Activity 3: You be the Judge: Were Canadian Immigration Policies in the 1920s
and 1930s Just?
Time: 375 minutes
Description: Students will participate in a debate on Canadian immigration policies in
the 1920s and 1930s. In groups of four they will research and argue their point of view.
Preliminary activities will take place to prepare students for a success. Student will be
given adequate time to research and meet with the teacher for help and guidance. During
the debate students will be asked to fill out a peer review template. This will help the
students better understand the criteria of quality debating skill. In addition, the debates
opening and closing comments will prepare students for the speech option in the
culminating activity.
Strands:
CGV - Communities: Local, National, and Global
CCV - Change and Continuity
MHV - Methods of Historical Inquiry and Communication
Overall Expectations:
CGV.01 - describe some of the major local, national, and global forces and events that
have influenced Canada’s policies and Canadian identity since 1914;
CCV.01 - explain some major ways in which Canada’s population has changed since
1914;
MHV.02 - interpret and analyse information gathered through research, employing
concepts and approaches appropriate to historical inquiry;
MHV.03 - communicate the results of historical inquiries, using appropriate terms and
concepts and a variety of forms of communication.
Specific Expectations
CC1.01 - identify some major groups of immigrants that have come to Canada since 1914
and describe the circumstances that led to their immigration (e.g., push factors: impact of
war, political unrest, famine; pull factors: economic opportunities in Canada, government
incentives);
CC1.02 - describe some of the ways in which Canadian immigration policies have
changed over time (e.g., quotas, point systems, incentives), and how such changes have
affected patterns of immigration;
CC3.02 - describe Canada’s responses to some of the major human tragedies that have
occurred since World War I (e.g., genocide in Ukraine; the Holocaust; the Nanking
massacre; genocide in Somalia and Rwanda; civil war in Bosnia; the AIDS crisis in
Africa; September 11);
MH1.02 - gather information on Canadian history and current events from a variety of
sources (e.g., textbooks and reference books, newspapers, the Internet) found in various
locations (e.g., school and public libraries, resource centers, museums, historic sites,
community and government resources);
MH1.05 - organize and record information gathered through research (e.g., using notes,
lists, concept webs, timelines, charts, maps, graphs, mind maps);
MH2.01 - analyze information, employing concepts and approaches appropriate to
historical inquiry (e.g., chronology, cause and effect, short- and long-term consequences;
adopting the perspectives of different participants in historical events);
MH3.01 - express ideas, arguments, and conclusions, as appropriate for the audience and
purpose, using a variety of oral, written, and visual forms (e.g., reports, essays, biography
projects, opinion pieces, feature articles, visual essays, oral reports, debates, role playing,
group presentations);
Planning Notes
 Book the library time accordingly
 Organize to have a projector and laptop in the classroom
 The teacher will assist the students with their research by providing them with a
number of templates (one for the debate and one for the argumentative
paragraph). As well, the teacher will meet with each group during the research
process to ensure that they are all on track.
 The teacher will create a peer assessment sheet for the students to provide
feedback to each debate group
Prior Knowledge Required
 Students will have an understanding of the financial realities of the 1920s and
1930s.
 Students will have had previous experience in constructing an argumentative
paragraph.
 Students will have been introduced to proper research practices and approaches.
Teaching/Learning Strategies
Day 1
1. Ask class what they know about debating? Discuss the important
components/different debate formats (write responses on the board).
2. Hand out debate etiquette (Appendix 1) and review the material on an overhead.
Connect the points on the board to the overhead. Emphasis the importance of
respecting of others opinions.
3. Rebuttal exercise: Explain the practice of rebuttals in debates. Get four volunteers to
come to the front of the class. Have these volunteers exchange points and counter
points on the subject of homework (two for, two against). Next break the class up into
pairs and have them play the same point counter-point game with their partner. This
time on the subject of should there be school or not. Following this have a class wide
point counter-point debate on the same topic. Make sure to correct any
misunderstandings about how point counter-point works.
4. Hand out the debate assignment (Appendix 3.1 and Appendix 3.2 (rubric)). Introduce
the two perspectives. Ask students what they know about Canadian immigration at
this time.
5. Break all the students into groups of four and assign them their opinion in the larger
debate. Get them to define their roles (leader, researcher, etc.)
6.
Individual Perspectives game: Assign groups of four a particular perspective (Jewish,
Chinese, Politicians etc.). Give each group a description of who they are representing
(Appendix 3.3). The objective of the game is to find out who each group is
pretending to be. Groups will take turns asking questions and guessing the identity of
other groups. To assist students in their answers have an overhead listing all of the
possible choices. The game ends when all the groups are found out. Follow the
activity with a discussion about the different groups represented in the game and try
to fill in some historical gaps for the students. Make sure to emphasis that there was a
wide variety of perspectives on the immigration issue. Push students not to make too
many broad generalizations about the opinions of specific groups.
