Minds On
Rising population
Examine the following population chart.
What do you notice about this population chart? What do you believe contributes to the rising population over time?
Basic human rights
What are some basic human rights and services that all children and adults should be entitled to?
Brainstorm your ideas using a method of your choice. If possible, compare your list with someone else. What things did you both have on your list?
Action
The push for immigration
Indigenous communities have lived on what we now call Canada since time immemorial. As time went on, colonists from all over the world came to live in Canada, settling on traditional Indigenous territories. Many came because they wanted to. Many came to escape discrimination, hunger, or war. Canada offered a safe place to live and welcomed millions of immigrants, offering them freedom, democracy, and a new life. However, that doesn’t mean everyone who escaped to Canada was welcomed or treated the way they should have been.
As a result of immigration, diverse cultural, religious, and linguistic communities have established themselves in Canada, defining Canadian society as we know it today.
So, what does it mean to be a nation of immigrants? How has immigration changed over the years? How is it the same?
Begin by exploring the following video "Settling Historical Canada" as an introduction to immigration in Canada’s Western Provinces.
Clifford Sifton
Throughout the 1800s and 1900s, the government was desperate to grow the population of Canada, especially in the west. The government was specifically looking for new farming families to help develop agriculture.
Clifford Sifton was a successful Manitoba businessman, lawyer, and Cabinet member of the Manitoba government. Under Sir Wilfrid Laurier, Sifton was put at the forefront of Canada’s evolving immigration policy. Sifton began with a list of “preferred immigrants,” originally only wanting farmers to populate western Canada and add to the production of the country.
At the time, he believed only agriculturalists and peasants from Scotland, North of England, and Eastern and Central Europe were desirable immigrants. Sifton felt strongly that town dwellers, artisans, shopkeepers, and labourers were not desirable immigrants, as they didn’t make good pioneers and would increase the population of the major cities, adding to unemployment.
Sifton hired immigration agents to create advertisements in the form of posters and brochures to attract people to Canada’s advantage. They would often outline practical information such as transportation, soil, and climate, but leave out negative information, such as the cold winters in Canada. Sifton's widespread campaign was a huge success, and more than one million immigrants came to Canada between 1896 and 1905. About 40 percent of those immigrants came to the cities and the rest to rural areas, growing the population in rural areas from 300,000 to 1.5 million.
Examine the following poster that was created by Sifton to attract immigrants to Canada West.
A poster that reads: Shortest Sea Passage to America. Average about Eight Days. The Nearest British Colony. CANADA. Free Grants of 160 Acres. Manitoba and the North-West Territories, Assiniboia, Alberta, Saskatchewan, and Athabasca. Grants of 100 to 200 acres are also offered in other parts of Canada.
The poster also shows a world map with Canada in the centre. The size of the words on the poster varies. The words “Canada” and “Manitoba” and “Free Grants of 160 Acres” are very large. There is some text on the poster that is too small to read.
Source: Hall, 2008, CBC/Radio Canada, 2001
Press the Activity button to access the Clifford Sifton’s Immigrant Campaign Poster.
Activity(Opens in a new tab)
Brainstorm
Reflect
Respond to the following questions based on the poster you just explored created by Clifton Sifton.
- Where do you think Sifton was mainly trying to attract settlers to? How do you know this?
- What is he offering new immigrants if they come to Canada?
- What can you infer the small print at the bottom might say?
Press the Hint button if you would like help getting started with this question.
- What else did you notice that was interesting about this poster?
Press Answer button to check you understanding.
- Sifton is trying to convince immigrants to settle on farmland, primarily in Manitoba. I know this because Manitoba is shown in the largest letters. Even though other areas of Canada are mentioned, the poster makes it clear that Manitoba is the primary place.
- Sifton is offering new immigrants areas of farmland, anywhere between 100-200 acres. In larger writing it specifically says 160 acres in Manitoba.
