Take a look inside your wallet. What symbols and themes are on the bank notes within? What do they represent to you? Imagine visitors from around the world using our currency—what story does it tell about Canada?
In our last blog post for teachers, we talked about the significance of the portrait on the new $10 bank note—but there’s a lot more to consider when designing a note that will be in the pockets of Canadians and international visitors alike. The theme for this $10 is social justice and human rights, inspired by the portrait subject, Viola Desmond.
Here is an idea about how you might use the symbols and themes of Canadian bank notes in a lesson about Canadian identity. You can use this as a follow-up lesson to For Teachers: How to Use the New Bank Note to Teach About Historical Significance, or it can stand alone. This activity is best suited for secondary and intermediate-level students studying Canadian history or civics.
The Government of Canada invited Canadians to nominate the portrait subject of the new $10. Once Viola Desmond was chosen, a theme was developed for the note to reflect Viola’s story and what she represents to Canadians. Viola’s legacy was her challenge against racial segregation in 1940s Canada. This is the first time that the portrait subject on the front of a Canadian bank note has directly inspired the theme on the back. In this way, the bank note reflects something of value and inspiration to Canadians: our ongoing pursuit of equality, human rights and social justice.
As a class, examine the symbols and themes on the new $10 bank note. Nine symbols on the note complement Viola’s story and represent human rights in Canada:
- A historic map of Halifax’s North End
- The Library of Parliament’s dome ceiling
- The Canadian flag
- The Canadian Coat of Arms
- The Canadian Museum for Human Rights
- An eagle feather
- An excerpt of the Canadian Charter of Rights and Freedoms
- The laurel leaf, as seen in the Supreme Court of Canada
Assign a group of students to research each of these symbols, using the inquiry question: How does this symbol represent human rights or social justice in Canada? Some research links are included at the end of this blog post. Encourage students to think critically about their answers. As part of a follow-up discussion, you could ask students to brainstorm what other symbols they would include to represent human rights.
Now your students will design their own bank notes. Show your class the Principles for Bank Note Design established by the Bank of Canada. In designing bank notes, the Bank is concerned with security, functionality, accessibility and bilingualism—but also that notes represent Canada:
Bank notes are a unique opportunity to represent Canada. Each note depicts new visual content so that, over time, the diversity of Canadian society, culture and achievements are celebrated. Bank notes:
- promote Canada and Canadians - our values, culture, history, traditions, achievements and/or natural heritage;
- are clearly identifiable as Canadian through the use of symbols, words or images;
- are meaningful to Canadians today and for years to come; and
- evoke pride and confidence in Canada.
To choose a theme for their bank notes, your class can do one of the following:
- brainstorm a list of what they consider to be Canadian values and achievements.
- choose an inspirational Canadian and pick a theme that corresponds to this person. Here is the long list of candidates nominated for the $10.
- look at the results of the Bank of Canada’s public consultation on the $10 bank note to choose a theme that Canadians have identified as being important to them.
In groups, students choose a theme and corresponding Canadian symbols to represent that theme. Encourage students to think of symbols that reflect different Canadian cultures and different parts of the country. Their bank note should include between 7 and 10 symbols, including a portrait of an inspirational Canadian.
Students can present their bank notes to the class and explain the theme, symbols and values that they represent.
- Examine the complete series of bank notes issued by the Bank of Canada since its founding in 1935. Using the historical thinking concept of continuity and change, answer the inquiry question: How has the way that Canadian identity is presented on bank notes changed or remained the same over the last century?
- Use the Bank of Canada’s Fraud Prevention Kit to examine the security features of bank notes and have your students improve the security of their notes to deter counterfeiting.
“Rights of Indigenous Peoples in Canada,” The Canadian Encyclopedia
“The feather, Elijah Harper and Meech Lake,” Aboriginal Multimedia Society
“Indigenous Perspectives Education Guide,” Historica Canada
“First Peoples of Canada: Presenting the history and continuing presence of Aboriginal people in Canada,” The Canadian Museum of History
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In one of my favourite cinematic moments, the 11 year-old chess prodigy, Josh Waitzkin, imagines sweeping the pieces off a chess board in order to help him think more clearly about an important game of chess. It is a championship game and he is on the brink of winning it all.
For the first time since they went into their cases in 1980, over 2000 coins, notes, beads and shells are coming back out. The Museum’s curatorial staff are busily pulling panels from cases, placing coins into specially prepared drawers and sliding notes into acid-free Mylar envelopes.
The doors were barely closed following Big Top Farewell event before Chief Curator Paul Berry and his team began emptying display cases that had been sealed shut since 1980. The biggest task involved removing more than 2500 bank notes from the room we knew as Gallery 8.
Another convention of the Royal Canadian Numismatic Association (RCNA) wrapped up in July. This year the convention was held in Winnipeg, Manitoba. It was the first time in over thirty years that the RCNA Convention made a stop there.
Before the museum closed for renovations on 2 July, technicians began to remove the heavier artifacts in late May. First to go was the strong box. Built of ¼” thick welded steel plates, this trunk was used by the Bank of Upper Canada in Toronto between 1821 and 1866.
Most of us know the first part of Alexander Graham Bell’s take on opportunity: “When one door closes, another one opens…” What we often don’t recall is the second half of that quote, where he says: “…but we so often look so long and regretfully upon the closed door, that we do not see the ones which open for us.”
The Staff of the Currency Museum was saddened to learn of the passing of artist Alex Colville who died on 16 July at his home in Wolfville, Nova Scotia. He was 92. One of Canada’s most celebrated painters, Colville is not as well-known as a sculptor but if you look carefully through your pocket change you might just find an example of his work.
The roots of the Currency Museum go back to 1959 when the then Governor of the Bank of Canada, James Coyne, proposed the idea of establishing a currency collection that would reflect the colourful monetary history of Canada. By the time the go-ahead was given in 1963 by Coyne’s successor, Louis Rasminsky, the collection’s mandate had been expanded to include world monetary history, banking and production artifacts and a numismatic library.