Canadian and World Studies (Geography)

Grade 9

Applied Level

Immigration and its Global Connections

Justin Lajner & Steven Lee

EDUC 8F11

Curricular Expectations

Overall Expecations

- identify the economic, cultural, and environmental connections between Canada and other countries;

- explain how current global issues affect Canadians.

- identify current or anticipated physical, social, or economic changes and explain how they could affect the lives of Canadians;

Specific Expectations

- compare Canada’s quality of life with that of other countries (e.g., by constructing a rating scale, by studying the United Nations Human Development Index).

- report on how current national or international trends or events (e.g., immigration, rural-urban migration, changing demographics, natural or human disasters) affect the sustainability of Canada’s human systems;

- compare Canadian and global trends in resource consumption and pollution (e.g., level of development versus rate of resource use, GDP versus pollution levels).

- analyse the potential impact on the global community of their personal choices (e.g., in music, clothes, food,work, recreation)

- compare the “ecological footprint” of a typical Canadian with those of people from other countries.

- use graphic organizers (e.g., mind maps, semantic webs, timelines,Venn diagrams, cross- classification charts) to clarify and interpret geographic information;

Day 1

Supplies: -World Map - 50 push pins - Population Map of Canada - Projector

Teacher Instructs Student Does Time- The teacher introduces the unit to the students and puts pins in the world map where they live and where they have relatives.

- After students have finished putting their pins in the map the teacher explains that these pins show our connections throughout the world. It illustrates that we are not isolated but we have connections all over the world

- The teacher will then define Immigration and put a population map either on the overhead or using a projector. The teacher will ask the students about patterns they see in settlement. (The majority of the population exists near the southern boarder, due to climate and resources)

- Students come up row by row and place pins where they live and where they have relatives.

- The students will record the definition of Immigration and listen to the explanation of the population map of Canada.

35-40 min.

20-25 min.

Day 2

Supplies: examples knowledge of types of immigration, push/pull factors, and gateway cities

Teacher Instructs Student Does Time-begins by asking the students what they know about immigration-explain what push and pull factors (ie. pull factor – job opportunities in another country, push factor – war in your country)-teacher discusses the three types of immigrants (Economic class, Family class, and Refugees) describe each one in detail while also giving an overview of the history of immigration (from the immigration act of 1906, to the settlement of the west, the Chinese head tax, to the continuous passage act, the absorptive capacity, to the point system today) Here I would talk about cultural literacy and how the history of immigration isn’t very open minded.

-students reveal their understanding of the topic

-students brainstorm possible push and pull factors

-taking notes

-student will then go on the computers to find out what the gateway cities in Canada are and What it means to be a gateway city?and Why these cities have this title?

-3 min.

-10 min.

-35 min.

-15 min.

Day 3

Supplies: - Canadian Citizenship and Immigration Website (www.cic.gc.ca) - Projector, or Smart Board - Computer - Computer Lab

- Handout on the Canadian Point System - Online application (http://www.cic.gc.ca/english/immigrate/skilled/assess)

Teacher Instructs Student Does Time- Teacher asks the question: How do people come to Canada?

- Who decides who gets into Canada?

- What do you think “they” look for when they decide to let someone in?

- Pulls up the Citizenship and Immigration website. (Explore technological literacy – using technology.)

- Discuss what the ministry does.

- What kind of immigrants are there?

- Talk about the point system, why it exists, how it works. Refer to Handout for key points.

- Handout, with Activity. Go over the handout with students. Ask to ensure they know what the words on the page mean. Explain the activity.

- Supervision.

- End activity. Lead reflection.

- Brainstorm answers to the questions and reflect on what must be needed to come to Canada.

- Who controls immigration?

- What do we want in “new” Canadians?

- Answer: refugees and immigrants.

- Review the handout.

- Complete the activity, trying the immigrant application on the CIC website. Experiment with immigration.

- Offer insights, and whether or not they succeeded in getting in.

10 minutes

15 minutes

10 minutes

30 minutes

10 minutes

Canadian Immigration: The Point SystemCGC1P

Canada is a multicultural country. This means that our country is made up of hundreds of different cultures from all over the world, and native here. In Canada’s early history men, women and children would arrive on the shores and make a start in a new country with little information or help. Today is a very different world.