- I can infer that the small print might mention the legalities. For example, perhaps they will have to pay something eventually for the land if they do not farm enough, or there might be other criteria or stipulations immigrants need to meet before they’ll be welcome. Usually the fine print talks about the less desirable conditions or options.
- I also notice that the map would imply immigrants are coming from all over the world and that there is a big push for farmers only.
Ukrainian settlement
The first two Ukrainians arrived in Alberta, Canada in 1891. Ukrainian immigrants preferred to settle amongst other Ukrainians and therefore the colony at Edna-Star, Alberta grew immensely. When Ukrainians first arrived in Canada, they faced many hardships. The size of land they were given (160 acres) was too large for them to establish a close-knit community, and those who could not make a living off the land often died. They received persecution from those who were already living in the Prairies, who discriminated against them because they spoke a different language and had different customs.
By 1914, a series of informal Ukrainian “blocs” of varying sizes crossed the three prairie provinces from southeastern Manitoba to just outside Alberta’s capital. Within this area, Ukrainians replicated and maintained their traditional way of living. However, this attitude of discrimination grew stronger with the outbreak of the First World War and Ukrainians became known as the enemy. Despite adversity, Ukrainians overcame discrimination and hardships presented before them with their positive attitudes, determinization to succeed, and strong work ethic.
Source: Swyrina, 2012, University of Manitoba Archives & Special Collections, 2005
Brainstorm
Reflect
What challenges did Ukrainian immigrants face on the Prairies at the end of the 19th century?
Press the Answer button to check your understanding.
If Ukrainian immigrants were unable to farm the land, they would often face food shortages.
They wanted to be able to establish a close knit community, which could be difficult to do with such large areas of land.
They faced discrimination from people who were already living in Canada because they saw their culture, traditions, and ways of living as different and therefore didn’t like them.
They faced further discrimination with the outbreak of the First World War, as they were seen as the "enemy," however, with perseverance and determination, they continue to prosper in Canada.
All People’s Mission
In the Minds On portion of this learning activity, you brainstormed basic services and human rights that all Canadians have access to if needed. For example, you may have brainstormed ideas like healthcare, education, access to food, and a pension plan. These services that Canadians rely on did not exist at the turn of the 20th century.
In the 1890s, Miss Dollie McGuire led a Sunday school for children. Some of the children she taught would come to school facing shortages of basic resources, such as food and clothing. Along with teaching the children, Miss McGuire began to provide families with basic resources that they desperately needed, such as adequate food and clothing. Eventually she moved her Church to Main Street in Winnipeg, where it was called the “All People’s Mission,” focused on helping and providing basic necessities for all people in the area.
Built in 1908 to serve Winnipeg's newest immigrants, the All People's Mission provided essential services, education and community space. This photograph captures the building shortly after construction.
The All People’s Mission was aimed at addressing the needs of recently arrived immigrants. It was located near the railway station, which was where most of the immigrants arrived in Canada. In 1908, the All People’s Mission was renovated to include a basement and swimming tank and held assemblies and community gatherings. There were small spaces within the building dedicated to the Boys and Girls Club, teaching cooking, education, sewing, and reading.
In 1975, the All People’s Mission was purchased by the Manitoba Indian Brotherhood in conjunction with the Winnipeg Indian Council, and together they established the Manitoba Indigenous Cultural Centre (MICEC). To this day, the MICEC provides Winnipeg’s Indigenous and non-Indigenous communities with resources required to keep the province's First Nations languages, traditions, and teachings alive and flourishing!
Source: The Official Blog of Heritage Winnipeg, 2017
Now home to the Manitoba Indigenous Cultural Centre (MICEC), the original 1908 building was purchased in 1975 to help preserve First nations languages and traditions.
Brainstorm
Extend your learning
Extend your learning by researching modern-day programs designed to help newcomer immigrants who are settling in Canada.
Think about the following questions.
- What programs does Canada offer?
