Education 460

Activity 5 – Create a New Coat of Arms

Part 1 - Create/Identify Symbols to Reflect Canadian Cultural Realities

Using the events that students identified (these events may have changed after the formative feedback). Student will individually identify or sketch one (1) symbol from each category: Aboriginal identities, Anglophone heritage, Francophone heritage identity and Canada’s current multicultural identity.  

Part 2- Coat of Arms Creation

The images outlined above will be incorporated into the coat of arms they are designing. This part of the assignment is expected to be done in a style that reflects heraldic tradition. Keep in mind that this is an opportunity to create an artifact that reflects Canada's past but also suggest a vision for Canada’s future as a nation. A hard copy is required.  A minimum of five symbols are required and the space should be effectively used. The use of printed media can be included in this project but student should keep a list of websites, magazine issues or other sources that were used. Students are welcome to use any artistic mediums they desire. Remember that the chosen symbols are the key in this assignment, so they should be clearly represented.  The submission should be a minimum of 8.5” by 11” maximum of 10” by 12”.  The expectation is that this coat of arms would be a polished finished product that could be displayed in the school or ideally in a space outside of the school.

Activity 6 - Produce an Artist Statement

Artist Statement Requirements: This 2-4 page statement is expected to be a blend between a traditional artist statement and an argumentative essay.  The mission of this task is to accurately convey a clear understanding of the complex nature of nationalism in Canada.  A few sentences should outline the challenges that the student encountered during this project.  Students should also answer the question of whether or not they feel their coat of arms better represents Canadian identity when compared to Canada’s official coat of arms. This is a space that can be used to outline how their coat of arms reflects the student’s personal vision for Canada's future as a nation.  It provides an opportunity to explain and justify the symbols represented in the coat of arms. Because it has elements of an argumentative essay any pertinent evidence that has informed this selection process must be included.  This statement is also an opportunity to add clarity to any of the symbols and defend chosen symbols that are not able to convey their full meaning visually. The justifications and creative choices should be convincing.

Activity 7 - Purpose Beyond the School  (Arrangements will be made prior to the completion of this assignment for students to have an audience outside of their high school.)

After their project is completed students will have the opportunity to present their coat of arms to a group outside of their school. This is a chance to articulate understanding gained through this project and educate others about the complexities within Canadian nationalism. This assignment will not be given a mark but is it expected that each student will participate and use this as a chance to develop their presentation skills and share their knowledge with the broader community. It is also an opportunity to hear formative feedback from individuals outside of the classroom.  In groups of 6-8, students will attend only one of the possible functions. Students will choose from: hosting a seminar for 9th grade students at a local junior high, presenting at a local library, setting up an educational display at Heritage Park or presenting their learning to a Canadian history class at a university campus.

Learning Outcomes

Big Idea: Canada’s coat of arms does not fully or accurately reflect the country’s contemporary identity.  By discussing and designing a new coat of arms that incorporates Aboriginal and Francophone contributions to Canadian society, students will better understand the people of Canada’s multicultural experiences, relationships and national realities. That understanding provides an inclusive foundation for citizenship and democratic political participation.

Skills and Processes

• evaluate personal assumptions and opinions to develop an expanded appreciation of Canada’s multicultural past and present

• analyze the impact of significant historical events and periods for Canadian identities

• assess and develop symbolic representations of Canada’s constituent cultures

• communicate reasoned positions informed by historical and contemporary evidence

Knowledge and Understanding

• understand Canada’s history, complexities and current issues

• understand contemporary challenges and contributions of Aboriginal peoples in urban, rural, cultural and linguistic settings

• understand the historical and contemporary realities of Francophones in Canada

• understand Canada’s multi-ethnic and intercultural makeup

Values and Attitudes

• appreciate and respect how multiple perspectives, including Aboriginal and Francophone, shape Canada’s political, socioeconomic, linguistic and cultural realities

• honour and value the traditions, concepts and symbols that are the expression of Canadian identity

• value Canada’s pluralistic character

• thrive in their evolving identity with a legitimate sense of belonging to their communities, Canada and the world