Social 10-1
Chapter One – To what extent does globalization shape your identity?
Teacher Notes
Students will:
- Explore ways in which individuals and collectives express identities (traditions,
language, religion, spirituality, the arts, attire, relationship to land, ideological
beliefs, role modeling)
Prologue Definitions
- Increasing international division of labour and integrating national economies through
trade of goods and services and international corporate investment. All being boasted by
the development of new technologies. (International Monetary Fund, Horst Köhler)
o Trade and economic focus
- Development of a globalized economic system due to the work of transnational and
banking corporations outside of the control of national governments.
o Market economic focus
- The expansion of market capitalism transforming societies due to technological
developments. All leading to a social and economic interdependence.
o Economic and technology focus
Key Concepts to Understand for Chapter Question
Globalization
- The process by which the world’s citizens are becoming increasingly connected and
interdependent. Globalization is promoted by anything that tends to connect the global
community:
o With trade with other countries;
o When companies branch out form one country to another;
o When we are influenced by the media and entertainment form other nations;
o When we exchange ideas and information with other nations.
Identity
To begin to gain an understanding of our own connection to globalization we need to begin to
see how we identify ourselves. Once we have this understanding we can begin to see where we
ourselves are connected to other parts of the world or perhaps where our own identity may be
vulnerable to outside influences.
- Identity is who you are. Identify is expressed by things such as
o traditions (e.g., Hockey Night in Canada)
o role modeling (e.g., heroes, mentors)
o languages
o religion/spirituality
o the arts (e.g., music, dance)
o attire (e.g., clothing, body markings)
o farmers, hunters, stewards)
o ideological beliefs(e.g., political views, personal mottos).
o Ethnicity
o
o
o
o
o
o
o
o
o
Experiences
Location
Geography
values/beliefs
personality
friends
family
economic status
physical features
Student Task – My Identity
Make reference to figure 1-16 to gain a further idea of what is sought.
- Make a list of aspects about you are based on the above suggestions of how we express
our identity.
o Once your list is complete we will begin to examine the difference between
individual identity and collective identity.
 Collectives or Collective Identity
 ‘We/Us’
o A group to which a person belongs to and identifies with.
We can belong to collectives based on many criteria. The
Catholic church is a collective. Being a student at NDC is a
collective. Speaking a sort of slang or jargon as a group
such as skaters is an example of being a part of a collective.
o When we belong to a collective, we often share its values,
norms, traditions, rituals, etc.
 Individual Identity
 ‘I’
o Elements that are unique to who we are and use to separate
ourselves from others.
- Individual and Collective Identities – how do we express them?
-
Context
o The context will differ the definition of your identity
 Circumstances and surroundings
 Determine the response you give
o The differing contexts in which you find yourself will define the many aspects of
your identity.
Our Identities – Where will we see change????
Traditions
- Traditions are repetitive actions that are done for purpose or a meaning by individuals or
collectives.
o As an individual, an example would be, a widowed husband may have the
individual tradition of visiting his wife’s grave site on the anniversary of her
death.
o As a collective, an example would be, a stereotypical Canadian traditions
expressed by members of this collective is to watch Hockey Night In Canada on
Saturday nights or to observe Remembrance Day on November 11.
Language (23-24, 27-29)
- We express our identities through the language we speak, the body language we use, the
expressions and slang we choose, etc.
o For example, an immigrant from China may embrace their new culture and reject
their old culture by not speaking in their native tongue.
o In contrast, an immigrant from China may reside in a “China Town” in a large
city and speak their language deliberately and frequently as a means to express
their connection to their original identity.
o If we choose to be a “skater”, we might adopt the slang and jargon of that group.
This is another example of how we express who we are by adopting the language
of the collective.
Religion (30-31)
- We express our identities by accepting the rules and general guidelines of a community
of believers.
o For example, as a Muslim you remove your footwear before entering a mosque.
o As a Catholic, you bless yourself when you enter a church and you accept
common beliefs such as the Creed, the Beatitudes, and the teaching in Scriptures.