- Do you think they are enough?
- What do you feel we could do differently as a country to welcome newcomers to Canada?
Immigration policies, then and now
Immigration Act
In 1910, the Canadian government established the Immigration Policy in order to gain control of the influx of people that were entering the country.
First, explore the list of definitions related to immigration. Then, explore the "Immigration Act of 1910 vs. Immigration and Refugee Protection Act" document, which provides bullet point details about the Immigration Act of 1910, and the major changes to Canada's immigration policy in 2001, with the passage of the Immigration and Refugee Protection Act.
Review the following definitions related to this task.
The action of forcing someone to leave a country.
Someone or something that has been banned or forbidden.
A person’s legal resident status in a country or territory of which such person is not a citizen but where they have the right to reside on a permanent basis.
Immigration Act of 1910 vs. Immigration and Refugee Protection Act
Examine the following printable Immigration Act of 1910 vs. Immigration and Refugee Protection Act document.
|
Immigration policies 1885-1910 |
Immigration and Refugee Protection Act |
|---|---|
|
In 1885, a duty of $50 was placed on any Chinese immigrant seeking to enter Canada, and then was increased to $100 in 1900, and to $500 in 1903. In 1906 the Immigration Act became more restrictive In 1908, a “Gentlemen’s Agreement” was made between the Canadian and Japanese governments to restrict Japanese immigration to Canada In 1910, the list of prohibited immigrants was expanded and prohibited anyone deemed “unsuited to the climate or requirements of Canada” Immigrants sponsored by charitable programs were prohibited Introduced the concept of permanent residency, which would be earned after living in Canada for three years Any immigrant who created public disorder would be subject to deportation The government could essentially deport anyone who defied the Immigration Act, even if they didn’t have solid proof; and lawyers or judges could not stop them All immigrants were required to have a minimum of $25 upon their arrival in Canada; and those from an Asiatic origin needed to have $200 |
In 2001, Canada replaced the Immigration Act with the Immigration and Refugee Protection Act Canada admits immigrants under one of four main categories: 1. Economic: immigrants come to Canada through highly-skilled worker programs 2. Family: immigrants come to Canada because they have family members (spouses, partners, children, etc.) already living in Canada 3. Protected Persons and Refugees: immigrants come to Canada when displaced from another country 4. Humanitarian / Other: there are a few other reasons someone is granted immigration, such as hardships and compassionate grounds Canada has temporary foreign-worker programs to address industry-specific needs and support the country economy Asylum seekers flee neighbouring countries to seek safety in Canada and are permitted |
Press the Activity button to access the Immigration Act of 1910 vs. Immigration and Refugee Protection Act.
Activity(Opens in a new tab)Immigration policy today
While the Immigration and Refugee Protection Act was established in 2001, the system is not static. Managing Canada’s immigration goals in the real world involves constant balancing acts and significant challenges.
What this excerpt from TVO Today’s Unravelled series to explore why Canada depends on these immigration categories and how the system is managed today.
After watching the video, consider the following questions:
- Why does the video argue that immigration is directly tied to sustaining Canada’s social systems, like healthcare?
- How does the rapid turnover of Immigration Ministers affect the management of this system?
- What modern realities must Canada manage in their immigration system?
Brainstorm
Similarities and differences
What are some similarities and differences between the immigration policy today and between 1885 and 1910? Be sure to use evidence from both the comparison chart and the Unravelled (italicized) to support your work.
Record your ideas using the following fillable and printable Similarities and Differences Graphic Organizer or using a method of your choice.
|
Similarities |
Differences |
|---|---|
Press the Activity button to access Similarities and Differences Graphic Organizer.
