How wel l do Canada’s immigrat ion laws and pol i c i es respond to immigrat ion i ssues?

175

WHAT’S INVOLVED IN RESEARCHING AN ISSUE?

I like to make a diagram

that shows how I think information

might be connected. Then I see how

well the information and the diagram

match up. I change the diagram to fit

what the information tells me, and I

then use it to record information.

Sometimes I find out I need more

information on something.

Research starts with

questions and ends with conclusions.

It sounds like a straight line, but it’s really more like a

circle. Sometimes you have to change your questions as

you learn more about a topic. You have to loop back and

adjust your starting point. It’s important

to keep an open mind.

!!

Steps to Researching an IssueIn this chapter, you have been learning about factors that affectCanada’s immigration laws. In your opinion, which factors shouldinfluence Canada’s immigration policies most: economic, political,health or security? To find out more, do some in-depth research onone of the four factors. Research can help you develop an informedposition on issues. It relates to the steps for Spot and Respond to theIssue on pages 12 and 13. See the next page for details.

I s s u e s f o r C an ad i a n s Ch ap t e r 5

176

Try this !

Use these steps to help you research, gather and summarize ideas foryour storyboard and complete your project. The numbers down the sideof this chart show how this process fits with the steps of Spot andRespond to the Issue on pages 12 and 13.

Notes

What issue do you want to inquire into?

To what extent do security issues affect immigration?

A plan helps you get started. Begin by writing some questions you would like toinvestigate on the issue. Then, find out where you will get the information.

Questions Information Sources

What security concerns do Canadian officials have?

How many people are turned away from Canada because of security concerns?

What groups in Canada have a perspective on the issue?

Locate information from a variety of sources such as the Internet, books, andnewspapers. Decide what sources contain the most useful information.

My checklist for useful information:

related to my questions not biased from informed people and organizations

Record key information that helps you know more about your issue, find patterns and draw conclusions. Look for connections among these ideas:

Organize the information persuasively. Use your skills of persuasivecommunication.

When did we do those steps on persuasive communication? Note: look that up again.

Create a product that effectively communicates your ideas.

For my storyboard, I think I’ll explain my ideas in a voice-over instead of in writing.

Share your research with others.

My storyboard needs to showcase my research and ideas. Note: be prepared to explainstoryboard in class.

passportrequirements

who securityaffects perspectives of groups

Steps

Choose an Issue

Planning

Gathering

Analyzing

Organizing

Creating

Sharing

I may need

to make

changes

here

as I learn

more here

as I make

changes

here

I may need

more information

Ima

y ne

ed n

ew

conn

ectio

ns

border security

4

5

2

SS9 CHAPTER 5

Name: Class: Date:

Steps to Researching an Issue

Instructions: Use these steps to help you organize your research for the chapter task.

Steps Notes

Choose an Issue What’s the issue you

would like to inquire about?

Immigration in Lacombe (and Alberta)

Planning What are some questions you

would like to know more about on this

issue? What sources will you use?

What are Alberta’s immigrant demographics?

What are Lacombe’s immigrant demographics?

What jobs are available in Lacombe?

What jobs are available in the Red Deer area?

Gathering Where will you go for

information?

Analyzing What does your research tell

you about the issue? Find patterns and

look for conclusions.

Organizing How can you sequence your

information to be most persuasive?

Creating What format will be most

persuasive?

Sharing How will you share your

information?

How wel l do Canada’s immigrat ion laws and pol i c i es respond to immigrat ion i ssues?

187

How does immigrat ion affect Canada’sc i t ies and regions?Use the information on pages 188 to 191 to consider some of theimpacts immigration has on Canada.

HOW TO

ASK GEOGRAPHIC QUESTIONSGeographic questions explore how people and their physicalsurroundings affect one another. They help you learn more aboutissues because they make you inquire in new ways. They help youconnect issues to the physical world, and draw conclusions aboutyour surroundings.

When you examine the map and chart on the next page, startdigging into geographic connections with these questions:

• How do the map and charts relate to each other?

• How do they relate to immigration?

• What immigration patterns or trends do you see that affectcities and regions?

• How does where immigrants settle create opportunities andchallenges for cities and regions?

• How does this affect the quality of life of Canadians?

• What conclusions can you draw about the physical effects ofimmigration on cities? Think about environmental impacts.Think about the cost of roads and sewers.

• What other geographic problems does the informationsuggest?

Alone or with a partner, focus on one geographicquestion that you identify on pages 188 to 191.Include geographic data presented in maps andcharts to clarify the question. Check pages 345 to

348 of the Skills Centre for tips on creating and interpretingmaps and charts. Create a short multimedia presentationthat explores the issue from three different perspectives.

I s s u e s f o r C an ad i a n s Ch ap t e r 5

188

500 km0

AtlanticOcean

ArcticOcean

PacificOcean

Whitehorse

Edmonton

Victoria

ReginaWinnipeg

Toronto

Québec

Yellowknife

Iqaluit

Ottawa

Charlottetown

St. John’s

Halifax

Fredericton

N

S

W

E

Vancouver

Montréal

% total immigration to Canada

Toronto 39%

Montréal 15%

Vancouver 14%

LegendWhere Immigrants Settle in Canada, 2007

This map shows the top three locations where immigrants settled in Canada in 2007. The rest of Canada, takentogether, received 32% of total immigration. To find out more about immigration to Alberta, see page 190.

Toronto: Population and Area

Census Year Population Area (km2)

1981 2 998 947 3742.94

1986 3 427 165 5613.71

1991 3 893 046 5583.51

1996 4 263 757 5867.73

2001 4 682 897 5902.74

2006 5 113 149 5903.63

One objective of the Immigrationand Refugee Protection Act 2002is to share the economic benefits

of immigration across all regions ofCanada. Based on the map and chart,how well has Canada achieved that goal?

