Canadian Studies · Grade 9

Active learning ideas

Canada's Role in Foreign Aid

Active learning helps students grasp Canada’s foreign aid role by turning abstract debates about tied versus untied aid into concrete decisions. Students analyze real data and role-play scenarios, making complex concepts like long-term development versus crisis response tangible and memorable. This approach bridges classroom theory with real-world policy-making.

• Ontario Curriculum Expectations
• Ontario Curriculum CWS 9-10 (2018): CGC1D, D1.3. analyse a population-related issue in Canada from a geographic perspective (e.g., the challenges facing refugees).
• Ontario Curriculum CWS 9-10 (2018): CGC1D, D2.2. identify and describe the main push and pull factors that influence immigration to Canada (e.g., push factors: war, persecution, poverty).
• Ontario Curriculum CWS 9-10 (2018): CGC1D, D2.1. describe patterns of immigration to Canada over time.

• 30–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Structured Academic Controversy
• 45 min · Pairs

Debate Prep: Tied vs Untied Aid

Pairs research tied and untied aid examples from Global Affairs Canada reports. They list two pros and cons for each, then switch partners to practice articulating arguments. Conclude with a whole-class vote on most effective type.

Justify whether Canada should increase its spending on foreign aid and explain why.

Facilitation Tip

During the Debate Prep, assign roles clearly so students prepare arguments for both sides of tied and untied aid before the debate begins.

What to look for

Pose the question: 'Imagine you are a Member of Parliament debating the foreign aid budget. Prepare two key arguments: one for increasing Canada's aid spending, and one for maintaining or decreasing it. Be ready to defend your position using specific examples of Canadian aid projects and their outcomes.'

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

Activity 02

• Jigsaw
• 50 min · Small Groups

Jigsaw: Aid Projects

Divide class into expert groups on specific projects like Haiti earthquake relief or African education initiatives. Each group summarizes impacts and challenges using provided sources. Experts then teach their case to new home groups.

Differentiate between 'tied aid' and 'untied aid,' assessing their respective effectiveness.

Facilitation Tip

For the Case Study Jigsaw, provide each group with a unique aid project to analyze, ensuring all projects collectively represent diverse regions and aid types.

What to look for

Provide students with a short case study of a Canadian aid project. Ask them to identify whether the aid was primarily humanitarian or development-focused, and to briefly explain one potential benefit and one potential drawback of the 'tied' or 'untied' nature of the funding, if specified.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 03

• Structured Academic Controversy
• 60 min · Small Groups

Budget Simulation: Aid Allocation

Whole class receives mock federal budget scenarios with competing priorities. In small groups, they allocate funds to aid categories, justifying choices with data on needs and returns. Groups present to class for feedback.

Analyze how Canada's foreign aid initiatives contribute to its global reputation and diplomatic influence.

Facilitation Tip

In the Budget Simulation, set a clear spending cap and provide a list of aid priorities so students practice trade-offs explicitly.

What to look for

On a slip of paper, have students write down one specific way Canada's foreign aid might impact its relationship with another country. Then, ask them to list one term they learned today and its definition.

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

Activity 04

• Structured Academic Controversy
• 30 min · Individual

Data Mapping: Aid Trends

Individuals plot Canada's aid spending over a decade using provided graphs. They identify patterns linked to events like pandemics, then pair to discuss implications for future policy.

Justify whether Canada should increase its spending on foreign aid and explain why.

Facilitation Tip

During Data Mapping, give students access to Global Affairs Canada’s open data portal and guide them to filter by region or aid type.

What to look for

Pose the question: 'Imagine you are a Member of Parliament debating the foreign aid budget. Prepare two key arguments: one for increasing Canada's aid spending, and one for maintaining or decreasing it. Be ready to defend your position using specific examples of Canadian aid projects and their outcomes.'

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers often start with clear definitions of humanitarian versus development aid to avoid conflation, using Global Affairs Canada’s annual reports as primary sources. Research suggests students retain more when they engage with primary documents and role-play negotiations, rather than just reading summaries. Avoid overloading with jargon; instead, anchor each term to a real project students can visualize or critique.

Successful learning looks like students confidently distinguishing tied and untied aid, citing specific Canadian projects to support their arguments, and using data to critique or justify aid decisions. They should also articulate the difference between humanitarian and development aid with examples from Global Affairs Canada. Evidence of this understanding will appear in debate notes, budget simulations, and case study analyses.

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Watch Out for These Misconceptions

• During Debate Prep: Tied vs Untied Aid, some students may assume tied aid always benefits Canada more than the recipient.

  During Debate Prep, direct students to the Case Study Jigsaw materials to find examples where untied aid led to more sustainable outcomes, such as health clinics built with local materials.

• During Data Mapping: Aid Trends, students might think Canada’s aid spending is consistently high because of its global reputation.

  During Data Mapping, have students calculate Canada’s aid as a percentage of GNI over five years, comparing it to the UN target and other donor countries to reveal inconsistencies.

• During Budget Simulation: Aid Allocation, students may overlook the diplomatic benefits of aid when making spending choices.

  During Budget Simulation, require students to include a 'diplomatic note' in their justification, explaining how their chosen projects strengthen ties with partner countries.

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Methods used in this brief

• Structured Academic Controversy
• Jigsaw