defined and celebrated by Canadians? How is scandal defined and responded to by Canadians?
  • What Canadian scandals have longevity and why? Why is acknowledgement of the scandalous difficult yet necessary? 
  • What is the basis of Canadian national pride? What is Canada's international image in the global community?  

ELA Goals/ Outcomes (Unit of Study): 

  • CC A30.1- Create a range of visual, multi-media, oral and written texts that explore:
    • Identity 
    • Social Responsibility 
    • Social Action  
  • CC A30.4-Create a variety of informational and literary texts that are appropriate to a variety of audiences and purposes, including informing, persuading, and entertaining. 
  • CR A30.3-Listen to, comprehend, and develop coherent and plausible interpretations of grade appropriate literary and informational texts created by FNMI, Saskatchewan, and Canadian speakers and authors from various communities.