ExploreSesqui.ca

SESQUI HORIZON 360

Education Guide

A PROJECT OF

WITH SUPPORT FROM

TABLE OF CONTENTS 02 MESSAGE TO TEACHERS, INTRODUCTION, AND ONLINE RESOURCES 03 VIEWING FORMATS, DOWNLOADING INSTRUCTIONS, AND VIEWER ADVISORY 04 PRE-VIEWING ACTIVITIES 05-07 ENVIRONMENT 08-09 ARTS AND CULTURE 10-11 PEOPLE AND IDENTITY 12 SUMMATIVE ACTIVITIES ONLINE RESOURCES The following free, bilingual educational resources contain additional information and activities that can assist with teaching and learning about the Canadian environment, arts and culture, and identity. They are referenced throughout this Guide: The Canadian Encyclopedia THECANADIANENCYCLOPEDIA.CA The Heritage Minutes HISTORICACANADA.CA/HERITAGEMINUTES The Historica Canada Education Portal EDUCATION.HISTORICACANADA.CA Historica Canada Sesqui Film Project EXPLORESESQUI.CA SESQUI Inc. SESQUI.CA

MESSAGE TO TEACHERS Historica Canada — the country’s largest organization dedicated to enhancing awareness of Canada’s history and citizenship — has created this bilingual Education Guide to accompany the 360° film Horizon . The film, which was produced by SESQUI Inc., celebrates Canada and Canadians while inspiring viewers to consider the type of future they hope to build. The Education Guide complements the video programming created by SESQUI Inc. and invites students to explore the Canadian sesquicentennial. This interdisciplinary Guide is intended to motivate your students to explore Canada and the people who call this country home. It takes a cross-curricular approach and supports teaching in Geography, History, Social Studies, Indigenous Studies, and Art. The Guide provides engaging classroom activities that promote research and analysis, critical thinking and communication skills. In Canada’s sesquicentennial year, we hope this Guide will help students reflect on and understand their place in our country. Horizon ’s innovative style and creative filmmaking create an opportunity for multiple interpretations and messages. The three core themes of this Guide address a few of the film’s key focal points: Environment , Arts and Culture , and People and Identity . Activities connected to these themes include pre- and post-viewing reflection exercises, discussion and research questions, and group activities in line with middle- and high-school curricula expectations in Canada. The activities vary in scope and complexity in an effort to meet the needs of students of varying ages and academic abilities. The Guide was made possible with the generous support of the Government of Canada. INTRODUCTION Canada is a fascinating country. It is environmentally diverse, with mountain ranges, prairies, tundra, forests, three coastlines, a rocky shield, and thousands of lakes and rivers. It is also culturally complex, home to innovative and awe-inspiring individuals and communities whose music, religions, languages, food, clothing, and dancing represent every society in the world, including those who have lived here since time immemorial. Horizon presents this beauty and diversity on screen. It uses cutting-edge 360° technology to showcase Canadian landscapes and peoples. From Haida Gwaii on the west coast of British Columbia to Fogo Island on Newfoundland’s northeastern shore, and from the Great Lakes to Baffin Island, the film takes viewers on a cross-country adventure, exploring Canada’s stunning natural environment and highlighting Canadians from all walks of life. When watching the film, think about your own experiences and perspectives. Does the film represent what Canada is for you? We hope that multiple viewings will not only leave you in awe of our country’s beauty and diversity, but lead to new understandings and yield fresh insights about the place we call home. Canada’s sesquicentenary presents an opportunity for Canadians to reflect on the country’s histories, peoples, cultures, traditions, geographies, and identities. It is a time to celebrate, but at the same time, it is an opportunity to take a critical look at where Canada is 150 years after Confederation. This Guide encourages you to inquire and challenge interpretations of what Canada is today and where it is headed in the future.

Lawren S. Harris, Mountains in Snow: Rocky Mountain Paintings VII, c. 1929, Oil on canvas, 131.3 x 147.4 cm. The Thomson Collection at the Art Gallery of Ontario, Toronto. © Family of Lawren S. Harris

Cover Images: Horizon film stills (courtesy SESQUI, Inc.)

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Flying Canada Geese (Dreamstime.com/Gordon Miller/11912115)

INSTRUCTIONS FOR ASSEMBLING & USING THE VIEWERS

VIEWING FORMATS The activities in this Education Guide are directly connected to Horizon and may be viewed in 360° in three different formats: 1. Recommended format for individual viewing: Use the link provided below to access the film on your phone. Be sure to push the Google Cardboard icon found on the video’s timeline, before placing the phone in your viewer. See the instructions to the right for assembling and using the viewer. 2. Alternative format for individual viewing: If you wish to access the film as well as its bonus features, download the MERIDIAN VR app (detailed instructions are provided below). 3. Recommended format for group viewing: Using a digital projector, watch the film in full screen as a class. For optimal viewing, allow video to fully load before clicking “Play.” A teacher or designated student can rotate the picture 360° by clicking and dragging the film using the arrow keys. LINK: EXPLORESESQUI.CA

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DOWNLOADING & NAVIGATING MERIDIAN VR

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MERIDIAN VR is the SESQUI-produced Virtual Reality app used to show Horizon as well as five other interactive stories. You can download it for free from the App Store, Google Play, or the Oculus store by searching for SESQUI VR or MERIDIAN VR. The MERIDIAN VR app is compatible with select smart phone devices.

Directions for downloading, troubleshooting, and navigating the MERIDIAN VR app are available at: SESQUI.CA/EN/VR/

Sled Dogs & Musher (courtesy SESQUI, Inc.)

