Sample Critical Challenge Positive immigrant experiences › ss11 › files › Immigration1.pdf · Im m ig ra tio n in 2 0 th C e n tu ry C a n a d a 2 T h e C ritica l T h in k

Sample Critical ChallengePositive immigrant experiences

Immigration in 20th Century CanadaTaken from

© 2006 The Critical Thinking Consortium. Permission granted to duplicate the blackline masters (i.e., briefing sheets, data charts, documents, assessment rubrics) for individual classroom use only. Duplication of the suggested teaching activities or use of the blackline masters for other purposes are not permitted without prior written permission from The Critical Thinking Consortium.

AuthorsHarry Lewis, Don Phillips, David White, Liana Ferraro-Hsu, Jen Phillipson, Alison Plesko, Owen ScharfEditorsRoland Case, Catriona Misfeldt

In this critical challenge, students establish personal connections with immigration by researching the positive experiences of a family member or neighbour who immigrated to Canada. Students conduct interviews to uncover immigrant histories and share their stories in small groups. Each group nominates the immigrant with the most powerful, positive experience. The nominated stories are shared with the entire class. Individually, students vote on the most powerful, positive immigrationexperience. The challenge ends with students debriefing the accounts and reflecting on the accuracy of the phrase: “Canada: A land of opportunity.”

Synopsis

The Critical Thinking ConsortiumEducation BuildingUniversity of British Columbia6365 Biological Sciences RoadVancouver, BC V6T 1Z4604.822.9297 (p) 604.822.6603 (f)[email protected] www.tc2.ca

Immigration in 20th Century Canada 1 The Critical Thinking Cooperative

Overview

Criticalquestion

Requisitetools

Broadunderstanding

Critical Challenge

Positive immigrant experiences

Which of the stories you have heard tells of the most powerful positiveimmigrant experience?

In this critical challenge, students establish personal connections withimmigration by researching the positive experiences of a family mem-ber or neighbour who immigrated to Canada. Students conduct inter-views to uncover immigrant histories and share their stories in smallgroups. Each group nominates the immigrant with the most powerful,positive experience. The nominated stories are shared with the entireclass. Individually, students vote on the most powerful, positive immi-gration experience. The challenge ends with students debriefing theaccounts and reflecting on the accuracy of the phrase: “Canada: A landof opportunity.”

Background knowledge• knowledge of immigrant histories

Criteria for judgment• criteria for a powerful immigrant experience (e.g., struggle,

gain, adventure)

Critical thinking vocabulary

Thinking strategies• interview techniques• guiding questions

Habits of mind• empathy

Canada has been a land of opportunity for many immigrants, includingthe families and friends of fellow students.

11

Objectives


Blackline Master #1

Suggested Activities

Establish abulletin board

Assemblematerials

Pre-planning

! The issues surrounding immigration are controversial and can be asource of acrimony for new immigrants and for those who resent newimmigrants. Before embarking on the topic, anticipate potentiallysensitive areas and students’ reactions to them. You may want toprecede the unit with instruction and practice on how to discusscontroversial issues in a respectful manner. The point of this firstchallenge is to set a positive tone for the unit by inviting students toconnect with the uplifting aspects of immigration “in their ownbackyard.” Developing a personal connection and starting with afavourable picture of immigrants may help students adopt a moreempathic perspective when examining Canada’s chequered history ofimmigration policies and practices during the twentieth century.

! The final challenge in this unit asks each student to write a letter to theMinister of Citizenship and Immigration on an issue of current interest(e.g., immigration quotas, status of so-called “economic refugees,”systemic racism, screening procedures). In anticipation of this assign-ment, you may wish to invite students to share newspaper or magazinearticles related to immigration throughout the unit. These could beposted on a class bulletin board for reference. Daily discussion ofcurrent events will also provide ideas about issues that students maywish to address in their letter to the minister.

! In the first challenge, students are asked to indicate on a wall map thecountries or Canadian provinces/territories from which family mem-bers (contemporary or ancestral) emigrated. Arrange for a large worldmap to be displayed on a wall or bulletin board, and assemble a supplyof pins or adhesive dots (approximately 100) for use in indicating onthe map the national/provincial origins of each student’s family.