Spirituality
- Spirituality is the concept of focusing on things related to the soul or spirit. Often,
spirituality is more individualistic than religion.
o For example, one person may feel more spiritual while connected to nature, while
another feels more spiritual when engaged in communal prayer.
The Arts (18-19)
- We can express our identities by involvement in the arts such as music, drama, dance,
and graphic art. We can also belong to a collective in this regard such as theatre company
or symphony.
Attire (25)
- This relates to the way we present ourselves. An individual may express their
individualism by dressing uniquely. Whereas, an individual may express their connection
to a collective by dressing according to its standards (athlete, farmer, etc)
o Examples include the clothes, tattoos, piercings, jewelry, and religious accessories
such as turbans, swords, crucifixes, etc.
Relationship to Land
- How we interact with our physical surroundings communicates our identity.
o An agricultural society may dress in rugged attire and show respect for the land
on which they make their living.
o First Nations groups have a deep connection to the land upon which they were
dependent to make their living.
Ideology
- A systematic set of beliefs that provides a fairly thorough picture of the world that a
group of people accepts as true. Individuals and Collectives many different political
ideologies such as fascism, conservatism, liberalism, or communism.
- There are other ideologies without any connection to politics or economics. An example
would be environmentalism. Environmentalists value our natural world and preserving it
for future generations.
o An adherence to traditional family values would be another ideology.
Role Modeling (21-22)
- Individuals and Collectives are influenced by the example of those that come before us;
these are our role models. Our parents are often our most significant role models.
- However, there are other role models based on the nature of the other collectives we are a
part of.
o The captain of our sports team may be a role model, and the leader of a gang
would be one as well. Often our ability to act as a role model, or be influenced by
a role model, is shaped by the situation we are in.
Case Studies
1. The Lubicon Cree of Northern Alberta, page 32
a. How should their identity be defined?
b. How was the community connected to globalization?
c. How was their identity impacted?
i. To what extent should globalization be embraced?
- http://www.youtube.com/watch?v=bfYsrBW8B2I&list=PLA7FB4350C537C468&in
dex=1
2. The Democratic Republic of Congo, page 36
a. How should their identity be defined?
b. How was the community connected to globalization?
c. How was their identity impacted?
i. To what extent should globalization be embraced?
- http://www.youtube.com/watch?v=3OWj1ZGn4uM
Points of View, page 39
1. Examine the point of view of Satya Das and prepare an answer for…
a. How does globalization shape identity?
i. Choose phrasing, wording from the quote to support your ideas.
2. Examine the quotes from Kofi Annan and Long Litt Woon and prepare an answer
for…
a. To what extent should we embrace globalization
i. Choose phrasing from the source to support your answer.
- Satya Dat, journalist and immigrant to Canada
-
-
o Key words
 Borderless world
 Identity has many forms
 Accommodating the diversity
 Diversity
o Globalization shaping identity
 Teaching us to accept many or diverse identities as we become more
connected.
Kofi Annan, secretary general of United Nations
o Key words
 Dreary uniformity
 Promises increased prosperity
 Widen existing gaps
 Tremendous potential
 Careful management
o Globalization shaping identity
 Globalization has many positive yet many negative potentials
Long Litt Woon
o Key Words
 Identity, Norwegian and Malaysia
o Globalization shaping Identity
 As we develop our identity as we become more globalized, there is an
assumption that we lose aspects of our identity.
Source - Using the factors affecting
identity in this section of the curriculum,
ask the students to identify examples of
Canadian Identity located on the bills in the
diagram below.
- $5 = Hockey (Traditions)
- Ice (Relationship to Land)
- Toque (Attire)
- $10= Peacekeeping (Ideologies)
- $20 = Bill Reid Artwork (The Arts)
- $50= Famous Five (Role Modeling)
- All = French & English (Language)
Benchmark Skills and Processes Addressed:
Page # and Activity Description
Benchmark Skills and Processes
Time
Recommendatio
n
Spirituality/Religion/Role
Models/Traditions.