Day 2-3
7. Hand out and discuss the effective online searching strategies worksheet (Appendix
3.4). Get the students work in pairs to devise a number of key words or phrases to
fine information on trench warfare in World War I. Using a computer with a projector
field ideas from the class and type them into a search engine. Work together with the
class to come to the search term that provides the most accurate results.
8. Discuss with students what the first few steps they take once they find a source (book,
article etc.) to determine if it is relevant to their project. Following this brief
discussion hand out the skimming text worksheet (Appendix 3.5)
8. Pass out and quickly review the debate note making templates that the students will use
during their research (Appendix 3.6 and Appendix 3.7).
9. Hand out the debate template (Appendix 3.8). Emphasis that they should be focusing
on finding solid debate points during the research process. Note that the debate
template will be used in the grading of this activity.
9. Students spend time in the library to research their topics.
10. Each group will meet with the teacher to assess their progress. The attention should
be focused on the debate template, which should be near completion at this point.
Day 4
11. Debates take place. Divide the class into two groups so that there is two debates
running concurrently. The audience members should fill out the peer assessments
(Appendix 3.9) during the debates. The teacher should be moving back and forth
between both halves of the class to ensure the debates are running smoothly.
12. After all the debates have finished lead a class discussion on immigration in the 1920s
and 1930s. Allow the students to express opinions beyond the dichotomous nature of
the debate. Also, make sure to discuss the success of the debate process and reaffirm
what the benefits or skills they have learned by taking part in the exercise.
Day 5
13. Have students write an argumentative paragraph on the perspective of their choosing.
Hand out an argumentative paragraph template to assist them (Appendix 3.95). This
item will be handed in.
Assessment/Evaluation Techniques
● Teacher meets with group members during the research process to assess their
progress.
● Peer assessment during the debates
● The debate template and argumentative paragraph will be handed in and evaluated
● The students performance in the debate will be evaluated on their ability to
communicate ideas, grasp of the material, and ability to tie complex ideas together to
form a coherent argument
Accommodations
●Spend extra time defining key terms for the English language learners
●Also make sure to take some extra time to confer with the English language learners as
well as the students with individual education plans to ensure they are clear on the
expectations
●When creating groups for the debate make sure to couple more academically inclined
students with some of the students that are struggling
Resources:
Sloame, Joanna. (2011) . The Virtual Jewish History Tour. Retrieved from
http://www.jewishvirtuallibrary.org/jsource/vjw/canada.html#Between
-This source provides context to the Canadian closed door immigration policy. It focuses
on the Jewish experience with a description of the St. Louis voyage.
Kohli, Marjorie. (2011). Immigrants to Canada. Retrieved from
http://retirees.uwaterloo.ca/~marj/genealogy/chinese.html
-This website provides information on not only Chinese immigration to Canada but also
some issue Chinese individuals had getting into the United States. This will provide
students a larger contextual understanding of Canadian immigration policies.
-Three useful teacher resources
International Debate Education Association. Retrieved from
http://www.idebate.org/teaching/index.php
-This website provides information on how to run a quality debate. There are a number of
different formats and exercises that are useful in a number of settings.
Tumposky, Nancy. (2004, Nov.-Dec.). The Debate Debate. The Clearing House, 78(2),
52-55.
-This article provides some useful insight into how to run an affective debate. Its
criticisms of debate activities are a informative cautionary not for any educator who plans
on using debates inside their classrooms in the future.
Pattiz, Anthony. (2004, Feb.). The Idea of History Teaching: Using Collingwood’s Idea
of History to Promote Critical Thinking in the High School History Classroom.
The History Teacher, 37(2), 239-249.
-This article is filled with persuasive recommendation for how to set up critical tasks
inside a history classroom.
Three useful website addresses
(2011). Chinese Immigration in Canada. Retrieved from
http://www.ccnc.ca/redress/history.html
-This source provides background information on the Chinese experience entering
Canada. It traces the changes in Canadian immigration policy and describes the impact
of these policies on the Chinese Canadian community.
(2011). Asian Immigration. Retrieved from
http://www2.canadiana.ca/citm/specifique/asian_e.html#exclusion
-This source provides additional information on Chinese immigration patterns with
specific focus on the Chinese Exclusion Act.
(2011). Discover the Collection: Ethno-Cultural Groups. Retrieved from
http://www.collectionscanada.gc.ca/ethno-cultural/index-e.html
-This website has a wealth of information on ethno-cultural groups in Canada. There are
a number of useful links on this page that relate directly to the Canadian immigration.