Session One

! Indicate to students that before looking critically at Canada’s immi-gration history, the class will first develop a feel for their own family’sor neighbour’s connections to immigration. Organize students in groupsof four or five to make a list of all the countries and Canadianprovinces/territories represented by students’ current family membersand ancestors. Ask one student in each group to record the differentcountries, provinces and territories. The recorders should use theassembled pins or adhesive dots to indicate on the wall map thecountries of origin represented in the class. Since the purpose is toindicate the different locations represented in students’ backgrounds,not the preponderance of particular national backgrounds, only onedot need be placed on any location. Hence, if one group has alreadyidentified a location, subsequent groups should not place another pin/dot on that spot.

Anticipatestudent mindset

Map students’roots


! Invite students to comment on the map. Ask if anyone in the classcould not think of even one relative who had moved to this provincefrom somewhere else. Ask how many students had relatives movingfrom three or more locations. Use the results to draw out that, with thepossible exception of aboriginal peoples, Canadians (or our ancestors)are all immigrants. Draw attention to the word ‘immigrant’ whichcomes from the Latin verb migrare meaning ‘to move.’

! Suggest that many immigrants were drawn to Canada with promisesof land and prosperity. Canada was often described as a “land ofopportunity.” Immigrants from all over the world settled here bringingtheir individual cultures, skills, entrepreneurial spirit and desire tobegin a new life in this resource-rich land. Their varied contributionshave shaped and help to build the country as we know it. Informstudents that they will have the opportunity to interview a familymember or someone else they know who can recall personal experi-ences as an immigrant. (Suggest that students who do not have accessto family members, interview a neighbour or family friend.) Thepurpose of the interviews is to learn of the positive experiences theseindividuals had as a result of immigrating to Canada/British Colum-bia. Explain that once their interviews have been conducted, studentswill share their person’s story with other members of the class. En-courage students to identify someone who is likely to have a positivestory to tell; the class will soon look at others whose stories have notbeen as favourable. (The hostility that many immigrants have facedwill be taken up later in the unit, but for this challenge ask that studentsfocus on those immigrants whose efforts havehad a happy conclusion.) Suggest that stu-dents confer with someone at home beforedeciding on the best person to interview.

! Invite students to think of questions theymight ask the interviewees that will helpthe class understand each immigrant’s ex-periences. To assist students, suggest thatthey develop questions exploring the fol-lowing five topics:• background to introduce the per-

son;• conditions prior to leaving;• journey and obstacles;• encouragement and support re-

ceived;• long-term results or outcome.

Divide students into groups ofthree or four to develop possi-ble questions to elicit relevant and inter-esting information in these areas. You may wantstudents to formulate questions entirely among themselves oryou might provide them with suggestive questions. If the latter optionis preferred, display an overhead transparency or distribute copies of

Examinethe map

Introduce immigrantstory assignment

Generateinterview questions

guiding questions

Immigration in 20th Century Canada

61

The Critical Thinking Cooperative

Blackline Master #1

Sample interview questions

Questions about the person’s background

* What is your full name?* Where did you (or our/your family) originate?

* When did you arrive in Canada/BC?

Questions about prior conditions

* What was life like in your home country/province?

* What factors existed within your home country that made you want to leave?

* What factors drew you here?

* Who made the decision to come? How was that decision made?

Questions about the journey/struggle

* Were there any special requirements you (your family) had to meet before you could immigrate to Canada or

migrate to BC?* How did you arrive in Canada/BC?

* What were your first reactions to Canada/BC?

* Describe the biggest challenges you experienced in immigrating and how you overcame them.

Questions about encouragement/obstacles

* What made the transition easier?

* What kind of encouragement and support did you receive? Who provided this?

Questions about the long-term outcome

* What was the most significant similarity between life in your home country and your life here? Most

significant difference?* What are some fond or humorous memories you have of your early years in Canada/BC?

* What were the best things about moving to Canada?

* What final thoughts about your experience or the experience of other immigrants would you like to pass

along to students in my class?


Plan forthe interviews

Select interviewquestions

Proceed tonext challenge

Blackline Masters #3, 5

Sample interview questions (Blackline Master #1). Ask each group toshare its preferred questions with the class. Record these on chartpaper or an overhead transparency. Briefly suggest by referring toparticular questions how some questions may be more appropriate orrevealing than others.