VIEWER ADVISORY Some users may find VR technology and/or Horizon to cause dizziness or discomfort. Before using the viewer, please read the instructions and warnings carefully in order to reduce the risk of nausea, injury, or property damage. If you experience any discomfort, please close your eyes to rest for 10 to 15 seconds. If discomfort persists, please remove the viewer and cease operations. Students use the viewer at their own risk. Please handle with care. These viewers are made of cardboard. They are designed to withstand regular use, but if too much pressure is applied they can tear. NOTE TO EDUCATORS: Please discuss these risks with your class before using the VR viewers.

NOTE TO EDUCATORS: There are multiple ways for your students to watch the film.

You may want to allocate time during class to screen Horizon or assign it as homework. If you choose to watch the 20 minute film as a class, consider screening Horizon on a projector. If you would like students to watch the film on the viewers, consider assigning the film in two separate 10-minute screenings or in shorter segments using the chapter divisions found on the website EXPLORESESQUI.CA . If students are watching the film via the MERIDIAN VR app, note that Horizon has a sub-menu that allows users to watch the film in three acts. Students may want to pause the film to look around and enjoy the 360° experience, to jot down notes, to take a short break, or to soak in what they have just seen. The film can be paused by pressing the tab at the top of the viewer.

Canoe on shore (Dreamstime.com/Elena Elisseeva/20852114)

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PRE-VIEWING ACTIVITIES

TEACHER TIP: BEFORE WATCHING HORIZON , SELECT ONE OF THE FOLLOWING PRE-VIEWING ACTIVITIES TO WORK ON AS A CLASS.

DEFINITION OF “CANADIAN” — Brainstorming Activity

What does it mean to be “Canadian”? That is not an easy question and there is certainly not one easy answer. Discuss as a class one or all of the following questions: • What qualities, beliefs and attitudes are “Canadian”? How did you come to these conclusions? • What factors differentiate Canada and Canadians from other countries and peoples of the world? • What are some symbols of Canada?

Canadian Flag (Dreamstime.com/Elena Elisseeva/6184365)

YOUR FIVE TOP 5s

ALTERNATIVE ASSIGNMENT: The famed communications theorist Marshall McLuhan once said that, “Canada is the only country in the world that knows how to live without an identity.” Discuss as a class your response to this statement. Do you think it is true? Why or why not?

Imagine that you are making a short film to celebrate Canada 150. Individually or in small groups, make the following five lists of features in your film:

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• TOP 5 PLACES AND/OR LANDSCAPES • TOP 5 ANIMALS • TOP 5 SYMBOLS

• TOP 5 STEREOTYPES • TOP 5 EVENTS IN CANADIAN HISTORY

Download “Your Five Top 5s” Activity Sheet from EXPLORESESQUI.CA

AFTER WATCHING THE FILM, STUDENTS CAN COMPLETE A REFLECTION ACTIVITY ON THEIR TOP 5s (SEE PAGE 12 FOR THIS POST-VIEWING ACTIVITY).

Teacher tip

Read more about Marshall McLuhan on The Canadian Encyclopedia , or watch the Marshall McLuhan Heritage Minute .

Common Loon (Dreamstime.com/Gerald Deboer/21864899)

Lighthouse (courtesy SESQUI, Inc.)

Waterton Lake and Moose (Dreamstime.com/ Hdsidesign/10756889)

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ENVIRONMENT The relationships between natural and human environments are complex and constantly changing. Canada is home to many communities of people living in diverse landscapes and habitats from coast to coast. Understanding our environment requires critical thinking about these interrelationships and a commitment to explore the significance of geographic changes over time. 1. MAPPING IT OUT — Mapping Activity and Personal Reflection A) Mapping Canada • Download the “Mapping Canada” worksheet at EXPLORESESQUI.CA Print it out or project it in the classroom. • During or after watching the film, work in pairs to point out and mark the locations of all the scenes in the film. To help find all the sites, download the “ Horizon Shot List” worksheet at EXPLORESESQUI.CA TEACHER TIP: PROVIDE STUDENTS WITH ACCESS TO AN ONLINE MAP SUCH AS GOOGLE MAPS, IF THEY ARE UNSURE OF THE EXACT LOCATION OF SOME OF THE SCENES. B) Assess and Compare Assess your map. Write a personal reflection that addresses the following questions, or discuss the questions as a class: • Which areas of Canada are well represented in the film? Which are not? • Why do you think the filmmakers chose to represent some areas more than others and some not at all?

3. WRITE A LETTER TO THE FILMMAKERS Former Canadian Prime Minister William Lyon Mackenzie King once said, “If some countries have too much history, we have too much geography.” • Do you think it is possible to capture all of Canada’s geography in a 20-minute film? Why or why not? • Write a letter to the filmmakers arguing for the inclusion of three locations not currently included in the film. What would they be and why should they be included? 4. THE IDEA OF “THE NORTH” — Personal Reflection “The North” as a concept is often tied to our national identity, but what exactly do we mean when we use that term? Some suggest it speaks to geography, and how much of the country lies above the 49th parallel. Others note that the North is more of a symbol of freedom, perhaps reflecting the history of the Underground Railroad, which brought tens of thousands of enslaved African-Americans to British North America (Canada). Still others highlight the North as a way to set Canada apart from the United States. Working individually, choose a question from the following list that speaks to you: » » What is it about Canada’s North that we like to celebrate? » » Is “the North” a cultural concept that unites Canadians, regardless of where they live in the country? » » Why do we, as journalist J.B. McGeachy said, “sing about the North, but live as far south as possible”? » » Why would the Toronto Raptors basketball team choose “We The North” for a slogan? • Write a brief personal reflection on your chosen question, and then discuss it with the class.

Read about ecozones in the “Natural Regions” article on The Canadian Encyclopedia . What observations can you make about the shooting locations selected by the filmmakers? Are specific ecozones overrepresented?

