Canadian Studies · Grade 9

Active learning ideas

Cultural Globalization & CanCon

Active learning works well for this topic because students need to confront real-world media examples and grapple with policy arguments. Debates, audits, and role-plays demand critical thinking about cultural identity, which passive lessons cannot replicate. By engaging with authentic content and perspectives, students move beyond abstract concepts to tangible understanding.

• Ontario Curriculum Expectations
• Ontario Curriculum CGC1D/1P: D2.4. Describe the contributions of various immigrant groups to Canada’s cultural diversity.
• Ontario Curriculum CGC1D/1P: D2.5. Analyse the social, economic, and environmental impact of immigration in Canada.
• Ontario Curriculum CGC1D/1P: C3.5. Analyse the impact of globalization on Canada’s industries.

• 40–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Philosophical Chairs
• 50 min · Small Groups

Debate Stations: CanCon Pros and Cons

Divide class into stations representing stakeholders: artists, broadcasters, audiences, government. Each group prepares 3 arguments with evidence from current examples. Rotate stations to rebut and refine positions, then vote on policy changes.

Analyze the extent to which Canadian culture is influenced or 'swallowed' by American media.

Facilitation Tip

During Debate Stations, assign roles (e.g., broadcaster, artist, consumer) to ensure every student contributes concrete arguments, not just opinions.

What to look for

Facilitate a class debate using the prompt: 'Resolved: Canadian content regulations are an unnecessary barrier to free market principles and limit consumer choice.' Ask students to present arguments for both sides, citing specific examples of Canadian and American media.

• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Gallery Walk
• 40 min · Individual

Media Audit Gallery Walk

Students track one week's personal media consumption, noting Canadian vs. American content. Create posters with data visuals and reflections. Class walks the gallery, adding sticky-note feedback and patterns.

Justify the government's role in subsidizing Canadian artists, musicians, and filmmakers through 'CanCon' policies.

Facilitation Tip

For the Media Audit Gallery Walk, curate a mix of streaming playlists, radio excerpts, and YouTube clips to highlight both obvious and subtle cultural influences.

What to look for

Present students with a list of 10 popular songs or TV shows. Ask them to identify which are Canadian and which are American, and then write one sentence explaining how they determined their answer, referencing CanCon or cultural influence.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Philosophical Chairs
• 60 min · Pairs

CanCon Creation Challenge

Pairs produce a 2-minute video or playlist justifying CanCon value, featuring underrepresented Canadian works. Share via class Padlet for peer upvotes and discussion on digital viability.

Explain how the internet and digital platforms have altered the consumption and production of culture in Canada.

Facilitation Tip

In the CanCon Creation Challenge, provide local artist interviews or CRTC guidelines as resources so students design pitches with real-world constraints in mind.

What to look for

Ask students to write a short paragraph explaining one way the internet has changed how they discover or consume Canadian music or film, and one potential challenge this presents for CanCon policies.

• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Philosophical Chairs
• 45 min · Small Groups

Policy Simulation Role-Play

Assign roles: CRTC regulator, U.S. media exec, Canadian artist. Simulate a hearing on updating CanCon for streaming. Groups present positions, deliberate, and draft recommendations.

Analyze the extent to which Canadian culture is influenced or 'swallowed' by American media.

What to look for

Facilitate a class debate using the prompt: 'Resolved: Canadian content regulations are an unnecessary barrier to free market principles and limit consumer choice.' Ask students to present arguments for both sides, citing specific examples of Canadian and American media.

• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Experienced teachers approach this topic by grounding discussions in tangible media examples rather than abstract theory. Start with students' lived experiences of music and film, then scaffold policy analysis with clear examples of CanCon’s impact. Avoid framing CanCon as purely protective or restrictive instead, emphasize its role in balancing global access with local representation. Research suggests that when students analyze their own media habits, they better understand the stakes of cultural policy.

Successful learning looks like students confidently distinguishing Canadian from American media, articulating the purpose of CanCon policies, and weighing trade-offs in cultural policy. They should use evidence from media audits and debates to support their views and apply policy insights in role-play scenarios. Ultimately, students will grasp how cultural protection and global influence interact in practice.

---

Watch Out for These Misconceptions

• During CanCon Pros and Cons debate, watch for students claiming CanCon policies censor content or limit choice. Redirect them to the CRTC’s quota system, which sets minimums without banning foreign works, using the policy documents provided in the debate packet.

  Use the Media Audit Gallery Walk material to show how quotas actually increase diversity by ensuring Canadian voices share airtime with international hits, making the policy a tool for access rather than restriction.

• During Media Audit Gallery Walk, watch for students assuming the internet makes CanCon irrelevant. Redirect them to the streaming service examples they analyzed, highlighting how U.S. dominance persists even in digital spaces.

  In the CanCon Creation Challenge, have students compare algorithmic recommendations for Canadian vs. American artists, forcing them to see how digital platforms amplify global trends while leaving niches for local content.

• During Policy Simulation Role-Play, watch for students dismissing American media’s influence as entirely negative. Redirect them to the hybrid examples from the debate station, like Drake or The Weeknd, to discuss how cross-pollination can work both ways.

  During the Media Audit Gallery Walk, ask students to identify moments where Canadian artists adopted American styles, then discuss whether these adaptations enrich or dilute local culture in the CanCon Creation Challenge reflection.

---

Methods used in this brief

• Philosophical Chairs
• Gallery Walk