Now, the Federal Government in Ottawa controls who comes into the country, and where they settle. Since 1967 Canada has used a Point System. Before 1967 Canada had a discriminatory immigration policy. People from Europe and United States were preferred to those in Latin America, Asia or Africa. The point system is a merit-based system. This means that those people who are most qualified get into Canada.

The Point System looks at several factors. These factors include; age, education, work experience, family, and language. People who can speak an official language (French or English), have high levels of education, work experience and are working age are more desirable than those who are untrained, without speaking an official language and near retirement.

ACTIVITYTry it Yourself! - Would you get in?

Go to this Website: http://www.cic.gc.ca/english/immigrate/skilled/assess/

This is a sample of the same test people who want to immigrate to Canada must fill out. Each answer is given a score. Applicants must get a score over 67 to get in. Use YOUR information to see if you would be allowed in.

If you finish early experiment with the test and see what results you get.

Day 4

Supplies: - Guest Speakers, Immigration Officer, Immigrant to Canada- Handouts (Guest Speaker)- Whatever materials or setup the guest speakers may want- Literacy supports, ex. Dictionaries.

Teacher Instructs Student Does Time

- Teacher outlines expectations of student behavior with special guests. Hand out Guest Speakers handout. Go over the expectations on the handout.

- Encourage students to ask questions of the guest speakers.

- Express any confusion they may have. Go over handout and expectations.

10 minutes

- Introduce guest speakers. Ensure whatever they need is ready.

- Listen and make notes on the guest speakers’ remarks. Manage student behaviours.

- Help students ask questions (phrasing, and helping with names).

- Thank guest speakers for coming in. Reflect on remarks.

- Supervise students and lend support while they complete the writing task, on handout.

- Listen to guest speakers, make notes on what they are saying. Think of questions.

- Students ask questions of the quest speakers.

- Thank guest speakers for coming in. Reflect on remarks, share thoughts.

- Complete task on handout.

20 minutes

10+ minutes

10 minutes

25 minutes

Guest SpeakersCGC1P

It is important to develop your skills as a listener, and a writer.

During the presentations please take notes on the key points. DO NOT WRITE EVERY WORD. Write the major points, and key ideas.

Speaker 1, Name:__________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Speaker 2, Name:__________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write Up – Length: 0.5-1 page.Using your notes above, summaries what the speakers have told you on a separate piece of lined paper. Based on what you’ve learned today write about what you believe the immigrant experience is like coming to Canada.

Day 5

Supplies: tape, Hershey kisses

Teacher Instructs Student Does Time-clear the classroom desks to the side prior to students arriving-assign a specific country to each student (ie. “Charles you will represent China”)-tell the students to group themselves based on what continent they would be a part of (Note: This entire

-once students have decided what continent they are a part of tape off the amount of floor tiles representing each continent (Asia 30, Africa 19, North America 19, South America 17, Europe 10, Australia 5) -discuss that the size of the continent area is depicted by the number of squares you are standing in, and the number of people in your continent shows the population

-students enter the classroom and sit along the edge of the room

-student’s separate into different continents based on the country they were assigned-students have to stay inside the taped tiles designated as your continent

-discuss with teacher and peers what they notice about size and population

-5 min.

-5 min.

-7 min.

-10 min.

-distribute Hershey kisses to each continent (North America 30, Europe 19, South America 19, Australia 17, Asia 10, Africa 5)-ask the student why you did not give equal kisses to each continent -tell the students that the kisses represent GDP, or wealth of that continent-discuss discrepancies between population, continent size, and wealth, also talk about push/pull factors that might make you want to change continents and where you would go.

-talk about international aid, and ask the students if they feel an obligation to share with other continents

-students discuss reasons

-let the students try to immigrate to another continent and have the students decide whether or not to let people in or not and why they decided what they did (them being your friend is not a reason to let them into the country)-students decide

-10 min.

-20 min.

-10 min.

CGC1P - Culminating Task

In groups of three, you are going to be given a case study that is about a person trying to come to Canada as an immigrant from another country. In your groups you will have to read the case and using the immigration point system:1. Determine whether or not the person would be accepted into Canada.

2. Decide using clues from the case, the point system, and outside research, where in Canada this person would settle or live.

3. Determine what class of immigrant this person would be.

You have two choices for how you will present this assignment.

You may either write a report 1-2 pages answering the above three questions. Or You may present your findings to the class in a five-ten minute presentation. You will be evaluated using the rubric attached.

