Based on the story Canada at a Crossroads: Chapter 3
Grade Level: 9–12
Time Required: 60–75 minutes
Themes: Canadian identity, democratic decision-making, economic growth, regionalism, reconciliation, biodiversity, youth leadership
Learning Objectives
Students will be able to:
- Explain how regionalism shapes Canada’s national identity.
- Analyze how democratic decision-making (community input, youth voice, Indigenous leadership) influences environmental outcomes.
- Describe the relationship between Indigenous governance systems and Canadian democracy.
- Evaluate how stories from different regions help define what it means to be Canadian today.
- Reflect on the role youth can play in shaping the future of Canadian identity.
Introduction: What Does Canada Mean to You?
Ask students to list 3 things they believe are central to Canadian identity.
Gather responses and note the categories/themes that emerge (nature, democracy, multiculturalism, reconciliation, landscapes, freedoms).
Story Exploration
Students read or listen to Canada at a Crossroads: Chapter 3, focusing on:
- Places: Old-growth forests, eelgrass meadows, Stl’atl’imx territory, etc.
- People: Elders, scientists, lawyers, community members, etc.
- Decisions: How Canadians shape their identity and their culture through democratic choices
Group Activity: Three Lenses, One Country
Divide the class into three groups, each assigned a lens:
Group A — Identity
How did the story show what Canadians value?
What symbols, actions, or relationships define who we are?
Group B — Democracy
Where do we see decision-making?
Whose voices matter?
How do Indigenous ways of deciding compare with formal Canadian systems?
Group C — Regionalism & Biodiversity
What regions and ecosystems are featured?
Why do they matter?
How does biodiversity contribute to the uniqueness of Canada?
Each group presents their insights in 1–2 minutes.
Democracy in Action Simulation
What Kind of Canada Do We Want?
Tell students: Canada is facing an important decision that will influence how the world sees us and how we see ourselves. A national council has been formed to decide Canada’s future identity. Each of you represents a different vision of what it means to be Canadian.
Organize: Get into Groups
Assign roles that reflect different perspectives on what defines Canada.
Indigenous Knowledge Keepers
Identity focus: Canada is built on relationships with land and ancestral governance systems.
Youth Representatives
Identity focus: Canada is a country where young people shape the future, especially around climate and biodiversity.
Scientists
Identity focus: Canada is defined by its ecosystems and global reputation for protecting wild places.
Local Community Members
Identity focus: Canada is a place of strong communities, where decisions should reflect local needs and livelihoods.
Business and Industry Leaders
Identity focus: Canada is a land of opportunity, innovation, and shared prosperity.
Federal & Provincial Decision Makers
Identity focus: Canada is a democracy that tries to balance rights, responsibilities, and regional differences.
Task: Define Your Vision of Canada
Each group answers:
- What part of Canadian identity do we represent?
- What do we believe Canada should be known for?
- How does our vision affect the future of this ecological area?
Share a one-sentence identity statement, such as:
- Canada is a nation defined by living in harmony with land.
- Canada is a place where innovation and responsibility can coexist.
Negotiation: Shaping the Canada We Choose
Groups must reach a shared national vision statement. The goal is not consensus on a plan—it’s consensus on identity that informs the plan.
Debrief: Connecting Identity to Action
Discuss:
- How did your identity shape your choices?
- Did different visions of Canada conflict? Overlap?
- What does this activity reveal about real Canadian democracy?
- Why is Canadian identity inseparable from biodiversity?
Reflection: What Story Represents Canada Today?
Students write a paragraph responding to one prompt:
- What part of the story Canada at a Crossroads: Chapter 3 feels the most Canadian to you? Why?
- How does biodiversity shape our sense of place and belonging?
- How do Indigenous governance and democratic decision-making enrich each other?
- If you had to explain Canadian identity to someone from another country, what would you say?
Debrief
Discussion questions:
- How can youth shape the future of Canadian democracy?
- What responsibilities come with living in such a diverse country?
Extensions
Science
Regional Biodiversity Case Study
Students select one ecosystem mentioned in the story (old-growth forests, eelgrass meadows, coastal temperate rainforests, interior mountain ecosystems, etc.) and create a scientific profile including:
- Key species
- Ecological roles
- Threats
- Indigenous knowledge related to the ecosystem
- Conservation strategies
Indicator Species & Identity
Students investigate how certain species (salmon, caribou, bison, cedar, orca) shape cultural identity in different regions of Canada.
They present a mini-report on why losing that species would affect both biodiversity and Canadian identity.
Climate & Democracy Lab
Students model how different policy decisions (protect, restore, develop, co-govern) impact carbon storage, biodiversity, and community well-being.
They compare scientific outcomes to democratic choices from the simulation.
Social Studies
Canadian Identity Timeline
Students create a timeline exploring how Canadian identity has evolved through:
- Confederation
- Indigenous–Crown treaties
- Multiculturalism
- The Charter
- Environmental milestones
- Youth movements
They connect each moment to the themes from Chapter 3.
Regional Dialogue Project
Pairs of students are assigned two contrasting regions (e.g., Alberta & Nova Scotia, Nunavut & Ontario).
They investigate how geography, economy, and biodiversity shape identity differently across Canada.
They must create a “Canada-wide identity map” showing both differences and shared values.
Democracy Audit
Students evaluate how democratic processes function in real Canadian environmental decisions.
Choose examples:
- Coastal forestry conflicts
- Oil sands debates
- Indigenous co-governance of parks
- Coastal restoration
Students identify whose voices were included/excluded and propose reforms.
English
Creative Writing: This Is Canada to Me
Students write a personal narrative, poem, or monologue from the perspective of one simulation role (Scientist, Elder, Youth Leader, etc.).
Focus: How does this person experience Canada?
Compare Two Voices
Students compare one voice from the story (e.g., Kerry Bowman, Harvey Locke, Heather Scoffield) with a contemporary youth climate activist or Indigenous author.
They analyze tone, worldview, and underlying values about Canada.
Editorial Writing
Students write an op-ed titled:
What Kind of Canada Do We Want?
They must argue for a future Canadian identity that integrates:
- democracy
- regionalism
- Indigenous leadership
- biodiversity
Art/Visual Storytelling
Canadian Identity Through Symbols
Students create an art piece (watercolour, collage, digital art, linocut, photography) that answers:
What symbols best represent Canadian identity today?
Regional Identity Mosaic
The class creates a collaborative mural where each student contributes one tile representing:
- a region
- a species
- a cultural element
- a democratic value
The mural becomes a visual metaphor for Canadian diversity and unity.
Imagining Canada 2050
Students design posters imagining Canada’s identity in 2050 if:
- biodiversity is restored
- reconciliation advances
- youth leadership rises
- democratic processes strengthen
Careers
Pathways to Influence Change
Students investigate careers related to:
- Indigenous governance
- environmental science
- journalism
- public policy
- conservation
- community development
Answer: How do these careers shape the future of Canada’s identity?
Youth Leadership Plan
Students outline a real-world youth initiative that could influence Canadian democracy or conservation (ex. a youth council, stewardship program, podcast, or documentary).
Create:
- a mission
- partners
- community connections
- expected outcomes
Interview a Local Leader
Students interview someone in their community (Elder, activist, councillor, scientist, business owner, farmer).
Key question:
What does Canadian identity mean to you, and how does your work contribute to it?
Students present a short reflection.