Appendices
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
Appendix
3 – Debate Etiquette
3.1 – You be the Judge
3.2 – Rubric
3 .3- Individual Perspective Game
3.4 – Effective Online Searching Strategies
3.5 – Skimming Text
3 .6- Note Making Template
3.7 – Note Making Sample Sheet
3.8 – Debate Template
3.9 – Peer Review
3.95 – Argumentative Paragraph
Appendix 3
Debate Etiquette
Introductions should come before the debate, beginning with the Affirmative side:
o
o
Each Captain will introduce him/herself and teammates
Captains will also introduce the side that they will be arguing
Before Debate:
When the students are ready for the debate, have them sit at two separate tables in the
front of the room. The Affirmative side sits on the audience's left. In order to keep the
student audience involved, the audience will be required to take notes on the debate.
Before beginning, students must take note of some typical "Debater's Lingo" that you
will need to use. This includes the following:
Debater's Lingo
Refer to the opposite side as "my opponent".
Use phrases like "There are three main points that prove the affirmative. Firstly..."
In the rebuttal, say: "My opponent said...; however,... "
Detailed Description of Sequence
AFFIRMATIVE
POINT First Affirmative Speaker
1
Begins with an interesting,
attention-getting introduction.
Present the first major point.
Point must be supported by
evidence and reasoning.
NEGATIVE
First Negative Speaker
Analyze what the affirmative speaker has
said.
Refute the Affirmative point. Present
evidence, opinion, and reasoning to
destroy the opponent's argument.
Second Negative Speaker
Analyze the debate by comparing the two
Second Affirmative Speaker
cases again.
Rebuild your case. Introduce new
POINT
Rebuild your case. Restate your points
point and offer further evidence
2
and offer further evidence and reasoning.
and reasoning.
Attack the Affirmative points.
Attack the Negative points.
Present the remaining Negative points.
Summarize. Review the major points.
During Debate:
The debater should not offer emotional appeals. H/she should concentrate on
the
evidence.
When a debater is speaking, all other debaters must remain silent and allow the
speaker to finish his/her point uninterrupted.
The debater should never falsify, create or distort evidence.
Debaters address their remarks to the judge or audience, not to the opposing side. It is
important to give the audience eye contact.
After Debate:
After the sequence of debate has been followed, have the audience come to a decision
on the issue.
The debater should never publicly disagree with the decision of the judge or the
audience.
Winners need to be congratulated by the opposition.
Appendix 3.1
You be the Judge: Were Canadian Immigration Policies in the
1920s and 1930s Just?
I disagree. Canada’s
immigration policy at that
time was misguided
because....
Canada’s immigration
policy in the 1920s and
1930s was necessary
given....
In groups of four you will engage in a debate over Canadian
immigration policy in the 1920s and 1930s. Your group will research the
topic and prepare for a debate against another group of four. Each group
will be given a position on the topic so that there are an equal number of
groups in support and against Canada’s immigration policy. In addition to
participating in the debate students will be expected to compete and pass in a
debate template and write an argumentative paragraph.
Activity Checklist:
Complete Completion date
√
Prior to Debate
Day of Debate
Following Debate
Activity
Complete debate template
Participate in Debate
Create argumentative Paragraph
Debate Rubric
Appendix 3.2
Criteria
Knowledge/
Understanding
(10 marks)
●Sufficient detail in
both remarks and
written submission
●Information is
historically accurate
and relevant
Thinking
(10 marks)
●Tie evidence
together that
support the overall
argument
Level 4
(100%-80%)
Level 3
(79%-70%)
Level 2
(69%-60%)
Level 1
(59%-50%)
10.00 9.00 8.00
-student provides
7.90 7.50 7.00
-Student provides
6.90 6.50 6.00
-Student provides
5.90 5.50 5.00
-Student provides
detailed and
historically accurate
information in their
debate remarks and
written submissions
good details and are
most often
historically accurate
in their debate
remarks and written
submissions
adequate details that
are often historically
accurate in their
debate remarks and
written submissions
few details and/or
inaccurate
information in their
debate remarks and
written submissions
10.00 9.00 8.00
7.90 7.50 7.00
-makes connections
6.90 6.50 6.00
-makes loose
connections
between two pieces
of evidence that do
not always support
the argument
5.90 5.50 5.00
-rarely makes
connections
between two
pieces of evidence
that somewhat
support the
argument
5.90 5.50 5.00
-skillfully makes
connections
between two pieces
of evidence that
clearly support the
argument
10.00 9.00 8.00
Communication
(10 marks)
●Clarity of ideas in
debate remarks and
written submissions
Application
(10 marks)
●Prepared for
opponents points
and provide a