Page 20. Analyze photos.
---------------------------------------Attire/Traditions.
Page 21. Analyze photos.
---------------------------------------Identity.
Page 22.Chart.
---------------------------------------Attire.
Page 23. Analyze Photos.
---------------------------------------Language.
Page 24.
---------------------------------------Attire.
Page 26. Analyze Photos.
---------------------------------------Language.
Page 29.
Critical & Creative Thinking
Oral, Written, and Visual
Literacy
---------------------------------Critical & Creative Thinking
Oral, Written, and Visual
Literacy
---------------------------------Critical & Creative Thinking
Oral, Written, and Visual
Literacy
Critical and Creative Thinking
---------------------------------Critical & Creative Thinking.
---------------------------------Critical & Creative Thinking
Oral, Written, and Visual
Literacy
---------------------------------------Critical & Creative Thinking
Oral, Written, and Visual
Literacy
10
Good
--10
Good
--20
Very Good
--10
---
Good
10
Good
--10
Good
Social 10-1
Chapter Two – To what extent do identity and the forces of globalization shape each other?
Teacher Notes
Students will:
- Explore understandings and dimensions of globalization (political, economic, social,
other contemporary examples)
Forces of Globalization
What are the sources driving the interaction between all global citizens and nations?
Trade
- The basic action of exchanging one product for another. People trade with one another to
obtain goods and services that are:
o Not available in their own region, province or nation. (Produce)
o Better quality or less expensive. (Clothing)
o Different from the goods produced at home. (Automobiles)
- Focus within this force of globalization
o Transnational Corporations



A company that is based in one country while developing and
manufacturing its products, or delivering its goods and services, in more
than one country.
 Examples include Wal-Mart, Nike, Coca-cola, McDonalds,
Microsoft
Transnationals provide jobs and training to those who may not otherwise
have the opportunity. Critics often define these jobs as “McJobs” - lowlevel positions requiring little skill. (positive)
Transnationals are criticized because the profits they earn go to the
country where the company has its headquarters not where the goods are
manufactured and sold. (negative)
Transportation
- Transportation is the process of moving goods to market. Past examples include: camels,
horses, carts etc. The movement of people has also changed especially with the invention
of the passenger jet. Today, products can be moved farther and faster than ever before by
the use of container shipping.
- Focus within this force of globalization
o Container Shipping
 Containers or container shipping make shipping cheaper and faster and
more efficient.
 Bigger ships are carrying more transport and product. (Positive)
 More interaction and encouraged trade between nations. (Positive)
Communication Technology
- Technologies used to transfer and exchange information.
o Computers have revolutionized the flow of information. Digital technology has
also led to the development of cell phones, Ipods/Ipads, and digital cameras.
 The internet has helped businesses and has furthered globalization by
allowing online research and purchasing. (Positive)
 Internet has enabled more communication between individuals,
companies, nations, etc. (Positive)
The Media
- The newspaper, television, radio, online resources (websites) that project information,
identity.
o The media educates the public more quickly of the happenings throughout the
globe with a diversity of voices heard by the audience. The public therefore must
be more educated in the biases that exist in the media.
 Focus within this force of globalization
 Media in general
o Trends in media
 Media Concentration
 concentration of ownership of newspapers
and other media in the hands of a few large
corporations

Media Convergence
 The use of electronic technology to integrate
media such as newspapers, books, TV and
the Internet – an example would be an
Iphone. More becomes accessible to the
individual.
Impact of the Forces of Globalization
Where do we see the impact?
Political Dimensions of Globalization (52-53)
- Deals with governmental decisions and policies that affect a nation and/or many nations.
o The degree to which decisions by nations or organizations impact others beyond
their borders. For example- Many nations imposing sanctions on Iran for
developing a nuclear energy program.
