Grade 9 Social Studies: Immigration Lesson

EDUC 460Assignment 2 Lesson Plan Topic: Immigration in Canada Level: Grade 9 Social Studies, in the area of Issues for CanadiansGovernance and Rights Objectives: Students will use the examination of the issue of immigration in order to further their understanding of citizenship, identity and quality of life. Students will also develop an understanding of how these are affected by Canadian political and legislative processes and the importance of these processes on Canadians. Activity: 1. Have students brainstorm ideas. Why would someone choose to come to Canada? Why would someone choose to leave another country? Consider environment, education, employment, politics, religion, culture, family, etc. 2. Provide direct instruction concerning the push/pull factors which influence immigration around the world. 3. Divide the class into groups accordingly. Five time periods are to be covered: Building a Nation (1800-1866), Land of Prosperity (1867-1899), Into the 20th Century (1900-1930), Hard Times (1931-1945), and A Changing Nation (1946 to present). 4. Each group will research one time period and will examine the major ethnic groups which migrated during this time, as well as major events, trends and policy changes which occurred. What role did propaganda play? 5. Groups will add their key points to a large timeline which will be available to the entire class.

Grade 9 Social Studies: Immigration Lesson

6. The whole class will reconvene for a discussion of the relationship between immigration, citizenship, identity and quality of life. What factors influence Canadian immigration policies (economic, political, health, etc.)? How are Canadas changing immigration policies a reflection on world issues? How does increasing immigration affect Aboriginal peoples and communities? What impact do provincial governments have on federal immigration policy? How are immigration policies related to the rights guaranteed in the Canadian Charter of Rights and Freedoms? To what extent does Canada benefit from immigration?

Student Resources: www.bac-lac.gc.ca/eng/immigration/Pages/immigration.aspx www.cic.gc.ca/english/refugees/timeline.asp www.ccrweb.ca/en/hundred-years-immigration-canada-1900-1999 www.homeworkcheck.ca/Media/SS/Culture/Timeline%20of%20Canadian%20Immigration%20 Policy.pdf

Teacher Resources: www.historicacanada.ca/content/education/forces-immigration https://www.historicacanada.ca/content/education/push-pull-factors-involved-europeanimmigration-canada-turn-19th-century http://www.aac.ab.ca/resources/pdf/UnitAssessmentPlanGr9Oct2012.pdf See Summative Assessment #9 for follow-up tasks o Also links to another document which has helpful assessment tools for immigration-specific tasks

www.collectionscanada.gc.ca/obj/022/f2/022-403.002.05-e.pdf http://www.historybenchmarks.ca/lesson/482 http://education.alberta.ca/media/1126804/ss9.pdf

Grade 9 Social Studies: Immigration Lesson

References Forces of Immigration. (n.d.). In Historica Canada. Retrieved February 23, 2014, from https://www.historicacanada.ca/content/education/forces-immigration Historica Canada is the largest, independent organization dedicated to Canadian history, identity and citizenship (About Us, n.d.). It is a national charitable organization which developed numerous programs in keeping with these themes and in the hopes of preserving a common Canadian memory and civic identity. The organization operates programs such as Encounters With Canada and The Memory Project: Stories of the Second World War. They have also created a number of lesson plans for Canadian teachers to utilize in their classrooms. These lessons range across all grade levels and cover a wide variety of topics appropriate to the various provincial curricula. Forces of Immigration is a thorough plan which examines the push/pull factors of immigration along with the history of immigration and its associated policy within Canada. It provides a great deal of detail for teachers, allowing for easy lesson delivery, but can also be easily altered per the individual teachers wishes for the class. The approach taken by Forces of Immigration is appropriate for the Alberta Social Studies curriculum outcomes and fits well with General Outcome 9.1 (Issues for Canadians: Governance and Rights).

Grade 9 Social Studies: Immigration Lesson

Time Period: Land of Prosperity 1867-1899 Major Ethnic Groups that Migrated:

Major Events:

Trends:

Policy Changes:

Best Sources: https://www.collectionscanada.gc.ca/immigrants/021017-2200-e.html http://www.canadian-studies.net/lccs/LJCS/Vol_14/Sturgis+Davis.pdf

Hints: Dominion Lands Act 1872 Open Door Policy Western Settlement Head Tax 1885

Grade 9 Social Studies: Immigration Lesson

Time Period: Into the 20th Century 1900-1930 Major Ethnic Groups that Migrated:

Major Events:

Trends:

Policy Changes:

Best Sources: William Lyon Mackenzie King (1908) "That Canada should desire to restrict immigration from the Orient is regarded as natural, that Canada should remain a white man's country is believed to be not only desirable for economic and social reasons but highly necessary on political and national grounds." From a 1908 Report; at the time, Mackenzie King was Deputy-Minister of Labour; he later became Prime Minister of Canada in 1921 Clifford Sifton on East European Immigrants (1922) "I think a stalwart peasant in sheep-skin coat, born on the soil, whose forefathers have been farmers for ten generations, with a stout wife and a half dozen children, is good quality" from Macleans Magazine. Note that this was said long after Sifton was out of politics and responsible for immigration. According to Berton, (The Promised Land, op. cit., p. 21) Sifton had deep-seated suspicion of Roman Catholics and French Canadians. He did not employ a single Quebecer in his department. http://faculty.marianopolis.edu/c.belanger/quebechistory/readings/CanadianImmigrationPolicyLe ctureoutline.html Hints: Clifford Sifton and Ideal Immigrant, Anglo conformity, Immigration Act 1910

Grade 9 Social Studies: Immigration Lesson

Time Period: Hard Times 1931-1945 Major Ethnic Groups that Migrated:

Major Events:

Trends:

Policy Changes:

Best Sources: http://ccrweb.ca/en/hundred-years-immigration-canada-1900-1999 William Lyon Mackenzie King (1938) "We must seek to keep this part of the Continent free from unrest and from too much intermixture of foreign strains of blood". From King's Diary, 1938. King was Prime Minister of Canada at the time. Hints: Japanese, Chinese, and Canadian citizenship o Application for naturalization 1937, Annual report, Immigration: "There is at present a great pressure at our doors for the admission of many thousands of distressed peoples of Europe". World War II and Refugees

Grade 9 Social Studies: Immigration Lesson

Time Period: A Changing Nation 1946-date Major Ethnic Groups that Migrated:

Major Events:

Trends:

Policy Changes:

Best Sources: http://ccrweb.ca/en/hundred-years-immigration-canada-1900-1999 http://www.k12studycanada.org/files/teachmodules/Shared_Histories_and_Shared_Lessons.pdf http://www.museevirtuelvirtualmuseum.ca/edu/ViewLoitDa.do%3Bjsessionid=5D350D6E9B445F46790AA158742C4A DC?method=preview&lang=EN&id=1700

Hints:

By the 1960s, one-third of Canadians had origins that were neither British nor French, and took pride in preserving their distinct culture in the Canadian fabric. Immigration Act and Immigration Appeal Board Act Multiculturalism Refugees Points System