TENSION:

“Toronto Raptors” and associated word marks and logos are trademarks, designs and other forms of intellectual property of NBA Properties, Inc. and the Toronto Raptors and are used under licence (or with permission) © 2016 NBA Properties, Inc. All rights reserved.

2. ULTIMATE ROAD TRIP Imagine that you can travel anywhere in Canada. Design a road trip across our country, stopping in at least five different ecozones. Annotate a Google Map or make note of your chosen destinations on the “Canadian Ecozones” map available at EXPLORESESQUI.CA . Make a note explaining why you chose each stop, including whether your choices match any of the locations featured in the film.

Canadian Prairies (Dreamstime.com/ Jim Crawford/78589182)

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Moraine Lake, Rocky Mountains, Canada (Dreamstime.com/Albertoloyo/21325480)

5. NATURAL RESOURCES: PRESERVATION AND EXPLOITATION

For more information about one of Canada’s first and longest-lasting industries, read “Fur Trade” on The Canadian Encyclopedia .

Whether discussing mining, agriculture, fishing, or forestry, there can be no doubt our country was built on the use of natural resources. Long before Europeans arrived, Indigenous peoples had extensive trading relationships, exchanging natural resources such as animal pelts, wampum, copper, and roots and vegetables. After contact between Indigenous and European peoples, the extraction, trade, and sale of natural resources expanded and played a significant role in the economic development of what would become Canada. These processes remain central to the Canadian economy and society to this day. • After watching the film, list any scenes that you can remember involving natural resources. In what context were they shown? • Research the history of natural resources in Canada. Read “Natural Resources” and “Resource Rights” on The Canadian Encyclopedia as a starting point for your investigation. • Working in small groups, select one natural resource in Canada to focus on. Each group will give a short class presentation on their chosen resource using Prezi or PowerPoint. Use the following questions to structure your presentation:

North American beaver on ground (Dreamstime.com/Musat Christian/41769077)

Polar Bear with yearling cubs (Dreamstime.com/Outdoorsman/5495002)

Past

• Which natural resources were historically harvested in your region? • What role did these natural resources play in the colonization and settlement patterns of your region? How has technology changed the harvesting of these natural resources?

Snowshoes (Dreamstime.com/Norman Pogson/66069)

Present

• What natural resources are still harvested or extracted in your area? Have any been recently discovered? What role do natural resources play in the economy of your region? • Do contemporary natural resource harvesting methods follow good environmental practices? If not, why? What should be done?

Future

• Imagine what role the extraction of natural resources will play in your area in the future. How will it be affected by climate change? • What needs to be — or is being — done to ensure that the exploitation of natural resources in your area remain sustainable?

An Inukshuk (Dreamstime.com/Sophia Granchinho/62825962)

Figure Skaters (courtesy SESQUI, Inc.)

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6. INDIGENOUS PEOPLES AND THE LAND Historically, Indigenous peoples have been responsible stewards, or protectors, of the natural environment. Long before “sustainability” was a buzzword, Indigenous peoples showed a deep respect for the land and its plants and animals in an effort to ensure that all life was honoured and preserved for the future. • Research the history of Indigenous peoples in your region and their ways of viewing the natural world. Begin by reading “Indigenous Peoples” on The Canadian Encyclopedia . • Identify three to five historical practices relating to the use or extraction of natural resources by Indigenous peoples in your region. How have these activities changed over time? To what extent are they still practised? • Write a short reflection on what you have learned about different approaches to natural resources in the past, in the present, and how you think we should approach this issue in the future. 7. ENVIRONMENTAL CHALLENGES — Public Service Announcement Canada has an incredibly diverse natural environment, which Horizon features and celebrates. However, with climate change, increased urbanization, and a host of other challenges, our natural world is being threatened. • Working individually or in pairs, choose one of the following environmental issues and research it on The Canadian Encyclopedia . Take notes that address the following questions: What are the environmental impacts of your selected topic? What effect does it have on Canadians today and what problems might develop in the future? Consider the different — and perhaps conflicting — opinions that might exist around the issue and the possible solutions. What can be or is already being done to address the environmental threat? » » Air Pollution

ALTERNATIVE ACTIVITY:

Consider inviting a local elder into your school to learn more about Indigenous concepts of stewardship. Reach out to a local Friendship or Community Centre.

Aurora Borealis (courtesy SESQUI, Inc.)

» » Water Pollution » » Climate Change

Close-up of Inukshuk Inuksuk landmark near Arviat, Nunavut (Dreamstime.com/ Sophia Granchinho/ 84196581)

» » Endangered Animals » » Endangered Plants

» » Forestry » » Oil Sands » » Agriculture and Food » » History of Commercial Fisheries

• Create a public service announcement (PSA) to inspire fellow Canadian citizens to take action on the issue you’ve chosen. Your PSA may take the form of a television or radio commercial, billboard, newspaper advertisement, or transit poster.

Consider the following questions: » » What? (Outline the problem) » » So what? (Explain why we need to care) » » Now what? (Suggest what actions should be taken)

Tree Planting (courtesy SESQUI, Inc.)