Case Studies

Case Study #1My name is Zhu Jiabo I am 83 years old and live in Haerbin, China. I am a retired gymnast and coach. I completed secondary school but never went to college. I worked for 36 years and now want to join my son, his wife and children in Toronto. My son is a doctor and his wife babysits. My spouse died two years ago, he was a mechanic, which is why I want to move in with my family. I cannot speak, read, or write in English or French but speak Cantonese fluently.

Case Study #2My name is Aarif Abdul and my wife’s name is Haadiya Abdul. We have just started a family together with the birth of our first child Hafiza. I am 20 years old and my wife is 18 and we have not completed high school. We are Catholic and are being harassed because of our choice of faith. Where we live Muslim is the main religion and we are not being allowed to practice our faith. I have no family in Canada, but my wife has an Aunt who lives in Quebec and works at a

department store. We want to move to Quebec to live near her and practice our faith. We cannot read or write in English yet but are learning.

Case Study #3My name is Sofia Coley I am 25 years old and live in Canberra, Australia. I completed secondary school and have a three year business degree. I have been looking for work and have found an opportunity in New Market, Ontario as an advertising specialist for a clothing company. I do not have any family in Canada but hope to start my own when I get there. I can read speak and write in English fluently.

Case Study #4My name is Claire Delacuer. I am 36 and live in Paris, France. I speak French fluently and can speak some English. I did not complete high school as I began modeling at 16. I am a model and am looking to move to Toronto to work with a new modeling agency as my current agency says I am too old. I do not have a job said up but I think I will find one when I get there. I also hope to find a husband and adopt a baby.

Case Study #5My name is Draaby Selaman I am 21 and live in Rwanda. I did not go to school and have spent most of my time farming. I want to come to Canada to get away from the constant war and threat of violence in my country. I can speak English and French fluently but cannot write or read. I have no family in Canada, I would be the first to leave. I think I would like to move somewhere I could become a farmer.

Case Study #6My name is Agata Acraqui I am 31 and live in Bolivia. I work for a company that manufactures and distributes solar panels. I finished high school and became part of this company. I have gradually worked my way up to my current position as logistical manager. I have been asked to move to Canada permanently to help with the operations of a Canadian plant yet to be developed. I know some English and a little French but am not fluent in either. I have no family in Canada but I hear they are friendly.

Case Study #7My name is Johannes Brucker, and I come from Bremen, Germany. I’m 42 years old. I’ve worked as a chef in Germany for over 20 years. I went to college in Germany for two years and hold a degree in culinary arts. My wife Greta also has a two-year college degree and works as a librarian. I do not have any work arranged for myself in Canada, nor do I have any family there. I plan to move to Alberta and find work in a restaurant. Our children are grown and have decided that, for now, they will remain in Germany.

Case Study #8My name is Arban Borjigin of Ulan Bator, Mongolia. I’m 22 years old. I graduated high school back in my home country. I’ve worked as a labourer for five years, doing odd jobs. I never went to college or university. I am unmarried. My cousins in Canada have arranged work for me in Toronto.

Case Study #9My name is Javier Rivera of Rosario, Argentina. I’m 32 years old. I graduated high school and obtained a Bachelor of Science degree in Engineering. I’ve worked as an engineer in Argentina for 10 years. My

wife has a high school diploma. I have three young children, ages 3, 6, 8. I do not have a job arranged in Canada, but I understand that engineers are needed there. I have a brother and sister-in-law in Vancouver.

Case Study #10My name is Juan Sento. I am 33 and am originally from Guerrero, Mexico but have been living in Texas for the past 7 years. I did not go to school but have been working since I was very young. I can build houses which is what I was doing in Texas until I was recently deported back to Mexico. They said that there was something wrong with my working permits and that I could not stay in the U.S.A. They sent me, my wife, and our two daughters back to our poor city. I have no family in Canada but can speak English pretty well.

