Minds On

Immigration to Canada

Explore the following images and descriptions about people who immigrated to present-day Canada. Immigration is the act of starting a new life in a new country.

Each image and description tells a story about a trip into Canada. As you explore each one, take note of one thing you can learn about this story from this source of information and one question you have about this story.

You can record the things you learned and questions about these stories in the following fillable and printable Source Chart document. You can also record your notes using the method of your choice.

Press the ‘Activity’ button to access the Source Chart. 

Activity (Open PDF in a new window)

Action

Primary and secondary source information

Primary sources

In the Minds On section, you learned of individuals who travelled to Canada. One of these stories was shared through a primary source material.

What is a primary source?

Press ‘Definition’ to reveal the definition of a primary source.

A primary source is an original document or other material such as oral, media, or computer material, that has not been changed in any way. Primary sources provide a first-hand account of an event or time period.

A primary source is an artefact (an object made by human hands), oral, print, media, or computer material that was created during the time of study.

  • The boarding pass for the Air Canada flight was given to the individual who shared it.
  • The map showed where two different people came to Ontario from different countries in the world.

How can we learn about the lives of people who lived in a certain place and time in the past?

We can explore:

  • Pictures from that time
  • Diary entries written by people who lived at that time
  • Artefacts such as boarding passes or letters from one person to another at that time
  • Paintings or art created at that time
  • Newspapers, magazines, or other informational materials from that time

Secondary sources

In the Minds On section, you also learned about a third story of individuals who travelled to Canada from a map. This is called secondary source material.

What is a secondary source?

Press ‘Definition’ to reveal a definition of a secondary source.

A secondary source includes oral, print, media, and computer materials that have been created by someone, often after this time period.

Some examples of secondary source materials are:

  • Maps
  • Textbooks
  • Movies, songs, dances, plays, or books written about people who lived in a certain place and time period

Practice

Let’s practice noting whether a material is a primary source or a secondary source.

Select the correct answer from the choices provided.

Exploring primary source materials

We can learn about some of the settler groups who came to Canada in the 1800s and the challenges they faced, from primary source materials from that time.

Let’s explore some of these stories to learn more about this time period!

Elizabeth Simcoe

Elizabeth Simcoe travelled with her husband, John Graves Simcoe, the first Lieutenant Governor of Upper Canada, from England in 1791. Elizabeth and John had six children. They brought their youngest two children on this journey. Because of her husband’s job with the government in England, their family would have access to more luxuries than other settlers.

Elizabeth painted pictures and kept a diary of her journey and life in Upper Canada at this time.

The following primary source material is a painting of Nova Scotia as their boat sailed past the land. Elizabeth's diary entry is also shared in a recording. They are Elizabeth's words but it is not Elizabeth's voice reading the entry.

A portrait of Elizabeth Simcoe
A painting created by Elizabeth Simcoe showing Cape Breton in 1791.

The following audio clip is a recorded reading of Elizabeth's diary entry that she wrote on October 29, 1791. This entry appeared with the image.

Cape Breton

What can we learn about the environment of Cape Breton from Elizabeth’s painting and diary entry?

Press ‘Answer’ to reveal the answer to the question about the environment of Cape Breton.

There are pine trees on top of the dark red rock on the shore of the water. They only saw the south end of Richmond Island in Cape Breton.

Before arriving in Upper Canada, Elizabeth and John stayed in Lower Canada (now called Quebec) in the winter months.

Elizabeth created the following painting and shared a story about this time in another diary entry.

This painting created by Elizabeth Simcoe in 1792 showed their stay in Lower Canada for the winter.

Ice Bridge

What do we learn about the challenges that settlers faced in Lower Canada in the winter months of 1792?

Press ‘Answer’ to reveal the answer to the question about the challenges settlers faced in the winter.

It was very cold and icy, which means they could not grow crops, fruit, or vegetables at this time. It was dangerous for people to walk on the snow and ice, which means they would not travel unless necessary. People had to use sleds to travel in the winter.

The following diary entry was written by Elizabeth while in Upper Canada during the summer of 1792.

Dangers

What does this diary entry share about challenges faced by settlers in the summer months of 1792?

Press ‘Answer’ to reveal the answer about the challenges faced by settlers in the summer.

Challenges included mosquito bites, extreme heat, and rattlesnake bites. This would cause fear in people while being outside, and the extreme heat can be dangerous.

Consolidation

Challenges of settler life

A painting by Elizabeth Simcoe of the Queenston Barracks in Ontario.

After exploring Elizabeth Simcoe’s diary entry and paintings, you now have more important information about life in Upper and Lower Canada in 1792.

Think about the information you have learned about the challenges faced by Elizabeth and other settlers in Upper or Lower Canada in 1792 through these primary sources. Consider the details that she shared about specific moments.

  • Are there any other primary source materials that could share more information about these challenges faced?

Press ‘Hint’ to reveal a hint about other primary source materials.

Other settlers sharing their stories.

Complete this true or false activity about primary sources and settler life. Select the correct answer from the choices provided.

Could a secondary source material help share information about these challenges? Which materials?

Press ‘Hint’ to reveal a hint about secondary source materials.

Consider websites, movies, books, or maps.

Complete this true or false activity about secondary sources and settler life. Select the correct answer from the choices provided.

Reflection questions

What information helps us understand the challenges settlers faced in Upper and Lower Canada in 1792?

Why is it important to use primary sources to learn about moments in time?

Reflection

How do you feel about what you have learned in this activity?  Which of the next four sentences best matches how you are feeling about your learning? Press the button that is beside this sentence.

I feel...

Now, record your ideas about your feelings using a voice recorder, speech-to-text, or writing tool.

Press ’Discover More‘ to extend your skills.

What would you want people to know about you in the future?

Create your own primary source material that would help someone in the future understand life in your community today.