! Distribute to each student a copyof Record of interview (BlacklineMaster #2A-B). Ask each stu-dent to copy approximatelythree questions for each of thefive categories in the “Ques-tions” column. Explain thatthese questions may beused as general referencesif needed. During the ac-tual interview, studentsmay not need to ask theprecise questions if theinterviewee is com-fortable talking and providessufficient detail without much prompting.Suggest ways that students might encourage the elabo-ration of an answer (e.g., “Tell me more about . . .”). Point outthat it may be difficult or uncomfortable for some people to talk aboutthe past so students must show compassion and understanding for theperson and be respectful of experiences that may be different fromtheir own. Suggest that students use the “Responses” column of therecord sheets to make notes on the interviewee’s answers during theinterview. Encourage students to write direct quotes where possible.Integrating the interviewee’s actual words will help bring the story tolife and make it more real to the audience. Remind students to thankthe interviewee at the start and at the end of the interview.

! Discuss the procedure for students to follow when setting up theinterview. Each student should:

• select a suitable person to interview;• contact the interviewee and seek his or her permission;• arrange for a time and location to conduct the interview that

is convenient for the interviewee.Decide upon a date (one to two weeks from now) when the interviewsare to be completed and when students are to present their immigrant

stories to other members of the class.

Session Two

! While waiting for students to conduct their interviews and preparetheir stories, you may want to jump ahead and begin working throughCritical Challenge #2: Reception of immigrant groups. Before doingthis, you may want to develop students’ interview techniques alongthe lines suggested below.

Imm

igra

tion

in 2

0th

Cent

ury

Cana

da

62

The

Crit

ical

Thi

nkin

g Co

oper

ativ

e

Nam

e:__

____

____

____

____

____

____

____

____

____

____

____

____

____

Blac

klin

e M

aste

r #2

A

Record of interview

Name of immigrant: ____________________________________________________________________________________________________

Questions

Responses

Background•

•

•

Prior conditions•

•

•

Journey/obstacles•

•

•


Prepare theimmigrant’s story

Developinterview

techniques

! OPTIONAL. If students require instruction in conducting interviews,you may wish to provide additional information about and practice intwo types of techniques:• active listening strategies (e.g., eye contact, attentive behaviour);• strategies for leading an interview (e.g., explain purpose and

preview the kind of questions, do not interrupt, ask questions in anatural or conversational manner, respect interviewee’s privacy).

You may want to introduce these strategies to your students in one ofseveral ways:• locate a short segment of a taped television or radio interview;• demonstrate a mock “immigration” interview with another teacher;• arrange for students to interview each other on a familiar topic

(e.g., a favourite activity, memorable event), writing down thequestions asked and answers given.

Debrief the demonstration experience by inviting students to commenton what made the interview successful or not. In particular, theyshould determine which questions were more or less effective, andwhether or not the active listening and interview-leading strategieswere demonstrated or absent. Record and post a list of “do’s” and“don’ts” for student reference.

! Once students have conducted their inter-views, they are to use the information gath-ered to develop a presentation to a groupof four or five students. Suggest that stu-dents frame their presentation as the tell-ing of their immigrant’s story. Encour-age students to use the five sections onBlackline Master #2A-B as the basicstructure for the story (i.e., back-ground, prior conditions, journey/obstacles, encouragement/supportand outcome). Decide whether youwant students to prepare detailedspeaking notes that might includedirect quotes from the interview-ees, or a fully written story thatwould be read to the group.Explain that the purpose is toprovide an informative andmoving account of the immigrant’sexperience. Prior to writing, you may wish todistribute Assessing the story (Blackline Master #5) anddiscuss the criteria—informative and encourages appreciation. Con-sider inviting students to peer assess each other’s stories.

interviewtechniques


66


Name: ______________________________________________________

Blackline Master #5

Assessing the story

Use the following rubric to assess each student’s immigration story. Award intermediate marks for assignments falling

between the descriptors. Circle the score and provide evidence for each presenter.

Underdeveloped

Competent

Well Developed

InformativeThe story is very confusing and The story is generally clear,

The story is very clear and

unclear. The most importantexcept for a few points. Two

complete. The information

pieces of information aboutor three important areas of the about the person’s experiences

the person’s experiencesperson’s experiences could be

is detailed and very well

are missing.

developed further.

explained.