Level 4 Level 3 Level 2 Level 1Content /12

-all three questions are answered

insightfully with lots of examples of

the points and perspectives

presented10-12

-all three questions are answered

completely with some examples of

the points and perspectives

presented7-9

-all three questions are somewhat

answered with a few examples of the points and perspectives

presented4-6

-the three questions have parts of their

answers missing with few to no

examples

1-3Organization/ Creativity /4

-paper/presentationis set up in an

orderly fashion, with some unique elements or ideas

illustrated4

-paper/presentationis orderly, but is

limited in creativity

3

-paper/presentationlacks some order and lacks some

creativity

2

-paper/presentationis scattered and

lacks any creative elements

1Communication /4

-information is presented clearly

with attention paid to wording, with

no errors4

-information is clear with attention

paid to wording, with limited errors

3

-information is lacking some

clarity and has some errors

2

-information is not clear and there are many errors in the

work

1Research/Evidence /4

-provide more than 2 sources and use these sources well

to justify their points & examples

4

-provide 2 sources that justify their

points & examples

3

-provide one source or fewer that has limited connection to

points & examples presented

2

-students lack sources or sources

used have no connection to

examples & points presented

1

Day 6

Supplies: - Copies of Case Studies for each group- (Preparation) Divide the class into groups of 3, at the discretion of the teacher- Culminating task instructions- Computer lab

Teacher Instructs Student Does Time

- Hand out the culminating task instructions, and explain to the class what they are expected to do.

- Walk through the instructions. Draw back on their experience with the point system online.

- Run through a sample with the class at filling out the test, perhaps using the teacher as an example.

- Assign each group a case study.

-Supervise student behaviour in the computer lab.

- Track student progress, and address concerns.

- Listen to instructions.

- Access their experience and guide the teacher through the process.

- Positive student behavior will be rewarded and assigned preferred case studies.

- Get into their groups, and begin working out the immigration test as a group. Determine how they want to present this information.

5 minutes

10 minutes

5 minutes

55 minutes

Day 7

Supplies: - Supplies the students need for their presentations (projector, computer, etc.) - Overhead Projector - Transparencies of each case study

Teacher Instructs Student Does Time

- Remind students of responsible and respectful behaviour during a presentation.

- Set up an order for the presentations. Give students time to do last minute preparations.

- Bring the class to order, and begin the presentations. Manage behaviour.

- Go over each of the case studies as a class, especially those who were not presented using the transparencies. Talk about whether or not they would get in. In addition, discuss push and pull factors. Where are these people coming from? What does this say about Canada? The teacher should keep anecdotal records on student answer and use them to develop their mark and performance in the unit.

- Students go over their last minute preparations, speaking order and getting their visual aids set.

- Respectfully listen to their peers as they present.

- Contribute to the discussion, especially for those who are responsible for the particular case studies. Draw on their knowledge from the rest of the unit to discuss immigration and populations in Canada.

5 minutes

15 minutes

5-40 minutes (dependent upon the number of presenters)

15+ minutes

Overview

The unit we have designed involves a large number of activities and student interaction, and limited amount of traditional teacher-led instruction. The unit is focused on the interaction of different parts of the world and migrations as part of the global systems.

There are three literacies that we have selected that we believe fit well with our lessons and content. The first literacy is technological literacy. For activities and the culminating task students must successfully use a computer and navigate a website to complete a sample test for the point system for immigration to Canada.

The second literacy we included was global literacy. Global literacy is innate in a unit about the interaction between global populations. The unit itself teaches students their connections to the greater world and how they fit within systems that govern humanity. The aspect of global literacy is learning and understanding the connections between us, as individuals, and the rest of the world.

The third literacy we included cultural literacy. One of the central tenets of the unit is a discussion of conditions around the world. Understanding the nature of different cultures and conditions around the world is key to developing empathy and understanding. In addition, to understand immigration to Canada it is necessary to explore push and pull factors that affect migration patterns.

For individual learning, students engage in activities by alone. For example, for lesson 3, students complete the immigration form/test on their own. This allows individual students to experiment and develop their own skills with the website before getting together with other learners. At several points students are asked questions, and brainstorm answers on their own, and they are asked to share their thoughts.

There is a strong emphasis on cooperative learning throughout the unit. Students engage in a variety of activities in pairs, small groups, and as an entire class. The class is often used as a prop to demonstrate aspects of global systems to students, for example the comparative area, populations and wealth of different continents. The philosophy we used was that given we were studying interconnectivity and relationships that using group activities were far more effective in relating the material to students. The culminating task is even done in groups.

Overall our unit is designed with the student in mind. Applied students in grade 9 generally require more hands-on activities and less “Socratic” instruction. Our lessons/unit plan targets their need to move, manipulate and interact with new information. Our experience with geography, as students, has taught us that these activities stick with the learners for years. By using them we ensure global, cultural and technological literacy, coupled with greater empathy for their fellow human being is achieved.