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The Push/Pull Factors Involved in European Immigration to Canada at the Turn of the 20th Century

  • Immigration
  • Secondary – Junior

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Aims


Demonstrates knowledge of the push-pull factors involved in European immigration to Canada at the turn of the 20th century. Includes an understanding of the diversity of experiences according to country of origin, gender, religion, government, climate, occupation, and social class.

Activities


Time Allowance: One class for set up and introduction. One class for beginning poster production. Specified homework time for homework.

Objective: Demonstrates knowledge of the push-pull factors involved in European immigration to Canada at the turn of the 19th century. Includes an understanding of the diversity of experiences according to country of origin, gender, religion, government, climate, occupation, and social class.

Trigger event: Distribute Canadian immigration posters from the period to the students. Use examples from a textbook or from the internet.

Procedures:

Brainstorm and list push and pull factors for immigration to Canada.

Brainstorm reasons why a family would respond to the posters.

Required Materials:
Posters from the textbook and Internet. Background reading material. Letter size plain paper. Assorted markers, crayons, etc. Access to computer design programs (optional, depending upon availability)

Assignment: You have been hired by Prime Minister Laurier and Minister of the Interior Clifford Sifton to design posters for promoting Canada in Europe in hope of attracting immigrants to the Canadian west.

  1. Create a short one to two page biography about your life in Europe at the turn of the century. Give yourself a gender, age, social class, ethnic background, job, religion, and political view of your own country.
  2. Design an immigration poster which you believe Sifton and European immigrants might like and that is:
  3. historically probable with three to four facts
  4. visually appealing
  5. convincing and clear
  6. Teachers will post all posters.
  7. Select one of the shown posters and write at least three reasons in a half to full page why it appeals to your invented immigrant.

Evaluation:

Project assessment grid: Poster 50% Communication
Biography 30% Knowledge understanding
Opinion Piece 20% Thinking and inquiry

Rubric

Levels

  • 4 Above standard
  • 3 Meets standard, adequate
  • 2 Needs improvement, working toward standard
  • 1 Minimal attempt
  • 0 Not done

Poster Criteria

  • Historically accurate, probable; Shows understanding of time period and historical facts
  • Visually appealing; Lettering clear; Use of diagrams and images is appropriate, attractive
  • Three to four accurate pieces of information present
  • Effectiveness and clarity of message; Has strong appeal

Biography Criteria

  • Seven categories of personal profile present and clearly explained
  • Quality of writing, including introduction and conclusion present, grammar, and spelling.

Response to Poster Criteria

  • Three reasons of support for poster are present.
  • Reasons for support of poster are true to time period and accurate
  • Grammar, spelling, and presentation.

Resources

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