Canadian Immigration Policy and Reform
On January 19, 1962, the Honourable Ellen Fairclough, Minister of Citizenship and Immigration, virtually eliminated racial discrimination through the introduction of a new immigration act. This new act stated that any unsponsored immigrant that had the required education skill or other quality was able to enter Canada if suitable, irrespective of colour, race, or national origin.
BookCart Learning Activity for Canadian Schools
ProQuest has created a BookCart learning activity to help teachers provide students with a one-stop research method to learn more about the history of the immigration policy, trends, problems, and solutions—"Canadian Immigration History and Trends."
However, there were provisions: they had to have a specific job waiting in Canada or be able to support themselves until one was found, they could not be criminals or terrorists, and they could not suffer from disease that could endanger the public health. The only catch to this act was the favourtism toward Americans: they could sponsor more relatives than immigrants from other countries.
In 1966, the Pearson government introduces White Paper on immigration policies. This document shows that Canadians should accept and encourage as many immigrants into Canada as possible, stating immigration has increased national population and economic growth. It outlines how Canadians should accept those who can adapt to Canadian society, and barring those who can't adapt. Pearson's document also makes admissions to certain immigrants for humanitarian or compassionate reasons.
In 1967, the Points System was established, judging immigrants on qualifications such as language and skill. This system attempts to remove all discrimination and prejudice because of Canada's cementing role in diplomatic mediation and international peacekeeping. During this time, the pattern of immigration swerved from European to Asian immigrants, reflecting Canada's increased trade with third world countries.
In 1976, the Immigration Act that is the basis of the current laws was intended to promote Canada's demographic, economic, cultural and social goals. This new act encouraged family reunification and attempted to fulfill Canada's international obligation with the UN, made in 1951.
This act was non-discriminatory in its policy and required cooperation between all levels of government. Thus, the federal government had to consult with the provinces regarding planning and management of Canadian immigration.
There are four basic categories for immigrants in Canada following this act:
- Humanitarian, including refugees, persecuted or displaced persons
- Independents who followed their own initiative to immigrate to Canada
- Assisted relatives
This fresh model BookCart developed by an educator includes student directions and essential questions that help students develop 21st Century critical thinking skills (details and video).
Our BookCart learning activities save teachers and students time from searching and reinvest it in more time for critical thinking, writing, and presentation.
BookCart Model Copying Directions
Teachers or librarians can copy "Canadian Immigration History and Trends" and any other BookCart learning activity from the Canadian BookCart collection or the U.S. curriculum area BookCart collections by using the following procedure:
To edit this BookCart for your students to use:
- Logon to the eLibrary Canada or eLibrary Canada CE TEACHER EDITION.
- Click the BOOKCART ADMIN link at the top of the Teacher Edition.
- Click the PROQUEST CARTS tab.
- Scroll down the folder list on the left and click CANADIAN BOOKCARTS.
- Scroll down/page down to find "Canadian Immigration History and Trends."
- Click the COPY icon (middle one) in the ACTIONS column to the right of this title.
- Click RETURN TO MY LOCAL CARTS.
Traditional Research Learning Activity
Assign students to write a report of at least 150 words or a presentation of at least seven slides that cites at least three resources on the history and trends of immigration policy in Canada. Students should use the pathfinder listed below to save time and ensure the best and most relevant results.
- Click the first new BookCart Title with the prefix "COPY OF".
- Delete "Copy of" and then type your name in the AUTHOR boxes and your initials in EMAIL.
- Optional: Edit or type any additional ESSENTIAL QUESTIONS in the DESCRIPTION box.
- Optional: Edit the existing STUDENT DIRECTIONS in the Description box.
- Scroll down and click SAVE.
- Click RETURN TO MY LOCAL CARTS.
Students should address the following essential questions for critical inquiry (you may add or substitute others):
Select Advanced Search > Check the Canadian Sources Only box > Enter "Immigration History and Trends" in the Search box > Type "Immigration" in the Document Title box
- How has immigration policy changed in the last 50 years?
- What are the advantages to a diverse immigration policy?
- What are the disadvantages of a open and diverse immigration policy?
- What strategies does Canada have to deal with the transition of immigrants into productive Canadian citizens?
Your students can use our custom ProQuest models for written and PowerPoint-style reports.
Teachers may be interested in a ProQuest flexible rubrics model for evaluating inquiry-based learning activities.
Educators may also wish to employ the Quizinator Web tool (free, but registration required) for creating a variety of printed resources, including short assessments.
ProQuest's new research platform is ready for the new decade. Have you seen it yet? Find out more.