CR I T I CA L TH I NK I NG

CHAL L ENGE Why mightimmigrants to Canada not

choose to settle in Toronto, Montréalor Vancouver? Why might they chooseother cities in Canada? Why mightthey choose to settle in rural areas?

What workers does Alberta need?Alberta’s Minister of Employment, Immigration and Industry said in2007 that Alberta was facing labour shortages. Examine the charton this page. What parts of Alberta’s economy faced labourshortages?

What percentage of immigrat ion to Canadadoes Alberta receive?

Immigration by province and territory, 2006

I s s u e s f o r C an ad i a n s Ch ap t e r 5

190

If you wereresponsible forsetting immigration

priorities for Alberta, howwould the information in thechart on the right influenceyou? What skills would youask the federal governmentto target in immigration?

Whatchallengesface Alberta

without enoughimmigrants? Howcan Aboriginalpeoples be part ofa solution to meetlabour shortages?How do thesequestions connectto your quality oflife as someoneliving in Alberta?

Percent reporting Economic sector worker shortages

Construction (e.g., carpenters, roofers) 98

Transportation (e.g., truckers, bus drivers) 91

Manufacturing (e.g., chemical engineers) 89

Resource development 86(e.g., heavy equipment operators)

Retail (e.g., sales staff) 85

Hospitality (e.g., hotel staff) 78

Agriculture (e.g., farm labourers) 68

Education, Health, Social Services 58(e.g., teachers, nurses, doctors, mental health workers, social workers)

Overall in Alberta 84

— From a survey by the Canadian Federation of

Independent Businesses, 2006.

Businesses and services reportingworker shortages in Alberta, 2006

17% B.C.

8% Alberta

4% Manitoba

50% Ontario

18% Québec3% Rest of Canada

SS9 CHAPTER 5

Name: Class: Date:

How to Ask Geographic Questions

Instructions: Use the questions below to help you draw conclusions about information that presents

geographic problems and issues.

Inquire:

1. What information can you find in the sources—the maps, charts, graphs or tables— about the issue

you are examining about immigration? What information or ideas about immigration do the maps,

charts, graphs or tables have in common?

2. What geographic issues related to immigration do the sources suggest are present in

Canada?

3. What evidence do the maps, charts, graphs or tables provide that can best help you to respond to the

issue about immigration in this chapter?

4. Are there any noticeable patterns, trends or similarities in the sources that can help you to respond

to the issue?

5. What challenges and opportunities do geographic location and immigration as presented in the

sources create for immigrants, the Canadian government and peoples living in Canada (e.g., impact

on decision making, citizenship, identity and quality of life of individuals and groups)?

6. What conclusions can you draw about the importance of geographic location and immigration and

their impact on Canada and Canadians as presented in the sources?

SS9 CHAPTER 5

Name: Class: Date:

Immigration Poster Assignment

After viewing the charts and maps in your text on pgs. 188-191, it is easy to see that Alberta is in need of immigrants to fill the demand for the large skilled labour force here.

Your task is to create a poster that would convince an economic immigrant to

move to Lacombe.

Step 1: Research

Using your previous research, write down some reasons WHY someone would want to move to Lacombe. Try to think of reasons that you can ILLUSTRATE.

Think of a catchy title that would attract someone to your poster.

Step 2: Planning Plan the pictures and words that you want to draw for your poster. Include small, rough sketches of

your drawings and figure out where your text will go.

*You need to include a caption/explanation of each drawing*

Step 3: Poster Your poster must fit on an 8.5x11 piece of white paper.

You need to: Use colour

Include a catchy title Include all of the elements on your planning sheet

*Take the time to ensure that everything is spelled correctly!!!

SS9 CHAPTER 5

Name: Class: Date:

Assessment Rubric: Asking Geographic Questions

Criteria Proficient Very Good Emerging Limited

Interprets thematic

maps to analyze

economic and political

issues.

Provides a compelling

and comprehensive

analysis of economic

and political issues

represented in thematic

maps.

Provides a credible

analysis of economic

and political issues

represented in thematic

maps with some

details.

Provides a fairly accurate

analysis of economic and

political issues

represented in thematic

maps with few details.

Provides a superficial

analysis of economic

and political issues

represented in thematic

maps with few or no

details.

Defines geographic

problems and

issues and poses

geographic

questions.

Provides an elaborate

and insightful inquiry

into geographic

problems and issues.

Provides an engaging

inquiry into geographic

problems and issues

with some details.

Provides a mostly

curious inquiry into

geographic problems

and issues with few

details.

Provides a superficial

inquiry into geographic

problems and issues with

few or no details.

Communicates in a

persuasive and

engaging manner

through speeches,

multimedia

presentations and

written and oral

reports, taking

particular audiences

into consideration.

Has a strong attention

grabber that is

appropriate for the

audience. Provides a

clear, powerful statement

of the presenter’s

position. Information is

presented in a logical

order. A variety of fonts,

colours and tools are

creatively used to

illustrate the

information.

Has an acceptable

attention grabber that is

appropriate for the

audience. Provides a

clear statement of the

presenter’s position.

Information is presented

in a fairly logical order.

Some fonts, colours and

tools are used to

illustrate the

information.

Has an interesting

introduction, but the

connection to the topic is

not clear. Provides a

basic and fairly weak

statement of the

presenter’s position on

the topic. Information is

presented in a slightly

confusing sequence. A

few different fonts,

colours and tools are

used to illustrate the

information.

Introduction is not

related to the topic.

Provides no position on

the topic. Information

lacks logical order

and/or organization.

Few or no different

fonts, colours and tools

are used to illustrate

the information.

Assessed by:

Teacher Self Peer

Assessor:

Comments: