 All Canada citizens are guaranteed rights at all times › Ex: Right to a fair trial, to run in an election, to obtain a passport  With rights come responsibilities › Ex: Responsibility to vote in elections, volunteer, help community  People who fully participate in society, and in bettering their community, are called active citizens  After WWII Canada’s economy continued to boom. Many jobs were available, and Canada needed people to fill them. So in 1978, the government created legislation to allow skilled/educated immigrants to enter Canada.  However, Canada also created legislation to allow refugees › What is the difference between an immigrant and a refugee?  An immigrant moves to a new country, whereas a refugee is someone who flees their country because it isn’t safe.  Although Canada’s economy was booming, fewer Western Europeans (WE) were moving to Canada than in the past, but the government still needed to fill jobs. Thus they needed to find other groups to replace WE, but first they needed to determine who was considered a “skilled or educated” immigrant, so Canada created the points system. › Immigrants would be awarded points for things like education, age, wealth, and if awarded 50 or more points out of 100, they were allowed to immigrate to Canada. › This system resulted in an increase in immigrants from Asia/Africa/Caribbean  As we saw in our last chapter, thanks to things such as jobs, machinery, and factories in the cities, urban areas in Canada began to develop.  The above process is called urbanization.

 Before WWII, Canada was considered bicultural. What does this mean? › As Canada was colonized by the French and English, we had two main cultural groups, thus we were bicultural  Mono/Uni: one, Bi: two, Multi: more than two  Since the beginning of Canada, issues over cultural respect have come into play. What are some of the cultures that have dealt with issues of respect? › The First Nations, The Chinese, The French  As Canada grew older, the government tried to resolve these issues. › Ex: the French in Canada always felt inferior to the English, even though Canada was officially bilinugual. So in 1969, Canada showed the first indication that it recognized and respected different cultures by restating the bilingualism through the Official Languages Act.  However, with many different cultural groups immigrating to Canada, we were no longer bicultural  So in 1971, Canada showed their recognition and appreciation of different cultures through the policy of multiculturalism

 As we’ve seen, Francophones have not always felt equal in Candada, and as a result, Francophones and Anglophones found it difficult to get along. Thus the government created the Royal Commission on Bilingualism and Biculturalism who studied the problems Francophones were having in Canada. › Studies found that Francophones were under-represented in government, and services that should have been available in French, weren’t always offered.  As we saw on the previous page, Canada did something to show Francophones that their culture and language was recognized/respected. What did they do?  They restated bilingualism through the Official Languages Act of  This meant that services at the federal level, were offered in both languages at all times  However, provinces still had the right to choose their official language at the provincial level. To date, the only province that is officially bilingual is › New Brunswick – although many provinces offer some bilingual services  Since Quebec is the only province that is unilingually French, Francophones living outside of Quebec have one major concern... › Assimilation into the Anglophone community  In order to avoid assimilation, how do you think Francophones can ensure cultural survival › Through Francophone schooling – as we learned, schooling was used as a tool in the assimilation of the First Nations people. They were not allowed to educate their children in the ways of their culture, but if the Francophone people can educate their children in Francophone schools, it is possible for their culture to survive outside of Quebec.

 Since the 1950s, the First Nation population has greatly increased. › The increase in FN population has created the opportunity to strengthen their cultures. Cultures and languages that may have died off, could potentially be preserved as the new generations learn about their original languages, and take an interest in their traditional arts. › However the boost in population also creates some challenges, such as the need for more houses/schools, better health care, more jobs.  Furthermore, with the boost in their cultural identity, Inuit and FN communities became growingly concerned with making their own decisions. Until then, the Aboriginal people were still under government control. They grew tired of this, so they argued for self-government – the ability to make decisions that affect their lives.  However, the Inuit and FN people did not want to ask for the right to self-government, but they felt they needed to because they believed they already had the right, but needed other Canadians to respect it.

 If a person participates fully in his/her society, they are practising – active citizenship  Rights in Canada are guaranteed to who, when – all Canadian citizens at all times  An immigrant is a person who – moves to a new country  A refugee is someone who – flees their country because it isn’t safe  In 1978, Canada created legislation to allow – skilled/educated immigrants to enter Canada  What system resulted in an increase in immigrants from Asia/Africa/Caribbean – points system  Urban areas in Canada developed because of – factories/machinery/jobs in the city  The above process is called - urbanization  Before WWII, Canada was considered bicultural, why – they were colonized by French and English  In 1969, what was the first indication that Canada recognized and respected different cultures – bilingualism  In 1971, Canada showed their appreciation of different cultures again by the policy of – multiculturalism  The role of the Royal Commission on Bilingualism and Biculturalism was created to – study the problems Francophones were having in Canada  What is the only bilingual province in Canada - New Brunswick  What is the major concern for Francophones outside of Quebec – assimilation  How can Francophones ensure cultural survival – Francophone schooling  The increase in FN population in the past few decades resulted in the need for – more houses/schools  Inuit and FN communities were tired of being controlled, so they argued for – self government  The Inuit and FN people did not want to ask for the right to self-government, but they felt they needed to because – they believed they already had the right, but needed other Canadians to respect it