1

3

5

EncouragesThe story does not create any

The story creates someThe story creates a very strong

appreciationappreciation for the

appreciation for the

appreciation for the

immigrant’s stuggles and immigrant’s struggles and

immigrant’s struggles and

successes.

successes.

successes.

1

3

5TOTAL

/ 10

Presenter

Informative

Encourages appreciationTotal

5

5

4

4

3

3

/10

2

2

1

1

5

5

4

4

3

3

/10

2

2

1

1

5

5

4

4

3

3

/10

2

2

1

1

5

5

4

4

3

3

/10

2

2

1

1

5

5

4

4

3

3

/10

2

2

1

1

5

5

4

4

3

3

/10

2

2

1

1

5

5

4

4

3

3

/10

2

2

1

1


Blackline Master #3

Introduce thecritical questions

Session Three

! Before students present their immigration stories, introduce the criti-cal question:

Which of the stories you have heard tells of the most powerfulpositive immigrant experience?

Explain that students will present their story to a group of four or fivestudents who will then decide which one of these stories is the mostpowerful. The selected story will subsequently be presented to theentire class who will assess the most powerful story from among thefive or six finalists.

! Divide the class into groups of approximately five students. Arrangefor each person to tell or read his or her story to the group. If studentsare to peer assess each others’ work, ensure that every student has acopy of Blackline Master #5. After each presentation, students shouldcircle the mark on each criterion by determining which descriptormost closely reflects the presentation. Students should provide evi-dence to support their ratings. If students have not previously engagedin peer assessment, consider whether or not to formally count theassessment for marks.

! When everyone has told or read their stories, instruct each group todecide which individual had themost powerful positive immigrantexperience. Distribute one copyof Comparing immigrant expe-riences (Blackline Master #3)to each group. You may wantto enlarge this sheet to ledgersize (11 x 17). Suggest thateach group jointly completethis sheet by considering thefollowing criteria:• amount of struggle;• amount of gain;• amount of drama or

adventure.

Working together, each group is torate the extent to which each immigrant experi-ence meets these criteria and then record its rating bycircling the appropriate symbol using the guide at the top of BlacklineMaster #3 (e.g., “+++” for a great amount; “o” for none). Based on theassigned ratings, each group is to decide which story portrays the mostpowerful positive immigrant experience.

Presentimmigration stories

in groups

knowledge ofimmigranthistories

Nominate the mostpowerful story

criteria for apowerful

experience

Imm

igra

tion

in 2

0th

Cent

ury

Cana

da

64

The

Crit

ical

Thi

nkin

g Co

oper

ativ

e

Nam

e:__

____

____

____

____

____

____

____

____

____

____

____

____

____

Blac

klin

e M

aste

r #3

Comparing immigrant experiences

Rate each story using the following scale. Circle the appropriate symbol for each criterion and provide specific evidence to support each rating.

o+

+++++

nonesome

quite a bitgreat amount

Immigrant’s name

amount of struggle

amount of gain

amount of drama and adventure

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++

o

+

++

+++


sharenominated stories

knowledge ofimmigranthistories

Determine themost powerful

experience

Debriefimmigration stories

empathy

Reflectindividually

Blackline Masters #3-4Session Four

! Arrange for the five or six nominees to share their stories with theentire class. Distribute a copy of Blackline Master #3 to each student.Remind students to evaluate each story against the three criteria (i.e.,amount of gain, struggle and adventure). Direct students to notesupporting evidence for their ratings during or after hearing eachstory.

! After the stories have been presented, ask stu-dents individually to decide which one bestmeets the three criteria for a powerful posi-tive immigrant experience. Students are torecord their selection and justification onThe most powerful experience (BlacklineMaster #4). Explain that this sheet re-quires students to provide the following:• the name of the immigrant with the

most powerful positive experience;• four reasons for this choice;• four reasons why other immi-

grants’ experiences were alsopowerful;

• two comments explaining whythe one selected is the mostpowerful.