Blooming canola field (Dreamstime.com/Aivoges/27396718)

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ARTS & CULTURE Horizon features a wide range of artistic and cultural practices in Canada — from Acadian dancing to Haida carving, ice sailing to Bhangra dancing, throat singing to figure skating. The filmmakers intended to represent the diversity of arts and culture in Canada, and celebrate multiculturalism. Look critically at the film’s portrayal of arts and culture in Canada, including the significance of what is shown, and what is not. 1. CANADIAN CULTURE — Brainstorming Activity Culture is the collection of attitudes, beliefs, customs and ways of life of a specific group. It is not static and can change in societies over time. Culture is communicated in many ways, including language, rituals, institutions, food, music, and art. Culture is experienced and lived but also taught. When have you learned something about another culture? Think about your experiences at school, in your community, what you have observed in popular culture, or

Canada’s Royal Winnipeg Ballet (courtesy SESQUI, Inc.)

what you have seen travelling. What are some benefits of learning about other cultures? a) As a class, create a mind map on the board with examples of what Canadian culture means. b) Culture is depicted in Horizon in the following forms:

• DANCE & PERFORMANCE ART • MUSIC • VISUAL ART • SPORT • LANGUAGE

» » Choose one of these forms to explore, or choose another that occurs to you that was not represented in the film. Read about your selected form of cultural expression on The Canadian Encyclopedia . » » Consider how your selected form of cultural expression is portrayed in Horizon or reflect upon why it was not included. What message do you think the inclusion or exclusion of particular cultural depictions sends to the viewer?

Book a Passages Canada speaker to visit your classroom and share experiences about immigration, culture, and identity. Visit: PASSAGESCANADA.CA

EXTENSION:

Five Totem Poles (Dreamstime.com/Jerry Coli/45960383)

NOTE TO TEACHERS: THIS ACTIVITY MAY OPEN UP AN OPPORTUNITY TO DISCUSS CULTURAL APPROPRIATION. AS A CLASS, DISCUSS THE DIFFERENCE BETWEEN SHARING AND APPROPRIATING CULTURE. What are some stereotypes of Canadian culture? Consider art, dance, literature, music, food, sport, etc. ALTERNATIVE ACTIVITY:

La Baie en Joie Traditional Acadian Step Dancers (courtesy SESQUI, Inc.)

Ghost Lake Sailing Club (courtesy SESQUI, Inc.)

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2. SOUNDTRACK FOR CANADA — Music Review and Curation

4. YOUR OWN CANADIAN MASTERPIECE — Creative Arts Activity

Music plays an important role in Horizon . It sets the tone, pace, and energy of the film. Because there is no spoken dialogue, the filmmakers had to make careful decisions about the music. Review the “ Horizon Soundtrack List” at EXPLORESESQUI.CA for a list of songs and artists. Part A) Music Review Write a film review focused on the music: • Can you identify the different styles, as well as the languages in which the lyrics are sung? Is the diversity of Canada represented in the musical selections? • Do the musical choices connect with the images shown in a meaningful way? • Some of the musical accompaniment is performed by the musicians in the film. Why do you think the filmmakers chose this technique? What is the effect? Part B) Curate a Soundtrack Design your own soundtrack for the film: • First consider what criteria should be used to determine musical selections. Should music be chosen by geography, genres, time periods, language, or cultural groups? How important are the lyrics? • Now choose at least five musical selections and explain your choices. • Pair your musical selections with particular scenes in the film and explain why you made those connections. 3. CANADA’S ARTS — Persuasive Piece Canada is home to a talented group of artists and a considerable body of artistic works, including drawing, painting, music, dance, sculpture, photography, and other art forms. Some of these are depicted in Horizon in a variety of ways, while others are missing from the film. • As a class, make a list of art forms included in Horizon , and those left out that you believe should have been included. • Working individually or in pairs, research your chosen art form using The Canadian Encyclopedia . Include at least one notable artist in the field. • Select a piece of art created by your featured artist and explain its significance. You may also want to consider the following questions: What impact did the artist have? What themes did they explore? What styles did they use?

After watching Horizon , brainstorm with a small group or the entire class about key issues and themes depicted in the film. Select one of the themes or issues that stood out to you. • Using a variety of craft materials provided by your teacher (such as construction paper, tissue paper, paint, modelling clay, pipe cleaners, stickers, wire, markers, glue), make a 2D or 3D artistic creation that represents that message or theme. • If your artistic creation incorporates a stereotypically Canadian symbol (a maple

leaf, beaver, flag, etc.), try to present it in a new and exciting way! • Write a brief artist’s statement in which you include the following:

» » your overall vision » » what inspired you » » what theme or message you are conveying

» » what your art signifies or represents » » how your piece relates to the film » » how you hope your audience will react to your artwork » » why you chose the materials you did » » what your art means to you

South Asian Arts’ Bhangra Dancers (courtesy SESQUI, Inc.)

What kind of value do you see in the computer-generated imagery (CGI) elements of the film? Did the CGI effects increase your enjoyment of the film?

EXTENSION:

Abawaadiziwin , the art of being together by Joshua Mangeshig Pawis-Steckley, 2016 (courtesy Indigenous Arts & Stories and Historica Canada)

Ensemble Hip Hop Dancers (courtesy SESQUI, Inc.)

Totem Poles (Dreamstime.com/Natalia Bratslavsky/244784)

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PEOPLE & IDENTITY What does it mean to be Canadian?

Even 150 years after confederation, debate surrounding this question continues. In fact, discussion has frequently proven contentious, particularly within and between Indigenous peoples, the French and English majorities, and the growing number of immigrant communities. Given our diversity, it is no surprise that people choose to interpret Canadian identity in multiple ways.

1. MULTICULTURALISM AND IMMIGRATION — Mapping and Demographics Activity

Many people define Canada by its multiculturalism — as a mosaic rather than a melting pot. The makeup of Canada today is far different from the Canada of 150 years ago, or even 50 years ago. One way to think about Canada’s multiculturalism is by examining demographics — the age, gender, ethnic, and geographical composition of the country. • Consider the immigration stories of the families of you and your classmates. On a large blank map of the world, draw one check mark on each country from which a student in your class came to Canada. If multiple students emigrated from the same country, make multiple check marks. With a different colour, draw a check mark on each country from which a parent of a student immigrated to Canada. Again, use one check mark for each set of parents from the same home country. Continue with different colours for grandparents and great grandparents. Once complete, make observations and discuss any changes in the countries of origin over time. • When viewing the film, watch to see what different cultures are represented. Is the film representative of the current diversity of our country? Provide evidence to support your judgment.