Press the Answer button to check your responses.
|
Similarities |
Differences |
|---|---|
|
There are steps to earn permanent residency There are still (sometimes) specific criteria that need to be met to immigrate Canada still looks to immigration in order to fulfill economic demands, sustain population growth or job opportunities People can still be deported |
Now called the Immigration and Refugee Protection Act All cultures and backgrounds are welcome in Canada today; there are no prohibited immigrants There is no minimal money amount needed to enter Canada is welcoming to refugees and asylum seekers People are not easily deported Immigration policy is managed by an Immigration Minister who has to balance the country's economic needs and growing population |
“Home children”
Captured upon their arrival in Saint John, New Brunswick, this photograph shows a group of British "home children", who were promised better opportunities and a healthier life.
Throughout the late 19th century, Britain was faced with poverty, pollution, and social inequality. As a result, thousands of people – including children – were forced to live in horrible conditions. Some children tried to work or lived on the streets. By the 1900s, it became impossible to ignore how bad the living conditions were for children in Britain, and organizations in both Britain and Canada decided they needed to do something about it. Even though the children were not orphans, their parents were not able to provide for them or keep them.
The plan was to have younger children adopted by Canadian families and have older children provided with food and shelter in exchange for farming help. Both countries supported the program. Britain did because it reduced the costs of having to support struggling children, and Canada did because it would provide “workers-in-training” and young children who could be adopted. They believed these children would have better opportunities and a chance for healthy and normal life in Canada. Countryside families agreed to send them to school and church on Sundays.
This photograph depicts "home children" performing agricultural work. Older "home children" like these were expected to provide farming help in Canada in exchange for food and shelter, though many were treated merely as free labour rather than recieving proper care.
Between 1869 and 1948, over 100,000 children were sent to Canada. About 70 percent of those children were sent to Ontario. Others were sent to Quebec, Manitoba, the Maritime provinces and British Columbia. Living conditions varied for “home children.” Some were treated very well and found families that were very loving and caring. However, others were not. Many farming families saw the home children as free labour that could do the extra work while their other children were at school. Many home children did not get the opportunity to go to school and receive a good education.
In 2010, the British Prime Minister issued a public apology to home children and met with former home children to hear their stories. Canada proclaimed 2010 the Year of the British Home Child and various efforts were made to ensure the past was not forgotten. Websites and organizers continue to try to gather information and help former home children trace their origins and ancestors.
Source: Canada’s History, 2010, Library and Archives Canada, 2021
Brainstorm
Reflect
Reflect on the following question. Record your answer using a method of your choice.
- What factors contributed to immigration of home children?
Press the Hint button if you need some help getting started.
Political cartoon analysis
What is a political cartoon?
A political cartoon is a cartoon about a political issue or event that is usually found in the newspaper. A political cartoon is intended to make you think about current events and sometimes sway your opinion towards another point of view.
In this task, you will explore two political cartoons created between 1898 and 1918. During this era the Canadian government aggressively recruited farmers to settle Western Canada, while simultaneously expecting newcomers to assimilate into British-Canadian culture. These are primary documents that represent attitudes towards immigration in Canada’s past.
Press Primary Documents to access the definition for this term.
Image 1: Alt: First slide A political cartoon showing a well-dressed man holding a sign that reads: “Some facts. The Wheat Belt of Canada averages 2000 miles in length by 500 miles in width. Vegetables of excellent quality are grown as far north as James Bay. Flowers bloom on the shores of Great Slave Lake (1300 miles north of Toronto) as early as at Winnipeg. The great home-land!” The man is looking at another man whose head is a globe and a woman wearing a sash that says, “The Masses” and holding a bag that says, “from Europe”. Below the scene are the words “We welcome all-the-world and his wife! Good farms, good homes, good schools and good government for all who will make good citizens.”
Image 2:A cartoon called “Now then, all together!” depicting a man with the word “Canada” visible on his pants conducting a choir of men from Germany, Scotland, Iceland, Belgium, England, Russia, America, Ireland, France, and Scandanavia. They are singing holding a score of music called “The Maple Leaf Forever”
Brainstorm
Political cartoon analysis
Step 1: The first goal is to observe and decode the main message and details included in each cartoon. Read the test, what does the sign in the first cartoon specifically convey about "The Wheat Belt of Canada"? What song are the men singing in the second cartoon?