! Debrief the stories by asking students to generalize about the immi-grants’ experiences. The following questions may be helpful:• What factors drew people to immigrate to Canada?• What challenges did new immigrants experience? How did they

overcome these obstacles?• What were the most common positive experiences shared by our

ancestors?• What made the immigration experience positive?• What were the most surprising or impressive aspects of these

stories?• Has learning about your own connections and those of your fellow

students changed your perceptions of immigrants and immigration?

Draw attention to any newspaper articles on the class bulletin boardoffering positive stories about immigrants’ experiences in Canada.

! Ask students to comment in writing on the following topic: “Canada:A land of opportunity.” Encourage students to draw on examples fromthe stories to support their opinions. Collect the reflections for studentre-assessment later in the unit.


65


Name: ______________________________________________________

Blackline Master #4

The most powerful experience

I believe that _______________________________________________________ has the most powerful positive story.

name of immigrant

This person’s story is the most powerful positive experience because . . .

•

•

•

•

The other immigrants’ experiences are powerful and positive in various ways, such as . . .

•

•

•

•

But I believe the other stories are not as powerful and positive as the one I have selected because . . .

•

•

•

•


Blackline Masters #5-7Evaluation

! Assess each student’s immigration story using the rubric Assessing thestory (Blackline Master #5). This may be teacher- or peer-assessed.According to this rubric, the assignment is worth 10 marks and isbased on two criteria:• is informative;• encourages appreciation.

! Assess student’s rating of the “finalist” immi-gration stories as recorded on Comparing im-migrant experiences (Blackline Master #3)using the rubric Assessing the comparisons(Blackline Master #6). According to thisrubric, the assignment is worth 10 marksand is based on two criteria:• completion of the chart,• plausible ratings.

! Assess each student’s selection andjustification of the most powerful,positive immigration experience re-corded on The most powerful expe-rience (Blackline Master #4) usingthe rubric Assessing the justifica-tion (Blackline Master #7). Ac-cording to this rubric, the assign-ment is worth 15 marks and is basedon three criteria:

• reasons for selection;• recognition of powerful

features of other options;• justification for relative

importance.

Assess theimmigration story

Assess thecomparison of stories

Assess thejustification


67


Name: ______________________________________________________

Blackline Master #6

Assessing the comparisons

Use the following rubric to assess students’ comparisons of the presented options. Award intermediate marks for

evidence falling between the descriptors.Underdeveloped

Competent

Well Developed

CompletionAlmost no ratings or supporting Ratings and one piece of

Ratings and two or more pieces

of chartinformation are provided.

supporting information areof supporting information are

provided in most cases.provided in every case.

1

3

5

PlausibleIn very few cases does the

In most cases the evidenceIn all cases the evidence

ratings

evidence support the

provides modest support forclearly supports the ratings.

assigned rating.

the assigned rating.

1

3

5TOTAL

/ 10

Comments:


68


Assessing the justification

Use the following rubric to assess students’ justification for their selected option. Award intermediate marks for

evidence falling between the descriptors.Underdeveloped

Competent

Well Developed

Reasons forProvides no relevant reasons

Provides two clear reasonsProvides four or more clear

selectionfor the chosen option.

for the chosen option.reasons for the chosen option.

1

3

5

Features ofIdentifies no powerful features Identifies two powerful

Identifies four or more

other optionsof the other options.

features of the other options. powerful features of the other

options.

1

3

5

JustificationOffers no justification why the Offers one thoughtful point

Offers at least two thoughtful

for relativeselected option stands out from why the selected option stands points why the selected option

importancethe other options.

out from the other options.stands out from the other

options.

1

3

5TOTAL

/ 15

Comments:

Name: ______________________________________________________

Blackline Master #7


Blackline Master #1

Sample interview questions

Questions about the person’s background

* What is your full name?

* Where did you (or our/your family) originate?

* When did you arrive in Canada/BC?

Questions about prior conditions

* What was life like in your home country/province?

* What factors existed within your home country that made you want to leave?

* What factors drew you here?

* Who made the decision to come? How was that decision made?

Questions about the journey/struggle

* Were there any special requirements you (your family) had to meet before you could immigrate to Canada ormigrate to BC?

* How did you arrive in Canada/BC?

* What were your first reactions to Canada/BC?

* Describe the biggest challenges you experienced in immigrating and how you overcame them.

Questions about encouragement/obstacles

* What made the transition easier?