Extension Activity - for more senior classrooms:

Compare your class’s experiences with that of the country as a whole by downloading the “Canadian Immigration Statistics” infographics from EXPLORESESQUI.CA . Consider the following questions:

Still from the “Boat People” Refugees Heritage Minute

• What observations can you make about the changes in countries of origin over time? • Why do you think the changes took place? • What are the push factors that encourage (or force) individuals to leave their home country? What are the pull factors that entice individuals to move to Canada?

SOME MULTICULTURAL CLASSROOMS MAY FIND THIS TO BE AN ENRICHING EXPLORATION. HOWEVER, CLASSROOMS THAT ARE MORE HOMOGENEOUS MAY RISK ISOLATING A FEW STUDENTS. PLEASE CONSIDER THE NEEDS OF YOUR STUDENTS WHEN UNDERTAKING THIS ACTIVITY TO AVOID SINGLING OUT MINORITY STUDENTS. * If you have any concerns about this activity, discuss the exercise in advance with your curriculum lead or guidance counsellor.

Note to teachers

A part of our heritage

Western Canada - The New Eldorado (courtesy Library and Archives Canada/C-085854)

Have a classroom discussion about the immigration story portrayed in the “Boat People” Refugees Heritage Minute .

Canada West: The Last Best West (courtesy Library and Archives Canada/C-030620)

Haida Singers, Drummers and Dancers (courtesy SESQUI, Inc.)

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Still from the “Boat People” Refugees Heritage Minute

2. HEARING AND EXPLORING INDIGENOUS VOICES

Indigenous cultures and practices are represented throughout Horizon . Some examples include dancing, carving, singing, dogsledding, and canoeing. At various points in Canadian history, some of these practices were eagerly adopted by non-Indigenous peoples while others were denigrated and/or officially banned by governments. • Working in small groups, identify key scenes in the film where Indigenous culture is featured. • Choose one of these scenes and do research on its history and any efforts to preserve the traditional practice depicted by using The Canadian Encyclopedia . • Share your findings with the class. NOTE TO TEACHERS: REFER TO THE “ HORIZON SHOT LIST” AT EXPLORESESQUI.CA IF YOUR CLASS STRUGGLES TO IDENTIFY PARTICULAR SCENES. The 150th anniversary of confederation has prompted widespread celebration. However, many Canadians have a complicated relationship with the sesquicentenary celebration. Many Indigenous peoples, who are still living under the legacy of colonialism, view the sesquicentenary more as an opportunity for reflection than celebration. Through meaningful discussion, the sesquicentenary has the potential to serve as a pathway toward reconciliation. • Begin by researching some Indigenous responses to Canada 150 using online news websites. • As a class or in small groups, discuss how various Indigenous groups are responding to the sesquicentennial year. What specific historical issues have been raised? • How does Horizon contribute to this discussion, if at all? Why do you think the filmmakers chose to represent Indigenous peoples and cultures in the way they did? Extension Activity 1:

For additional classroom resources on Indigenous history in Canada, download the Treaties in Canada and Residential Schools in Canada Education Guides and watch their accompanying Heritage Minutes at: TEACHINDIGENOUSHISTORY.CA

Extension Activity 2:

Explore the Indigenous Arts & Stories Collection at: WWW.OUR-STORY.CA/EXPLORE View winning photographs, paintings, and poems and read the Author’s Statements to learn about what young Indigenous artists and writers are exploring.

For more senior classes, teachers may wish to ask their students to address some of the concerns and calls to action of the ground-breaking 2015 Truth and Reconciliation Commission (TRC) Report. Among this document’s many recommendations was a call for an effort to “[build] student capacity for intercultural understanding, empathy, and mutual respect.” Do you think the film supports this TRC goal? What can you do in your community or in your personal life to support the calls to action? How can you be an advocate for reconciliation?

Haida Carver Christian White’s Carving Shed (courtesy SESQUI, Inc.)

Caribana parade (Dreamstime.com/Andrei Tselichtchev/ 15388583)

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SUMMATIVE ACTIVITIES

3. HOW MANY STARS? — Film Review Write a film review that could appear in your school or local newspaper. In your review, include the following: • some basic details of the film: title, date of production, genre • a short description of the film focusing on style of presentation and content • a few examples of things that worked well in the film (content or format), with specific details • a few examples of things that needed improvement (content or format), with details if possible • what you learned from the film and/or what others might learn from the film • a recommended target audience for this film and your reasons for suggesting that audience • a score out of five stars, with justification Consider your gender, age, location, language, ethnicity, interests and any other aspects of your identity that make you who you are. After watching the film, do you feel you are represented in Horizon ? Do you feel that all Canadians are represented in the film? Work with a partner or in a small group to write and film a minute-and-a-half-long “rant” in the style of Rick Mercer to share your thoughts. Focus on just one issue. In your rant, you should use persuasive and passionate language to: • explain why you feel you (or another community in Canada) are not well represented; include specific evidence from the film to support your position, as well as other demographic facts • provide a call to action: what do you hope people will do or think as a result of hearing your rant? N.B. Consider tone, speed, volume and emphasis when delivering your rant. ALTERNATIVE ACTIVITY: If you feel you are well represented in the film, consider tackling a different style of rant. Write and film a statement celebrating Canadian diversity from coast to coast to coast as it is represented in Horizon . 4. MIRROR, MIRROR — Short Film / Creative Rant Activity

