Canadian Studies · Grade 10

Active learning ideas

The New Flag & National Symbols

Active learning helps students grasp the emotional weight and complexity of the 1964 flag debate by putting them in the shoes of those who lived it. Simulations and debates make abstract concepts like identity and symbolism concrete, while collaborative tasks build empathy for multiple perspectives.

• Ontario Curriculum Expectations
• ON: Canada, 1945–1982 - Grade 10
• ON: Identity, Citizenship, and Heritage - Grade 10

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 50 min · Small Groups

Simulation Game: The Flag Committee

Divide the class into small groups, each acting as a member of the 1964 Flag Committee. They must review different proposed designs and debate which one best represents Canada's past, present, and future, eventually presenting their 'winning' design to the class.

Analyze the reasons for the intense divisiveness of the 1964 flag debate.

Facilitation Tip

For the Simulation: The Flag Committee, assign roles (e.g., Pearson supporter, Red Ensign traditionalist) and provide historical context documents to ground discussions in real viewpoints.

What to look for

Pose the following question to small groups: 'Imagine you are a Member of Parliament in 1964. What arguments would you use to support or oppose a new Canadian flag, and why?' Have groups share their strongest arguments with the class.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Formal Debate
• 45 min · Whole Class

Formal Debate: Red Ensign vs. Maple Leaf

Students debate the arguments for and against changing the flag in 1964. One side represents the 'traditionalists' who valued the tie to Britain, while the other represents the 'modernists' who wanted a unique Canadian symbol.

Explain what national symbols communicate about a country's values.

Facilitation Tip

Provide a clear rubric for the Structured Debate: Red Ensign vs. Maple Leaf, emphasizing respectful discourse and evidence-based arguments.

What to look for

Provide students with a list of symbols (e.g., the beaver, the RCMP, the maple leaf, the fleur-de-lis). Ask them to write one sentence for each explaining what value or aspect of Canadian identity it represents, and why it was or wasn't a good choice for a national symbol.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Symbols of Canada Today

Students look at a variety of Canadian symbols (e.g., the beaver, the canoe, the poppy, Indigenous symbols). They discuss with a partner which symbols they think are most relevant today and whether Canada needs new symbols to reflect its current diversity.

Evaluate how the meaning of the Maple Leaf flag has evolved since its adoption.

Facilitation Tip

For Think-Pair-Share: Symbols of Canada Today, model how to analyze symbols by breaking down one together before students work in pairs.

What to look for

On an index card, ask students to write: 'One reason the 1964 flag debate was so divisive was...' and 'One way national symbols communicate a country's values is by...'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by framing the debate as a conflict over identity rather than just aesthetics. They avoid presenting the Maple Leaf as inevitable, instead using primary sources to show the diversity of opinions. Research suggests that role-playing historical figures deepens empathy and critical thinking about national symbols.

Students will understand that national symbols are not neutral but reflect values, history, and compromise. Successful learning looks like informed arguments, respectful debate, and the ability to analyze symbols through historical and cultural lenses.

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Watch Out for These Misconceptions

• During the Simulation: The Flag Committee, watch for students assuming the Maple Leaf was the only logical choice without considering other designs or perspectives.

  Use the simulation to guide students to examine the thousands of failed designs in the actual committee records, highlighting how the final choice emerged from compromise rather than inevitability.

• During the Structured Debate: Red Ensign vs. Maple Leaf, watch for students treating the debate as purely aesthetic rather than a reflection of identity and heritage.

  Have students reference primary sources from the debate, such as Pearson's speeches or traditionalist arguments, to ground their positions in historical context.

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Methods used in this brief

• Simulation Game
• Formal Debate
• Think-Pair-Share