* What kind of encouragement and support did you receive? Who provided this?

Questions about the long-term outcome

* What was the most significant similarity between life in your home country and your life here? Mostsignificant difference?

* What are some fond or humorous memories you have of your early years in Canada/BC?

* What were the best things about moving to Canada?

* What final thoughts about your experience or the experience of other immigrants would you like to passalong to students in my class?


Name: ______________________________________________________ Blackline Master #2A

Record of interviewN

ame o

f imm

igran

t:____________________________________________________________________________________________________

Qu

estio

ns

Re

spo

nse

s

Ba

ckg

rou

nd

•••Prior co

nd

ition

s

•••Jou

rney/o

bstacles

•••


Blackline Master #2B

Qu

estio

ns

Re

spo

nse

s

Lon

g-te

rm o

utco

me

•••••••


Name: ______________________________________________________ Blackline Master #3

Comparing im

migrant experiences

Rate each

story u

sing

the fo

llow

ing

scale. Circle th

e app

rop

riate symb

ol fo

r each criterio

n an

d p

rovid

e specific evid

ence to

sup

po

rt each ratin

g.

o+

+++++

no

ne

som

eq

uite a b

itg

reat amo

un

t

Imm

igran

t’s nam

eam

ou

nt o

f strug

gle

amo

un

t of g

ainam

ou

nt o

f dra

ma an

d ad

ven

ture

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++

o++++++



The most powerful experience

I believe that _______________________________________________________ has the most powerful positive story.name of immigrant

This person’s story is the most powerful positive experience because . . .

•

•

•

•

The other immigrants’ experiences are powerful and positive in various ways, such as . . .

•

•

•

•

But I believe the other stories are not as powerful and positive as the one I have selected because . . .

•

•

•

•



Assessing the storyUse the following rubric to assess each student’s immigration story. Award intermediate marks for assignments fallingbetween the descriptors. Circle the score and provide evidence for each presenter.

Underdeveloped Competent Well Developed

Informative The story is very confusing and The story is generally clear, The story is very clear andunclear. The most important except for a few points. Two complete. The informationpieces of information about or three important areas of the about the person’s experiencesthe person’s experiences person’s experiences could be is detailed and very wellare missing. developed further. explained.

1 3 5

Encourages The story does not create any The story creates some The story creates a very strongappreciation appreciation for the appreciation for the appreciation for the

immigrant’s stuggles and immigrant’s struggles and immigrant’s struggles andsuccesses. successes. successes.

1 3 5

TOTAL / 10

Presenter Informative Encourages appreciation Total

5 54 43 3 /102 21 1

5 54 43 3 /102 21 1

5 54 43 3 /102 21 1

5 54 43 3 /102 21 1

5 54 43 3 /102 21 1

5 54 43 3 /102 21 1

5 54 43 3 /102 21 1



Assessing the comparisonsUse the following rubric to assess students’ comparisons of the presented options. Award intermediate marks forevidence falling between the descriptors.


Completion Almost no ratings or supporting Ratings and one piece of Ratings and two or more piecesof chart information are provided. supporting information are of supporting information are

provided in most cases. provided in every case.1 3 5

Plausible In very few cases does the In most cases the evidence In all cases the evidenceratings evidence support the provides modest support for clearly supports the ratings.

assigned rating. the assigned rating.1 3 5

TOTAL / 10Comments:


Assessing the justificationUse the following rubric to assess students’ justification for their selected option. Award intermediate marks forevidence falling between the descriptors.


Reasons for Provides no relevant reasons Provides two clear reasons Provides four or more clearselection for the chosen option. for the chosen option. reasons for the chosen option.

1 3 5

Features of Identifies no powerful features Identifies two powerful Identifies four or moreother options of the other options. features of the other options. powerful features of the other

options.1 3 5

Justification Offers no justification why the Offers one thoughtful point Offers at least two thoughtfulfor relative selected option stands out from why the selected option stands points why the selected optionimportance the other options. out from the other options. stands out from the other

options.1 3 5

TOTAL / 15Comments:


Documents

Sample Critical Challenge Positive immigrant experiences › ss11 › files › Immigration1.pdf · Im m ig ra tio n in 2 0 th C e n tu ry C a n a d a 2 T h e C ritica l T h in k