T e a c h e r  C r e a t e d  L e s s o n

Changing Demographic Patterns in Canada since 1914

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TDSB, Toronto, Ontario

Push and Pull Factors for Immigration
Immigration increased following the end of World War I. Canada's attitude toward immigration following the war was described by the Toronto Globe as an "open door, with a firm hand on the knob". The government of William Lyon Mackenzie King promoted the entry of farm hands and domestic servants and gave preference to persons of British background. During the 1920s, almost 1,250,000 immigrants were admitted to Canada.

What would cause people to want to come to Canada? These factors that encourage people to come to Canada are called "pull factors", because they draw you to choose a certain country. What about the immigrants original country of origin? Why would they leave? Sometimes the conditions in one country are not ideal. These are called "push factors" because they "push" you to leave a place.

Try this interactive activity to find out some of the push and pull factors for immigrants all over the world after World War I.
Why We Came to Canada
Destination Canada: Click on different countries in this interactive map and find out the factors that pushed and pulled different groups of immigrants to Canada.
M. Miller, Scarborough Historical Museum
© 2007, Scarborough Historical Museum. All Rights Reserved.
Play the Flash File

Learning Object Collection: Making History Now
Do You Have What It Takes To Interview?
Have you ever watched a T.V. show like Oprah or David Letterman? They often have guest celebrities on their show to tell about their lives and what they have been doing. In order to learn more, questions need to be well-planned, and the host needs to be a good listener!

In order to find out more about immigration, you will be conducting an interview. Conducting an interview means formulating questions to expand your knowledge on a subject. It is something that can be very fun to do, but not very rewarding if you aren't prepared! One of the most important things about conducting an interview is being a good listener! The person you are interview has a wealth of information, let them tell their story. Sometimes, LISTENING is not just listening. You need to be aware of the ways people will communicate so that you 'get' their meaning.

Practice your listening skills with this interactive activity.
Test Your Listening Skills
Listen to short clips narrated from an oral history and test your listening skills. Is what the narrator says what you hear?
M. Miller
© 2007, Scarborough Historical Museum. All Rights Reserved.
Play the Flash File

Learning Object Collection: Making History Now
Get Ready to Interview!
Read the information in this next activity to help you get ready for what's involved in conducting an interview. Make a list of 5 items that you think are the most important things to know before you begin interviewing.
Oral History ~ Sharing Our Stories
Your History is Important
M. Miller
© 2007, Scarborough Historical Museum. All Rights Reserved.
Play the Flash File

Learning Object Collection: Making History Now
How NOT to Interview
* Teachers: Print out a copy of the "Rules for Great Interviews". Cut the rules apart and hand out each rule to students in partners. Depending on the class size, you might have 2 or 3 groups doing the same rule.

Student Activity
Have you ever heard someone say "you learn from your mistakes"? This next activity will help you learn about how to be a good interviewer by practicing and watching some examples of what NOT to do!

In partners, you will be working on the activity in this view. Your teacher may provide you with the rule you should be acting out, or you could choose one of the rules to act out. Remember: you will be acting out how NOT to interview!
Activity: Oral History How To
P. Paul
© 2007, Scarborough Historical Museum. All Rights Reserved.
View the complete media file

Learning Object Collection: Making History Now
Assignment: Interview an Immigrant!
Now that you have perfected the rules on how to conduct an interview, you can put your skills to the test!
Alone or with a partner, find someone who immigrated to Canada! This could be a parent, grandparent, aunt, uncle, friend, or neighbour! Interview them and try to find out the reasons they immigrated to Canada. Don't forget to formulate some questions to help you learn more about the push and pull factors relating to their immigration, and maybe even find out more about the personal feelings and experiences of their journey!

Present your information to the class!

Learning Objectives

Grade 10 History

In this lesson students will:
- students will learn about the push and full factors that led people from all over the world to immigrate to Canada since 1914;
- students will practice their listening skills by listening to audio clips and reading tips on how to listen objectively;
- students will develop skills in order to perform a successful oral interview;
- students will perform an oral interview and do a formal presentation about factors relating to immigration;

Curriculum Expectations:
– identify the major groups of immigrants that have come to Canada since 1914 and describe the circumstances that led to their decision to emigrate (e.g., impact of war, political unrest, famine);
– analyse the similarities and differences between current and historical patterns of immigration to Canada, making reference to changing immigration policies and pull factors (e.g., incentives for immigrants) that were in effect during different periods;
- evaluate the credibility of sources and information (e.g., by considering the authority, impartiality, and expertise of the source and checking the information for accuracy, underlying assumptions, stereotypes, prejudice, and bias);
- express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of styles and forms (e.g., reports, essays, debates, role playing, group presentations);
- complete research projects that reflect or contain the elements of a historical inquiry process: preparation, research, thesis, supporting evidence, conclusion based on evidence.