quality evidence
based response
-Student expresses
ideas clearly and
concisely using
proper pitch, tone
and appropriate
language
-Students’ written
submissions are
exceptionally well
organized and
clearly argued
10.00 9.00 8.00
-quality
preparation for
opponents points
with exceptional
rebuttals
supported by
evidence
between two pieces
of evidence that
somewhat support the
argument
7.90 7.50 7.00
- Student expresses
ideas relatively
clearly and often used
the proper pitch, tone,
and language
-Students’ written
submissions are well
organized and clearly
argued
7.90 7.50 7.00
-good preparation
for opponents
points with fine
rebuttals supported
by evidence
6.90 6.50 6.00
-Student need to
speak more clearly
and confidently
-Students’ written
submissions are not
clearly focused or
argued
6.90 6.50 6.00
-adequate
preparation for
opponents points
with rebuttals
sometimes
supported by
evidence
-Student is often
hard to hear and/or
understand
-Students’ written
submission is does
not flow well and
there are numerous
spelling errors
5.90 5.50 5.00
-lack of
preparation for
opponents points
with rebuttals most
often not
supported by
evidence
Does Not Meet
Expectations
(49%-0%)
-Student does not
provide adequate
details and/or
historical
information in
their debate
remarks and
written
submissions
-Does not make
connections
between two
pieces of
evidences to
support the
argument
-Student is always
hard to hear and
understand
-Students’ written
submission is
jumbled and
contains numerous
grammatically
errors
-poor preparation
for opponents
points with
rebuttals never
supported by
evidence
Appendix 3.3
A Individual Perspective Game
(Each group will be handed one role)
Role: Prime Minister R. B. Bennett
-Was opposed to accepting Jewish refugees and Chinese immigrants into Canada.
Reasons: Did not want/feel comfortable with new citizens being idle or taking Canadians
jobs. In other words, the economy weak and there were not enough jobs for Canadians so
there was no room for new immigrants to Canada.
Role: Prime Minister Mackenzie King
-Was opposed to accepting Jewish refugees and Chinese immigrants into Canada.
Reason: King was sympathetic to the Jewish hardship, however he was focused first and
foremost on maintaining national unity. King was concerned that internal problems
would result if Canada started to accept Jewish refugees.
Role: St. Laurent Passenger
-937 Jewish passengers that sought refuge in the Americas but were denied. The
group first head to Cuba but were denied upon arrival. The ship then traveled north to the
United States and Canada appealing for refuge. Canada denied the passengers refuge and
they were forced to sail back across the Atlantic to Europe.
Role: Liberal Member of Parliament Arthur Heaps
-Wanted Canada to accept Jewish refugees. Heaps was critical of Canada’s
immigration regulations as he felt they were too stringent. He thought the immigration
policy was not in keeping with the liberal doctrine (ideals).
Role: St-Jean Baptiste Society
-Based in Quebec city this group presented the House of Commons with a petition
with 127 364 signature protesting all immigration into Canada.
Role: C. E. Wilcox, of the United Church of Canada
-Wilcox was opposed to the government’s refusal to admit refugees. He was a
member of the Canadian National Committee on Refugees and Victims of Persecution.
Argued that Canada needed to accept its role in the global community by accepting a
reasonable amount of refugees.
Role: Chinese Immigrant
-Chinese were treated very poorly by Canada at this time. There had been a head
tax (had to pay certain amount of money to get into Canada) on Chinese immigrants since
1885. In 1923, the federal government passed the Chinese Exclusion Act. The law
stopped practically all Chinese immigrants from coming to Canada. There were only 15
Chinese immigrants who came to Canada between 1923 and 1947.
Appendix 3.4
Appendix 3.5
Appendix 3.6
Appendix 3.7
Appendix 3.8
Debate Template:
Introductory Statement:
Evidence/ Example #1:
Explanation/Defence:
Source:
Evidence/Example #2:
Explanation/Defence:
Source:
Evidence/Example #3:
Explanation/Defence:
Source:
Concluding Remarks: (Reword your main argument established in the introductory statement)
Appendix 3.9
Criteria for Success
Peer Review: Debate
Strongly
Agree
Somewhat Disagree
Agree
The group’s remarks
were sufficiently
detailed and
historically relevant.
The group tied together
a least two pieces of
evidence to support
their argument.
There was a clarity of
ideas in debate remarks
and written
submissions
The group appeared to
be prepared for the
opponents points and
provide a quality
evidence based
response
What was something you liked?
What was something you would change?
Strongly
Disagree
Appendix 3.95
Constructing an Argumentative Paragraph
Topic Sentence:
Example/Evidence #1:
Explanation:
Source:
Example/Evidence #2:
Explanation:
Source:
Example/Evidence #3:
Explanation:
Source:
Concluding Sentence: (Reword your main argument established in the topic sentence)