REFLECT ON YOUR LEARNING 1. REFLECTION ON YOUR FIVE TOP 5s After watching the film, compare your lists to the images actually included in Horizon . How do your lists align with the film? What do you think about the filmmakers’ choices of content, imagery, and locations? Record your reflections on “Your Five Top 5s” Activity Sheet, which you can download at EXPLORESESQUI.CA . 2. A 2067 TIME CAPSULE — Critical Thinking Diary Activity Imagine that a copy of the film is buried in a commemorative time capsule in honour of the 150th anniversary of confederation. On the occasion of Canada’s 200th birthday, the time capsule is opened and, miraculously, the technology still exists to view the film! Write a diary entry from the perspective of a Canadian living in 2067 who has just watched Horizon for the first time. Reflect upon the following questions: • How would you describe our country and people in 2017? • What would you think was important to Canadians in 2017? • Can you identify any stereotypes or generalizations (good, bad, or otherwise) about the people or the environment?

Arctic Ocean - pack ice on the sea surface (Dreamstime.com/Erectus/ 19673658)

Rick Mercer is a well-known comedian and political satirist who hosts the popular CBC Television show Rick Mercer Report . A highlight of his program each week is his rant, a tightly scripted, fast-talking diatribe expressing his displeasure about a current issue. Watch a few of Mercer’s rants on his website, RICKMERCER.COM , to get a sense of his approach and note some of his techniques.

Rainbow banner (Dreamstime.com/Oceanfishing/ 42520050)

Pod of Beluga Whales (courtesy SESQUI, Inc.)

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Assembly Instructions

Your Five Top 5s Pre-Viewing Activity Use this worksheet to support the Your Five Top 5s activity, located on page 4 of Historica Canada’s SESQUI Education Guide . Name:

Imagine that you are making a short film to celebrate Canada 150. Individually or in small groups, make the following five lists of features in your film:

• Top 5 places or landscapes

• Top 5 animals

• Top 5 symbols

• Top 5 stereotypes

• Top 5 events in Canadian history

Reflection on Your Five Top 5s

Use this worksheet to support the Reflection on Your Five Top 5s activity, located on page 12 of Historica Canada’s SESQUI Education Guide .

Name:

After watching the film, compare your lists to the images actually included in Horizon . How do your lists align with the film? What do you think about the filmmakers’ choices of content, imagery and locations?

Mapping Canada Use this worksheet to support the Mapping it Out activity, located on page 5 of Historica Canada’s SESQUI Education Guide .

Yukon Territory

Newfoundland & Labrador

Northwest Territories

Nunavut

British Columbia

Alberta

Manitoba

Saskatchewan

PrinceEdward Island

Quebec

Ontario

Nova Scotia

NewBrunswick

Horizon Shot List Use this worksheet to support the Mapping it Out activity, located on page 5 of Historica Canada’s SESQUI Education Guide .

SCENE

ON-SCREEN DESCRIPTION

TIME

LOCATION

Helicopter and Aerial Silks Acrobats

00:23 00:53

Waterdown, ON

1

Rappelling Arborists

Lower Seymour Conservation Area, BC Off East Coast of Haida Gwaii, BC

2 3 4 5 6 7 8 9

Underwater Dragon Boats

1:02 1:09 1:29 1:59 2:07 2:16 2:43 2:48 3:19 3:50 3:58 4:24 4:46 5:17 5:22 5:29 5:44 5:49 5:53 6:11 6:35 6:38 6:41 6:46 6:49 6:52 6:55 7:02 7:12 7:20 7:27 7:42 7:49 8:02 8:11 8:37 9:20 9:53

Rideau Canal National Historic Site, Ottawa, ON

Leaf River Caribou Migration

Ungava Peninsula, QC Bay Street, Toronto, ON

Bay Street Bustlers

Snow Castle at Snowking Winter Festival

Near Great Slave Lake, Yellowknife, NT Great Slave Lake, Yellowknife, NT

Houseboat Hockey Rink

Tidal Current at Hopewell Rocks

Hopewell Cape, NB

Pod of Beluga Whales

Hudson Bay, Churchill, MB

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45

Members of Synchro Canada Senior National Team

Fathom Five National Marine Park, Tobermory, ON

Sunrise

La dune de Bouctouche, NB La dune de Bouctouche, NB Aurora Village, Yellowknife, NT Sandbanks Provincial Park, ON Windy Bay, Haida Gwaii, BC Masset, Haida Gwaii, BC Skedans, Haida Gwaii, BC Skedans, Haida Gwaii, BC North Beach, Haida Gwaii, BC O’Leary, PE

La Baie en Joie Traditional Acadian Step Dancers

Aurora Borealis Margie Gillis

West Cape Wind Farm Longhouse with Totem

Haida Carver Christian White’s Carving Shed

Totems Forest

Haida Singers, Drummers and Dancers

Vancouver FilmOrchestra Pod of Beluga Whales Moving Through Channel Vancouver FilmOrchestra Moving Through Trees Vancouver FilmOrchestra

Hallelujah Point, Stanley Park, Vancouver, BC

Hudson Bay, Churchill, MB Louise Passage, Haida Gwaii, BC

Hallelujah Point, Stanley Park, Vancouver, BC

Near North Beach, Haida Gwaii, BC

Hallelujah Point, Stanley Park, Vancouver, BC

Prairie Train

Wakaw, SK

Vancouver FilmOrchestra

Hallelujah Point, Stanley Park, Vancouver, BC

Parkour Athletes

Parc olympique, Montreal, QC

Vancouver FilmOrchestra Sunrise Timelapse Traditional Shed Party

Hallelujah Point, Stanley Park, Vancouver, BC

Iqaluit, NU

Fogo Island, NL

Sunset Timelapse

Place D’Youville, Quebec City and Old Quebec City, QC

Fireworks from Biosphere

Montreal, QC

Fall Forest

Near Coe Hill, ON

Tarniriik Throat Singers

Remic Rapids Park, Ottawa, ON

Figure Skaters

Fish Lake, Whitehorse, YT

South Asian Arts’ Bhangra Dancers Animated Cave Helicopter Flyover Graphic Mountains Lawren Harris Paintings Children in Field of Tulips Darksidemoto BMX Aerialists