Economic Dimension of Globalization (50-51)
- Deals with trade policies, decisions regarding taxation, prices on commodities, and
wealth of a population or group.
o The degree to which decisions regarding the creation and sharing of goods and
wealth impact others beyond their borders. For example – Canada exports natural
resources to the USA and imports manufactured goods made from those natural
resources, at an increased price. Crude oil is exported to the USA and refined
gasoline is imported into Canada. The bulk of profits remain in the USA.
Social Dimension of Globalization (55)
- Deals with the status of individuals, their rights and freedoms and the impact upon their
identities.
o The degree to which social interactions between people in the global community
shape their individual and collective identities.
Environmental Dimension of Globalization (54)
- Deals with the impacts on the natural resources and ecosystems.
o The degree to which people have a global concern for the health and productivity
of the environment. For example, the global concern over the deforestation of the
rain forest is an issue the global community has addressed.
Example – Banana Wars/Activities
The control of banana production in Central and South American countries by large
international transnational corporations has led to concerns over political, economic, social and
environment rights. The banana wars became a conflict between governments.
Economic
- Ecuador banana prices are low due to low wages and costs of production.
-
-
-
Laws to protect employees in Ecuador are often ignored and threats of union action are
dismissed quickly.
Working conditions are poor for farmers and employees – on average 6.40$ is earned.
Women and children are paid less or not at all.
o Children are forced to work to help with the family income.
o Education becomes less of a priority for the family.
Workers who threaten union action are black listed and soon are unemployed and refused
hire because of their actions.
Economies of Scale (Save for later in course)
o Reduction in cost per unit resulting from increased production, realized
through operational efficiencies. Economies of scale can be accomplished
because as production increases, the cost of producing each additional unit
falls.
Political
- European governments agreed to aid former colonies in their trade and production of
goods – bananas.
o These European nations placed no tariffs on their imported goods from Central
and South America.
o Goods – bananas – from other nations were taxed thus sold at higher prices in
European markets.
- A majority of the bananas taxed by European governments were controlled by
transnational corporations who protested the preferential treatment given to the former
colonies.
o The case was taken to the World Trade Organization an international organization
that regulates trade and services in the global market.
 WTO states that members must give equal treatment to members – tariffs
on all or none.
- European markets were forced to impose the same tariffs on the imports from its former
colonies.
Environmental
- To keep up with the global market, Central and South American banana producing
nations clear large tracts of land for banana production.
- To earn the most from the market the banana production focuses on one variety of
banana; limiting biodiversity in the production.
- To ensure strong crops pesticides and herbicides are used to protect the bananas.
- Loss of rainforests impacts global warming.
- Loss of species impacts biodiversity and food chains.
- Pesticides and herbicides impact the health of human, animal and environment in the
areas.
- The overuse of chemicals has led some transnationals to focus more on organic
production.
Social
-
Prices of bananas are maintained at low prices to encourage demand.
Banana size, colour, taste and appearance are encouraged to be uniform.
Safety is of little importance in the fields so as not to take away from production or costs.
Health problems grow amongst populations working and surrounding production.
o Any attempts by workers to fix the problem leads often to unemployment and
black listing.
- Populations are displaced to make room for production – loss of home and way of life.
o Way of life disturbed also because of the impact on the environment.
Source: How is environmental degradation a Global concern?
Challenges to Identity
Homogenization
- Erases the differences among peoples, and as a result, they become more and more
similar. Eg: McDonald’s appearing in countries around the world, the spead of blue
jeans etc.
o The Negative Effects of homogenization
 Homogenization is erasing cultural differences so that all people become
the same. This homogenization can cause them to lose their own cultural
identity such as their language, traditions, religion, and customs.
Acculturation
- The cultural changes that occur when two cultures accommodate, or adapt, to each
other’s world views. When cultures willingly accept the exports of other nations such as
music, movies, food, and fashion, we are able to appreciate other cultures and expand our
world view. For example, we can get sushi and crepes in Canada. The Metis are an
example of a culture that has been formed by merging the French and the First Nation
cultures. In Western culture, the infusion of foods from other cultures has created an
interesting diversity. Written Japanese borrows characters from the Chinese.