You may also wish to identify the key figures or symbols represent. For example, pay special attention to the globe-headed figure, or consider who is acting as the choir conductor in the second cartoon?
Step 2: Now that you have explored the two political cartoons, respond to the following questions about both cartoons using a method of your choice.
- What is the main idea/purpose of this political cartoon?
- What immigrant groups were encouraged to come to Canada and which were not?
- How did the government try to entice immigration to Western Canada?
Press Possible Answers to check your understanding.
What is the main idea/purpose of this political cartoon?
The first cartoon's purpose is to show Canada actively recruiting immigrants by advertising the West as prosperous, welcoming land. The second cartoon represents assimilation, showing diverse European immigrants being taught to sing "The Maple Leaf Forever" by a Mountie, implying newcomers must adopt British-Canadian culture.
What immigrant groups were encouraged to come to Canada and which were not?
The government was looking for immigrants from specific countries, such as Germany, France, Scotland, or Iceland – primarily places in Europe. They were looking for people with money, farming experience and who would assimilate and make “good citizens.”
How did the government try to entice immigration to Western Canada?
They tried to entice people to immigrate to Western Canada with the promise of land and the ability to grow vegetables. They also advertised flowers. They promise good farms, homes, schools, and government for all newcomers to Canada.
Consolidation
Immigration Between 1890-1914 Inquiry
Press Inquiry to access the steps of the inquiry process.
The inquiry process
Formulate questions: Formulate questions related to the applicable overall expectation in order to identify the focus of their inquiry.
Gather and organize: Collect and organize relevant data, evidence, and/or information from primary and secondary sources and/or field studies.
Interpret and analyse: Analyse the data, evidence, and information, using different types of graphic organizers as appropriate.
Evaluate and draw conclusions: Synthesize data, evidence, and/or information, and make informed, critical judgements based on that data, evidence, and/or information.
Communicate: Communicate judgements, decisions, conclusions, predictions, and/or plans of action clearly and logically.
Apply the inquiry process
So far in this learning activity you have learned about select experiences of immigrant groups who came to Canada between 1890 and 1914. Choose one of the following immigrant groups and research the experiences of your chosen immigrant group, including why they came to Canada, where they settled, the challenges they faced, and the contributions they made to Canadian society.
Follow the steps of the inquiry process (formulate questions, gather, organize, analyze information, evaluate, draw conclusions, communicate results) to help conduct your investigation. First, select one of the groups from the following list:
- British Home Children
- Ukrainian immigrants
- Immigrants to Western Canada under Clifford Sifton
- Chinese immigrants
- Japanese Immigrants
Use the following checklist to help guide your research and record your findings in a method of your choice.
Begin your research by exploring encyclopedias, virtual museums of immigration, government websites, national or provincial newspapers/news sites, or Indigenous news sites. Record your research notes and ideas in a notebook or a method of your choice. As you investigate, think about how the experiences and contributions of this immigrant group influenced the development of Canada as we know it today.
When you are finished researching, you will create a presentation that shares what you have learned. You may choose the format that best suits your topic and message. For example, you could create a slideshow, a blog, a website, an infographic, or a video.
As you work through this activity, refer to the checklist below to help you create an effective presentation and ensure you have included all required components.
Checklist for Success
Reflecting
How have Canada's immigration policies changed since the early 1900s? How are the challenges faced by newcomers today similar to or different from the hardships experienced by immigrants in the past?
Press the Hint button if you need some help getting started.
In your response, consider how the government's idea of an "ideal immigrant" has changed since the early 1900s. Compare the challenges faced by newcomers today with those experienced by early immigrant communities, explaining both similarities and differences.
Record your response using a method of your choice.
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel...
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.