Chapter 5



Chapter 5 - How well do Canada’s immigration laws and policies respond to immigration issues?

Name: ____________________________ HR: _____________

Conduct a survey in your class to determine:

• how many classmates are immigrants to Canada

• how many parents are immigrants to Canada

• where people came from

• why their family came to Canada

• pushed

• pulled

Class Immigration Survey

|Student Name |Is the student an |Are the student’s parents |Country of Origin? |Reason to come to Canada? |Push or Pull? |

| |immigrant? |immigrants? | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Predict why Canada has encouraged immigrants both in the past and present times.

Complete the following chart that shows challenges and opportunities immigration may create in Canada:

Challenges Opportunities

Issue 1: What criteria does Canada use when accepting immigrants and refugees?

1. Examine Canada’s Oath of Allegiance:

I, ……………, do Solemnly swear (affirm) that I will be faithful and bear true allegiance to Her Majesty Queen Elizabeth the Second, Queen of Canada, Her Heirs and Successors according to law, forever. So help me God.

What does this tell you about the type of society Canada initially sought to create?

On Jan. 1, 1947, the Canadian Citizenship Act came into effect and Canadians finally became "Canadian citizens." Prior to this time Canadians were considered subjects of Britain. How do you think being a subject differs from being a citizen?

2. In 2002, Canada passed the Immigration and Refugee Protection Act. (pg 167)

• Describe the objectives of this Act

• What values are reflected in these objectives?

• State and describe the 4 categories of immigrants to Canada, from the largest group to the smallest.

Critical Challenge – Information Analysis

Go to Develop a double bar graph that compares the change in immigrant sources from “1991-1995” and “2001-2006” for the top 7 sources of immigrants to Canada (total, historically). On the bottom of your graph, explain why you think there is a change in three of the source countries (this will likely require some research into push and pull factors for specific listed nations).

4. Citizenship and Immigration Canada are responsible for putting legislation into practice. Their 2006 - 2007 Plans and Priorities are found on page 168. Use this document to:

• determine the issues affecting immigration:

• determine how their plans will meet the needs of Canadians.

5. Examine the following Point System Chart for immigration into Canada.

EDUCATION SCORE

PhD or Master's and at least 17 years of full-time equivalent study 25 Points

PhD or Master's and less than 17 years of full-time study 22 Points

Two or more university degrees at the bachelor's level and 22 Points

at least 15 years of full-time equivalent study

Two to four-year university degree and at least 14 years of full time equivalent study 20 Points

One-year university degree and at least 13 years of full-time equivalent study 15 Points

Three-year diploma, trade certificate of apprenticeship and at least 15 years 22 Points

of full-time equivalent study

Two-year diploma, trade certificate of apprenticeship and at least 14 years 20 Points

of full-time equivalent study

One-year diploma, trade certificate of apprenticeship and at least 13 years 15 Points

of full-time equivalent study

One-year diploma, trade certificate of apprenticeship and at least 12 years 12 Points

of full-time equivalent study

Secondary School Educational Credential 5 Points

25 (Max)

LANGUAGE

First Language per ability (Speaking, Listening, Reading, and Writing)

High proficiency (per ability): 4 Points

Moderate proficiency (per ability): 2 Points

Basic proficiency (per ability): 1 (max 2)

No proficiency: 0 Points

Second Language per ability (Speaking, Listening, Reading, and Writing)

High proficiency (per ability): 2 Points

Moderate proficiency (per ability): 2 Points

Basic proficiency (per ability): 1 (max 2)

No proficiency: 0 Points

WORK EXPERIENCE AGE

One year 15 Points 21 to 49 years old 10 Points

Two years 17 Points Less 2 points for each year over 49 years old

Three years 19 Points or under 21 years old 10 (max)

Four years 21 Points

21 (max)

ARRANGED EMPLOYMENT IN CANADA

Postgraduate work permit, or Arranged Employment Opinion 10 Points

ADAPTABILITY

Educational credentials for a spouse/common-law partner

- a spouse/common-law partner who would be awarded 25 points 5 Points

- a spouse/common-law partner who would be awarded 20 or 22 points 4 Points

- a spouse/common-law partner who would be awarded 12 or 15 points 3 Points

Minimum one year of full-time authorized work in Canada 5 Points

Minimum two years of full-time authorized post-secondary study in Canada 5 Points

Points received under the Arranged Employment Factor 5 Points

Family relationship in Canada 5 Points

10 (max)

The current passing point is 67 points out of 100 points.

a. Determine the number of points your parent/guardian would receive if they applied to immigrate to Canada. You can complete this directly on the preceding page by interviewing one of your parent/guardians. What areas worked for and against their immigration (hypothetically)?

b. What sort of immigrant does this point system encourage? Based on what you remember from grade 7 social studies (and page 173), compare this with the sort of immigrants Canada encouraged prior to 1910.

c. Who is excluded from this point system? (pg 172)

6. How does immigration improve the quality of life of immigrants (Read the story on page 174).

7. What are the objectives of Canada’s refugee program? (pg 177)

8. What issues might arise from Canada’s refugee policy?

9. In contemporary times, security concerns play an important part in immigration decisions. Read the two documents on page 179. How have security concerns impacted immigration policies?

Issue 2: How do the individual and collective rights of Canadians influence immigration laws and policies?

10. How did the Singh decision reflect a development in individual rights? (pg 181)

11. What is a refugee? What do you think is the central criteria for determining if a person is a legitimate refugee? What are some potential ways people could manipulate the system (weaknesses of the system)?

12. Summarize the perspectives on the Singh decision. (pg 182)

Singh Decision

13. What might First Nations say about immigration? (pg 183 - 184)

First Nations Perspectives on Immigration

14. Compare and contrast the comments of Frank McMahon and Paulin Mulatris on page 185.

Issue 3: How do provinces influence immigration laws and policies?

15. State the 3 ways provinces can influence immigration policies. (pg 189)

16. If you were responsible for determining immigration policies for Alberta, what areas would you recommend the federal government target? Use the chart on page 190 to help you make your decision.

17. How has Quebec been able to influence immigration? (pg 191)

18. Who benefits most from the Canada - Quebec Accord?

Terminology

Immigration

Emigration

Economic Class immigrants

Family Class immigrants

Point System

Refugee

Push/Pull Factors

Birth/Death Rates

Rate of Replacement

Demographics

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download