Vancouver Public Library, Vancouver, BC

CG [Computer Graphics]

10:08 10:13 10:28 10:44 11:08

Boundary Mountain Range, near Whitehorse, YT

CG [Computer Graphics] CG [Computer Graphics]

Near Dromore, PE

Meewasin Trail, Saskatoon, SK

SCENE

ON-SCREEN DESCRIPTION

TIME

LOCATION

Metis Fiddler Alex Kusturok Ensemble Hip Hop Dancers

11:28 11:46 12:28 12:44 13:02 13:11 13:38 14:04 14:15 15:48 15:56 16:16 16:33 16:49 17:02 17:10 17:16 17:27 17:41 17:48 18:01 18:18 18:25 18:30 18:34 18:38 18:42 18:47 18:50 18:53 18:58 19:01 19:04 19:08 19:11 19:15 19:21 19:25 19:27 19:31 19:34 19:38 19:42 19:49 19:59

Canadian Museum for Human Rights, Winnipeg, MB

46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90

Coe Hill, ON Hamilton, ON

Fleet of Skateboarders

Parkour Athletes

Parc olympique, Montreal, QC Fish Lake, Whitehorse, YT Ghost Lake, Cochrane, AB Aurora Village, Yellowknife, NT

Kite Skier

Ghost Lake Sailing Club Sled Dogs and Musher

Paraskier

Fish Lake, Whitehorse, YT

Canada’s Royal Winnipeg Ballet

Winnipeg International Airport, Winnipeg, MB

Forest and Deer

Tanu, Haida Gwaii, BC Northwest of Sudbury, ON

Tree Planting

Tractor Plowing Taro Field

Near Summerside, PE

Prairie Train Cattle Drive

Wakaw, SK

Drumheller, AB Lunenburg, NS Lunenburg, NS

Harbour

Boat Building at The Dory Shop

Harbour

Near Peggy’s Cove, NS

Fishermen Sea Shanty

Off the Coast of Fogo Island, NL

Lighthouse

Peggy’s Cove, NS

Iceberg

Off the Coast of Fogo Island, NL

Prairie Storm over Wheat Field

Wakaw, SK

Ensemble Choir and Instrumentalists

Prince Edward County, ON

Skating Rink

Place D’Youville, Quebec City, QC

Ensemble Choir and Instrumentalists

Prince Edward County, ON

Snow Capped Mountains

Rocky Mountains, AB

Ensemble Choir and Instrumentalists

Prince Edward County, ON Tanu, Haida Gwaii, BC Prince Edward County, ON Near Jasper National Park, AB

Totem and Forest

Ensemble Choir and Instrumentalists

Trees in Winter

Cyclists in Trillium Forest

Richmond Hill, ON

Ensemble Choir and Instrumentalists

Prince Edward County, ON

Mountain Vistas

Near Cochrane, AB

Ensemble Choir and Instrumentalists

Prince Edward County, ON Near Banff National Park, AB

Mountain Stream in Winter

Fogo Island Inn

Fogo Island, NL

Ensemble Choir and Instrumentalists

Prince Edward County, ON Near Jasper National Park, AB

Longhorned Sheep

Playground at Kakasuk Elementary School Ensemble Choir and Instrumentalists

Iqaluit, NU

Prince Edward County, ON

Canoeist

Miramichi River, NB

Ensemble Choir and Instrumentalists

Prince Edward County, ON

Underwater

Near Murchison Island Narrows, Haida Gwaii, BC

Ensemble Choir and Instrumentalists

Prince Edward County, ON Ungava Peninsula, QC Tow Hill, Haida Gwaii, BC

Aurora Borealis

Haida Singers, Drummers and Dancers

Canadian Ecozones Use this worksheet to support the Ultimate Road Trip activity, located on page 5 of Historica Canada’s SESQUI Education Guide .

Arctic Lands

Canadian Shield

Cordillera

Hudson Bay Lowlands

Appalachian Region

Interior Plains

St. Lawrence Lowlands

Horizon Soundtrack List Use this worksheet to support the Soundtrack for Canada activity, located on page 9 of Historica Canada’s SESQUI Education Guide .

TIME

SONG

ARTIST

0:48-1:26

Round Dance

Cris Derksen

1:32-2:09

Switchcraft

Chilly Gonzales

2:17-2:45

Ziguezon

La Bottine Souriante

3:00-3:58

Favriel

Grimes

4:24-5:47

Sturgeon Bank

Loscil

5:48-6:07

Gwaaygu anhlln

Haida Singers and Drummers

6:08-7:24

Aurora

Grayson Matthews and Vancouver Film Orchestra

7:25-7:42

Cock o’ the North

Foley’s Shed revelers

8:12-8:40

A Lullaby

Tarniriik

8:41-9:52

Different Heroes

A Tribe Called Red featuring Northern Voice

9:53-10:46

June Gloom

Princess Century

10:58-11:45

Big John McNeil

Alex Kusturock

11:46-12:27

Colours

Ev Ree Wuhn

12:28-13:12

Tunnel Vision

Tokyo Police Club (Darcys Remix)

