Canadian Studies · Grade 10

Active learning ideas

Immigration Policy Evolution

Active learning works for this topic because students engage with complex, sometimes uncomfortable historical facts through role-play, debate, and data analysis. These methods help them move beyond abstract ideas to understand the human impact of policy changes on real families and communities. By experiencing the points system firsthand or analyzing refugee resettlement, students connect emotionally and intellectually to the material.

• Ontario Curriculum Expectations
• ON: Canada since 1982 - Grade 10
• ON: Social, Economic, and Political Context - Grade 10

• 25–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 45 min · Small Groups

Simulation Game: The Points System Challenge

Students are given 'profiles' of potential immigrants with different ages, education levels, and language skills. They must use the 1967 points system to determine who would be eligible to come to Canada, discussing the fairness and the goals of the system.

Analyze how the 1967 points system transformed Canada's demographic landscape.

Facilitation Tip

In the Points System Challenge, provide students with clear criteria for awarding points so they focus on the process rather than debating personal worth.

What to look for

Pose the question: 'How might Canada's cultural identity be different today if the 1967 points system had not been introduced?' Facilitate a class debate where students must support their arguments with evidence related to demographic shifts and cultural integration.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: Refugee Resettlement

In small groups, students research a specific wave of refugees to Canada (e.g., Hungarian, Vietnamese, Syrian). They identify the reasons they fled, the government's response, and the role of private citizens and community groups in helping them settle.

Explain Canada's ethical and practical responsibilities towards global refugees.

Facilitation Tip

For the Refugee Resettlement investigation, assign roles (e.g., immigration officer, refugee, advocate) to ensure students engage with multiple viewpoints.

What to look for

Provide students with a short case study of a refugee family seeking asylum in Canada. Ask them to identify two specific challenges the family might face upon arrival and two potential government or community resources that could assist them.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Impact of Immigration Today

Students look at current news articles about immigration levels in Canada. They discuss with a partner the potential benefits (e.g., filling labor shortages) and challenges (e.g., pressure on infrastructure) of high levels of immigration.

Evaluate the economic impacts of varying immigration levels on the Canadian economy.

Facilitation Tip

During the Think-Pair-Share on immigration impacts, limit the pair discussion to 3 minutes to keep the conversation focused and productive.

What to look for

On an index card, have students write one sentence explaining the primary difference between the 1967 points system and pre-1967 immigration selection. Then, ask them to list one economic benefit and one potential economic challenge associated with high immigration levels.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers approach this topic by balancing historical facts with human stories to avoid reducing immigration policy to dry statistics. Use primary sources like historical immigration forms or newspaper clippings to ground discussions in reality. Avoid framing immigration as a binary (good or bad) and instead focus on the complexities of policy decisions and their unintended consequences. Research shows that when students analyze primary sources, they develop critical thinking skills and a deeper understanding of historical continuity.

Successful learning looks like students recognizing the gap between Canada’s self-image and its historical exclusionary practices. They should connect policy changes to demographic shifts and articulate the economic and social benefits of immigration without stereotyping immigrant groups. Evidence-based arguments and empathy for diverse perspectives are key outcomes.

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Watch Out for These Misconceptions

• During the Think-Pair-Share activity, watch for students stating that Canada has always been a welcoming country for all immigrants.

  During the Think-Pair-Share activity, redirect students to the historical barriers they researched earlier, such as the Chinese Head Tax or 'Continuous Journey' regulation. Ask them to compare these exclusionary policies to the 1967 Points System and explain why Canada’s system is relatively new and hard-won.

• During the Refugee Resettlement collaborative investigation, watch for students assuming immigrants are a drain on the Canadian economy.

  During the Refugee Resettlement collaborative investigation, provide students with economic data on immigration’s role in labor force growth and consumer spending. Ask them to analyze a case study of a refugee family starting a business or filling a labor gap to challenge the stereotype.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share