Accommodation
- A process that occurs when people from different cultures come into contact and accept
and create space for one another. The customs, traditions, technologies, beliefs, and
languages of both cultures may be affected.
o The positive impacts of accommodation
 People accept one another and live in greater harmony. The Royal
Canadian Mounted Police allows Sikhs to wear their turbans. This allows
the police force to recruit more people while allowing them to maintain
their identity.
o The Negative Effects of Accommodation
 This can be a challenge when the desire for being accommodated by one
culture threatens another. For example, there are some Canadians who
take issue with the RCMP for allowing Sikhs to deviate from the
traditional uniform for religious reason. Another example, is women who
don’t want to remove their burkas when voting; this causes a problem for
voting officials who are required to identify each voter by photo ID.
Assimilation
- A process that occurs when the culture of a minority group is absorbed by another
culture. The cultural identity of the minority group disappears as its members take on the
identity of another culture.
- Both accommodation and acculturation may lead to assimilation. They do so, when we
go beyond accepting one another’s cultures while maintaining our own, and, instead lose
our own. This most often occurs with the culture that is in the minority.
- The USA has a “melting pot” philosophy which stresses the value in everyone accepting
the American culture and this is an assimilative policy that leads to homogenization of
the American culture. In contrast, Canada has an official policy of multiculturalism in
which minority cultures are encouraged to retain their customs and traditions. However,
historically, the Canadian government had a policy of assimilating the First Nations
people when the country was formed in 1867.
Cultural revitalization
- A process of affirming and promoting people’s individual and collective cultural identity.
The positive impacts of cultural revitalization
- People can preserve their cultures without them being absorbed into the “industrialstrength blender” of globalization. An example is preserving principles of native
architecture in modern buildings. Another example can be found by the diversity of food
we might find in a mall’s food court. This allows us to retain our own cultural foods
while also sampling those of others.
Benchmark Skills and Processes Addressed:
Page # and Activity Description
Benchmark Skills and
Processes
Economic / Social / Political Critical and Creative Thinking
Written Literacy
Dimensions
Page 53 – Analyzing Reading
Decision Making and Problem
Time
30 mins
Recommend
ation
Very Good
Solving
---Economic / Social / Political /
Environmental Dimensions –
Page 55
Making a diagram
---Economic Dimension –Page 56-57
Detecting Bias
---Critical and Creative Thinking
Visual Literacy
---40 mins
---Good
---Critical and Creative Thinking
Written Literacy
---80 mins
---Very Good
Social 10-1
Chapter Three
To what extent is identity affected by communication technology and the media in a globalizing
world?
Student Notes
The Medium is the Message
- http://www.historica-dominion.ca/content/heritage-minutes/marshallmcluhan?media_type=41&media_category=34
- Notes’ Source: Historica
o The means of informing the population has just as much impact as the
information being presented.
 The same information can have different meanings depending on the
medium being used to present it. Therefore we need to not only look at the
information we are given but how it is being given.
 Personal - Shared Orally, Blogs
 Textual – Books, Newspapers, Magazines
 Visual – Newscasts, Youtube, Film, Documentary
 Communication technology is changing how we perceive others and the
world as well. With faster and more available technology, our world is
becoming smaller and divisions between nations are disappearing.
- Student Question
o Marshall McLuhan introduced two key ideas – the medium is the message and
global village. What do both ideas mean?
Communication Technology and Media
- The type and speed of information we can receive and exchange has led us into a
“global village.” For example: MP3, iPod, digital cameras, internet, cell phones.
Digital Divide
- http://wireless.ictp.it/simulator/
- A division measuring the haves versus the have-nots in terms of communication
technology and internet access.
o The division is more apparent between developed and developing nations (rich
and poor nations) as well as the rich and poor within the nation.
-
Student Questions
o What is the digital divide?
o If globalization was to be embraced, how could the digital divide limit any
benefits to the globe?
Media Concentration and Diversity of Opinion
- Transnational media corporations
o Global media is dominated by 9 American media corporations.
o 85% of world music market
o Satellite broadcasting
o Magazine and book publishing
o Cable broadcasting
 http://www.mtv.de/home
 http://www.mtvjapan.com/home
 http://www.mtv.fr/
 http://www.mtvasia.com/
 http://park.hongkongdisneyland.com/hkdl/en_US/parks/overview?name=P
arkOverviewPage
 Universalization of the media – aka Americanization
- Internet
o Strong tool for cultural revitalization and education
o Dominated by English language
 Minority language groups separated geographically and isolated are more
likely to fall victim to assimilation because of lack of media sources to
reinforce their language and cultural identity.
o Techno-isolation
 http://www.youtube.com/watch?v=jPW8xmI4w6U
 We can become more connected to the world through our
communication technology devices but we can also become cut off
from personal relationships with those closest to us.
o We are more likely to communication using a text message
as opposed to a phone call or personal contact (visit)
- Bias in the Media
o Propaganda
 Ideas and information spread for the purpose of achieving a specific goal
 Examine who is spreading the ideas and information – do they
have an agenda? Is the information one-sided?
o Perspective on world issues
 The perspective is defined by the values, culture and traditions of the
nation, region, group or individual.
 Often the media will present information that reflects these values,
culture and traditions of that particular nation, region, group or
individual.
o Example September 11 – American Perspective vs the
Other (Arabic Nations perhaps)
o http://www.worldpress.org/wprw.htm

Diversity
 Range of ideas, opinions, values and identities of individuals and
collectives. The explosion of communication technology has
impacted this diversity. In many cases the explosion has impacted
diversity. For example, access to ideas from around the world,
leads us to become less diverse. However, this same access to
ideas from around the world leads us to be exposed to differing
worldviews.
 Live 8, pages 80-1
 What is the purpose?
 Who was it benefitting?
 Examine the arguments against (Damon Albarn) and for
(Angélique Kidjo) Live 8?
o African Artists vs Those of Popular Culture
o Are the arguments against the format of Live 8 legitimate
o The Untold Stories
Pop Culture
-
Pop culture is short for popular culture and means the culture of the people. It is often
associated with American culture and often refers to current cultural trends that are spread by
the mass media.
-
Universalisation
o
-
Hybridization
o
-
When pop culture trends are spread by the mass media, the result is the
UNIVERSALIZATION OF POP CULTURE. Because of the mass media, there are
worldwide trends common in music, clothing, and entertainment. For example, Sesame
Street are shown in 120 countries and it is hard to find a country where you won’t find
Nike clothing.
Hybridization combines elements of pop culture of one nation with those of another.
McDonalds is found all over the world with menus that reflect the local cuisine.
o http://www.sesameworkshop.org/our-impact/around-the-world/index.html
 Sesame Street, example
 Taking the format of the program of Sesame Street to other nations
but adapting to its cultures and values.
Film Industry
o Some people are trying to convince us that films and television are
economic sectors like any other. This is not true. They shape attitudes,
create new notions of style and behaviour and, in doing so, reaffirm or
discredit larger social values. A film can either reflect or undercut our
sense of identity as individuals or as citizens of nations.
 David Putnam, former president of Columbia Pictures.Ideas
and Opinions
o Statistics Canada reports that in 2003/04, Canadian films earned 4.2 per
cent of the revenue in movie theatres compared with foreign-made movies
which earned 95.8 per cent.
o In 2005, four of the top 10 box office movies in Québec were Canadian.
Consider the significance of this in the face of the statistics you read about
above.
o There are many other views on the effects that film and television may
have on our identities. To what extent do you think film and television
shape your identity?
Benchmark Skills and Processes Addressed:
Page # and Activity Description
Benchmark Skills and Processes
Critical and Creative Thinking
CommTech & Media – pg 47
Analyzing a graph
Visual Literacy
Time
10
mins
Recommendation
Good
Diversity – pg 85
Source Analysis
Critical and Creative Thinking
Written Literacy
30
mins
Very Good
Comm Tech & Media – pg 86
Analyzing an issue using a chart
Critical and Creative Thinking
60
mins
Very Good
Social 10-1
Chapter Four
- To what extent is identity affected by communication technology and the media in a
globalizing world?
Teacher Notes
Affirming and Promoting Language in a Globalizing World, pages 90-3
- What are the causes of endangered and extinct languages?
o For Canada:
 Immigration is leading demographics changes in Canada – percentage
of English and French speakers in Canada is shrinking is comparison
to outside groups.
 Allophone speakers – figure 4-2
o Depending on the sources – globally up to 6000, 7000 or even 9000 languages
 96% of the global languages are spoken by 4% of the population.
 Generations of speakers are being lost – younger generations
not maintaining the language
 Education programs for some languages are not available for
all.
o Where do we see the forces of globalization impacting language?
 Internet and World Wide Web
 English dominating the web and internet – American
developed
 New languages becoming available though – now about 21
languages make up 90% of the internet content.
o The translation of the internet into more languages is
time consuming
o What do we learn about language affirmation from Mitali Perkins’ story
Magic Carpet?
 Generational situations – younger generations do not see the
importance of history and family histories – language and culture of
parents and grandparents.
 Often when we desire to know our family’s history and culture
it is too late.
 Education is the key to maintain our cultural histories.
Affirming and Promoting Culture in a Globalizing World, pages 96-100
- In terms of cultural revitalization are museums helping or harming cultures in
reaffirming their identities?
o Items important to cultures are taken out of communities and groups to be
placed into museums for display, preservation and education
 G’psgolox Totem pole
 Krymsky Edmonton Society
 UNESCO
o The question on the value of museums is who is control of the preservation,
display and education
 Aboriginals developing programs and displays of their own materials
and history.
Governments’ role in affirming and promoting languages and cultures, pages 101-2
- What specific actions has the Canadian Government taken to affirm and promote its
cultural diverse population?
o Multiculturalism (1971)
 Recognizing of all cultures within Canada within biculturalism,
developed under Prime Minister Pierre Elliot Trudeau
 Multiculturalism Day: June 27, 2006
o Official Languages Act 1969
 An extension of the recognition for both French and English as
Canada’s two official languages
o Canada Day Poster Contest
 National initiative from the Federal Department of Heritage for
schools
o Cultural Content Laws
 CRTC – 30% Canadian Content on Canadian Radio Stations (1968)
 60% Canadian Programming on Canadian Television Stations
International Organizations’ role in affirming and promoting languages and cultures, pages
- Explain the objectives of the following organizations UNESCO, La Francophonie,
and The Assembly of First Nations and the Declaration on the Rights of Indigenous
Peoples. How do these organizations aid the cultural revitalization of their
respective groups?
o UNESCO

Works to promote and protect important elements of the world’s
history – landscapes, buildings, locations
 Works as well to promote and protect cultural practices, traditions and
languages – dances, songs, language, stories.
o La Francophonie
 An organization of French speaking nations and regions
 Working to build an international community of individuals based on
language connections.
 Working to promote the concerns of young francophones such as
protecting Francophone cultural identity on the Internet
o Assembly of First Nations
 Canadian organization of First Nations within Canada working on the
concerns of Canada’s aboriginals, promoting and protecting First
Nations’ cultures.
 Met with other indigenous groups around the world and developed the
Declaration on the Rights of Indigenous Peoples
 Goals of the Assembly and the Declaration include self-determination,
treaty rights, and rights over natural resources.
 According the Assembly the declaration affirms the rights of the First
Nations in their preservation of their cultural identity
 http://www.afn.ca/index.php/en