1. 05/11/2015

2.  understand how the immigration system works  evaluate and form conclusions on the usefulness of Canada’s immigration policy.

3.  Seven different ways in which people can qualify to move to Canada, and the locations that are most favoured by newcomers.

4.  Immigration to Canada falls into two categories:  i) Some immigrants are accepted because they will provide an economic benefit to Canada.  ii) Other immigrants are accepted for social and humanitarian immigration

6.  The federal government has made the Family Class and Refugee Class more restrictive in recent years. It is not so much that the rules have changed dramatically—rather it is that the rules are being interpreted more strictly.  For example, Family Class has always required that a sponsor in Canada be prepared to financially support a family member coming to Canada, if necessary. Now sponsors are being forced to pay in such circumstances.  It has also become much harder to qualify as a refugee. For example, a person cannot as easily come to Canada after a stop in the United States and then claim refugee protection.  In this case, the person would be expected to make their claim in the US if it was the first safe place they landed after leaving their own country.

7.  In contrast, the government views Economic Class immigrants as people more likely to make a significant contribution to Canada’s economy.  This is not to say that Family Class and Refugee Class immigrants do not also contribute once they move to Canada.  It is just that their job skills may not be as strong and they may be much older (for example, parents of immigrants who have been in Canada for many years).

10.  Five classes of economic immigrants are accepted into Canada because they can contribute to the economy with skills or business start-ups.  Most temporary foreign workers do not remain in Canada.

13.  helps support communities that are difficult to serve   helps ensure that all Canadians have same care and services   gives the immigrant experience   helps teach local people skills   tests to see if immigrant really wants to come to Canada

14.   against human right to choose location of residence   not fair; others can decide their own location   immigrant may not be successful   may lose skilled people who would work in Canada if they got to choose location

15.  More than 60% of immigrants to Canada are in the Economic Class.  Two classes of Social and Humanitarian Immigration reunite families and shelter people who fear for their safety.

18. 06/11/2015

19.  understand how the immigration system works  evaluate and form conclusions on the usefulness of Canada’s immigration policy.

20.  Figure 10-10  pg 225

22.  Ontario and British Columbia have the highest percentages because most immigrants settle in large cities such as Toronto and Vancouver.  In contrast, the Territories and Atlantic Canada do not have major population centers.

24.  Only three CMAs have significantly more immigrants than the national average: Toronto, Vancouver, and Calgary.  Montreal and the seven largest CMAs in Ontario (excepting Toronto) have slightly more than the national average.

25.  Most immigrants come from cities;  more jobs are available;  they have friends and family there;  there are services to help them transition.

26.  Have students, individually, in groups of two, create a digital timeline to represent five important developments in Canada’s Immigration Policy.  Each development must include a date, a brief description of what happened, and the significance to Canada’s global image concerning immigration.

27.  The end

28. Date: 10-11-2015

29.  understand how the internal migration works  Make connections between different types of migration in Canada  Identify factors for first nations migration in Canada

32.  Based on high unemployment rates in eastern provinces, and low unemployment rates in western provinces, it is likely that interprovincial migration goes from east to west.

34.  This map only shows First Nations reserves, and does not include villages in areas with Inuit populations  The map does not indicate the population of the reserves;  very northern reserves tend to have smaller populations than those in the south.  Therefore this map does not show First Nations’ population distribution so much as it shows the areas where First Nations’ people live (not including those living off the reserves, in urban areas).  According to the 2011 census, only 49percent of First Nations peoples lived on reserves.

35.  Those who decide to migrate (most often to urban areas) can experience cultural shock.  The transition can be made even more difficult if they have a hard time finding work.  Many cities have Aboriginal institutions which provide social, economic, and health support to Aboriginal people for this reason.

36. Compare three types of migration  International  Interprovincial  Intraprovincial

37.  International migration is the most difficult, since a person must qualify and make fairly complicated arrangements. The distances are generally great.  With the other two forms of migration  Distance matters: a short move (Peterborough to Toronto for example) is easier than a long one (Thunder Bay to Toronto). Some interprovincial moves are also short— Gatineau to Ottawa for example—while some intraprovincial moves can be very long.  Nature of the communities: Moving from a large city in one province to a large city in another—Hamilton to Calgary, for example—is easier than moving from a very small community to a very large one in the same province (say from a remote village in Manitoba to Winnipeg).  Support available: some moves are made completely independently. In other cases, there can be a considerable amount of support.

38.  Apply it ques. 2,3

39.  Pop quiz

40.  2. One factor would be for education. Many students choose a university or college away from home, either because they have no local options or because they prefer educational opportunities elsewhere (or just want to experience life away from home). Such educational migrations start out as temporary ones, but can become permanent if they lead to careers far away.  3. There are a number of factors that can contribute to this: the dramatic contrast of living in a big city after living in a small community lack of personal support (this is where organizations such as Friendship Centres can be crucial) lack of income (possibly the reason for the move in the first place) lack of education or training racism

42. Date:11-11-2015

43.  Make connections between Canada’s dependency load and the impact on the social and economic structure.

44. Define  population pyramids  dependency load

45.  WHAT is a population pyramid?  HOW to read a population pyramid?  Recognise SHAPES of population pyramids.  IMPORTANCE of population pyramids.

46.  It is a diagram that gives information about the proportion of males and females in each age group.  Also shows: - proportion of young people (0 -14 ) - proportion of working people (15 – 64) - proportion of elderly people (65+)

47. Vertical Axis - Age Groups Horizontal Axis – Percentage / number Young dependents Working population Elderly dependents

48.  Read the title e.g. country or city or racial group  Comment on general shape of the pyramid  Note the proportion of people in various age groups  Note the gender ratio  Interpret the data

49. Shape of pyramids is controlled by  births,  deaths, &  migrations.

51.  Policy Planning ~ future housing estates ~ future schools ~ future jobs  Comparison with other countries ~ developed (Canada) vs developing (India)

52.  An aging population produces a dependency load with specific needs. What are these needs?

53.  the problem is that there will be a huge dependent population of older people—a population whose needs may be hard to meet. Specific problems include:  need of funds to provide healthcare and housing for older people  excessive stress on private and public pension schemes  the possibility that many people have not adequately provided for their retirement years  a shortage of workers to a) do the work required to support the economy and b) pay the taxes that are needed

54.  Can you think of any important issues related to population?  State any significant questions that you have about the issue.  You will have an opportunity to conduct an inquiry into your chosen issue.  How should Canada respond to your chosen issue?