This activity provides students with an understanding
of the multicultural nature of Canadian society.
Students will complete a series of graphs showing
Canada’s immigration patterns over time. They
examine Canadian immigration, including place of
birth, language, and changing proportion of
immigrants. They will learn how this information is
gathered through a census, and will carry out a small
survey. (1-2 class periods)
Note: See the Teacher’s Guide for general
background to the census and census vocabulary
• Develop an awareness and appreciation of
Canada’s cultural diversity.
• Use graphing techniques to illustrate immigration
• Identify changes in data over time.
• Understand language questions from the 2001
• Compile data to make up a class profile.
• Express ideas by writing a report.
census, census metropolitan area, immigration,
multicultural, place of birth, population, stacked
• Teacher’s Guide
• Classroom map of the world (not included)
• Handout 1: Graphing Immigration (pp. 3-5)
• Handout 2: Map of Immigration Source Areas
• Handout 3: 2001 Census Questions on Language
1. Tell students the next census takes place on May
15, 2001. Begin with a general discussion of the
census—what it is and how it is carried out.
Mention that immigrants to Canada come from
many different countries and speak many different
languages. (See the Teacher’s Guide.)
2. Review Handout 1: Graphing Immigration and
Handout 2: Map of Immigration Source Areas
focusing on the categories used for place of birth,
and have students locate these on the world map.
The students will be learning about immigration to
Canada and the changes that have occurred over
3. Make sure everyone understands the instructions
for graphing. Examine the results of the graphing
together as a class.
1. Look at the bar graph in Handout 1, have students
complete it, then identify trends in immigrat