13:24-14:13

Hussle and Flow

k-os

14:14-15:56

Am I OK

Rivver featuring Milk & Bone

16:14-17:00

Early Mornin’ Rain

Gordon Lightfoot

17:13-17:42

Island of Mine

Bud Davidge featuring Greg Foley and Mike Penton

17:43-18:14

Stateless

Dirty Beaches

Grayson Matthews, My Pop Choir and Etobicoke Youth Choir

18:20-20:00

Aurora

20:00-21:20

Joe Weir Happy Song

Haida Singers and Performers

Curricular Connections Horizon is a fascinating film that uses 360° video technology to capture and explore the people and landscapes of Canada. Historica Canada has developed a complementary bilingual learning tool, the SESQUI Education Guide , available at ExploreSesqui.ca . This guide and associated worksheets help educators and students connect the 360° video experience with curriculum-relevant topics in geography, history, social studies, Indigenous studies and art. The activities are in line with middle- and high-school curricula expectations in Canada .

The following directory lists the most applicable courses connecting your provincial or territorial curriculum with Horizon and the SESQUI Education Guide .

PROVINCE

GRADE

COURSE

7

Humanities 7 (Canada: Origins, Histories and Movement of People)

Alberta

7-9

Art 7-9

9

Social Studies 9 (Canada: Opportunities and Challenges)

10

Art 11

11

Western Canadian History 20

11

Canadian History 20

11

Art 21

11

Local and Canadian Geography 20

11

Social Studies 20

12

Art 31

7-9

Social Studies 7-9

British Columbia

7-9

Arts Education 7-9

10

Social Studies 10

11

Social Studies 11

11

Civic Studies 11

11

Media Arts 11

12

First Nations 12

12

Geography 12

12

Media Arts 12

Curricular Connections

PROVINCE

GRADE

COURSE

7-8

Visual Arts

Manitoba

9

Social Studies: Canada in the Contemporary World

10

Social Studies: Geographic Issues of the 21 st Century

10

Visual Arts

11

History of Canada

11

Visual Arts

12

Current Topics in First Nations, Métis, and Inuit Studies

12

World Geography – A Human Perspective

12

Visual Arts

7-8

Visual Arts

New Brunswick

7

Social Studies (Empowerment)

8

Social Studies (Atlantic Canada in the Global Community)

9

Social Studies (Canadian Identity)

11

Visual Arts 110

12

Canadian Geography 120

12

Canadian History 121/122

12

Native Studies 120

Newfoundland and Labrador

7

Social Studies (Empowerment)

7-9

Art

9

Social Studies (Canadian Identity)

10

Canadian Geography 1202

10

Canadian History 1201

11

Newfoundland and Labrador Studies 2205

12

Art Technologies 1201: Perception, Art and Technology

Curricular Connections

PROVINCE Northwest Territories

GRADE

COURSE

7-9

Social Studies

10

Art 11

10

Northern Studies 10

11

Art 21

11

Canadian History 20

11

Local and Canadian Geography 20

11

Social Studies 20

12

Art 31

7

Social Studies 7

Nova Scotia

8

Social Studies 8

9

Social Studies (Atlantic Canada in the Global Community)

11

Geography of Canada 11

11

Canadian History 11

11

Visual Arts 11

12

Film and Video Production 12

12

Visual Arts 12

7-9

Arts Education

Nunavut

7-9

Social Studies

10

Northern Studies 10

10-12 Art 10/20/30 10-12 Social Studies 10/20/30

Curricular Connections

PROVINCE

GRADE

COURSE

7-8

History; Geography; Art

Ontario

9

Geography of Canada (CGC1D/CGC1P)

9

Expressing Aboriginal Culture (NAC1O)

9

Visual Arts (AVI1O)

10

Canadian History Since 1914 (CHC2D/CHC2P)

10

Aboriginal Peoples in Canada (NAC2O)

10

Civics and Citizenship (CHV2O)

10

Visual Arts (AVI2O)

11

Origins and Citizenship: The History of a Canadian Ethnic Group (CHE3O)

11

Visual Arts (AVI3M/AVI3O)

12

Canadian and World Issues: A Geographic Analysis (CGW4U)

12

Canada: History, Identity, and Culture (CHI4U)

12

Visual Arts (AVI4M/AVI4E)

Prince Edward Island

7

Social Studies 7 (Empowerment)

8

Social Studies 8 (Canadian Identity)

9

Social Studies 9 (Atlantic Canada in the Global Community)

7-9

Visual Arts

10

Visual Arts (401A)

10

Geography of Canada (GEO421A)

10

Canadian Studies (CAS401A)

11

Visual Arts (501A)

12

Canadian History (HIS621A)

12

Visual Arts (601A/621A)

Sec. Cycle 1 Visual Arts Sec. Cycle 1 Geography Sec. Cycle 1 History and Citizenship Education Sec. Cycle 2 Visual Arts Sec. Cycle 2 Contemporary World Sec. Cycle 2 Cultural Geography Sec. Cycle 2 History and Citizenship Education Sec. Cycle 2 History of the 20 th Century

Quebec

Curricular Connections

PROVINCE

GRADE

COURSE

7-9

Arts Education 7-9 (Visual Art strand)

Saskatchewan

7-9

Social Studies 7-9

10

Visual Art 10

11

Geography 20

11

Social Studies 20

11

Native Studies 20

11

Visual Art 20

12

Social Studies 30 (Canadian Studies)

12

History 30 (Canadian Studies)

12

Native Studies 30 (Canadian Studies)

12

Visual Art 30

7-9

Arts Education 7-9

Yukon

7-9

Social Studies 7-9

10

Social Studies 10

11

Social Studies 11

11

Civic Studies 11

11

Media Arts 11

12

First Nations 12

12

Geography 12

12

Media Arts 12

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