Grade by Grade
D. Canada, 1945–1982 · Canada, 1945–1982

Who Gets to Come? Immigration, Refugees and Multiculturalism

D3.6 D1.1 D2.2 D1.5 A1.5 A2About 70 minutes
Learning goals
  • I can describe how Canada's immigration and refugee policies changed from 1945 to 1982.
  • I can explain how the 1967 points system worked and why it was introduced.
  • I can describe major refugee movements to Canada and private sponsorship.
  • I can explain the 1971 multiculturalism policy and different perspectives on it.

Words to know

immigrant
A person who moves permanently to another country.
refugee
A person forced to flee their country because of danger such as war or persecution.
points system
The 1967 system that scored immigration applicants on education, skills, age, language and other factors.
sponsorship
Taking responsibility for supporting a newcomer, such as a family member or refugee.
multiculturalism
A policy that recognizes and supports the many cultures that make up a society.
assimilation
The process of a group being absorbed into another culture and losing its own.
push and pull factors
Reasons that drive people away from a place (push) or attract them to a new one (pull).

Who gets to come?

Every country makes choices about who may immigrate. Those choices say a lot about how a country sees itself. In 1947, Prime Minister Mackenzie King told Parliament that Canada wanted more immigrants, but that it would not allow immigration to change the "fundamental composition" of the population. In plain words: Canada would keep preferring white, mostly British and northern European immigrants.

By 1982, Canada's rules were very different. People were chosen mainly by skills, education and family connections, not by race or nationality, and Canada had an official policy of multiculturalism. In this lesson you will trace that change, see what caused it, and ask what stayed the same.

1945–1961: open doors, but not for everyone

  • Citizenship: the Canadian Citizenship Act took effect on January 1, 1947. For the first time, people were Canadian citizens, not only British subjects.
  • Ending one exclusion: in 1947, Canada repealed the Chinese Immigration Act (1923), which had blocked almost all Chinese immigration. Chinese Canadians had pushed hard for this, pointing to their service in the war. But strict limits remained: for years, Chinese Canadians could sponsor only close family members.
  • Japanese Canadians, who had been uprooted during the war, regained the right to vote and to live anywhere in Canada, including the B.C. coast, by 1949.
  • Displaced persons: tens of thousands of Europeans who had lost their homes in the war came, often required to work for a time in farms, mines, forests or as domestic workers.
  • Large European migrations: many Italians, Germans, Dutch, Greeks, Portuguese, Ukrainians and Poles came in the 1950s.
  • Refugees from communism: after the Soviet Union crushed the Hungarian Revolution in 1956, Canada accepted about 37 000 Hungarian refugees in 1956–57.
  • The Immigration Act of 1952 still gave officials wide power to refuse people because of their nationality, "customs" or likely ability to "assimilate".

1962 and 1967: the rules change

  • In 1962, Minister of Citizenship and Immigration Ellen Fairclough (the first woman in a federal cabinet) introduced regulations that removed most racial discrimination from Canada's immigration rules. Education, training and skills became the main tests.
  • In 1967, the points system was introduced. Officers gave applicants points out of 100 in nine categories, and an applicant usually needed 50 points to be accepted. Family members could still be sponsored separately.

Consequence: the sources of immigration shifted. In the 1950s, most immigrants came from Europe and the U.S. By the late 1970s, a large and growing share came from Asia, the Caribbean, Latin America and Africa. Cities such as Toronto, Montreal and Vancouver became much more diverse.

The 1967 points system: an example applicantdashed box = maximum; filled = this applicant's pointsEducation and training14 of 20Personal qualities9 of 15Occupational demand8 of 15Occupational skill7 of 10Age10 of 10Arranged job0 of 10English or French8 of 10Relative in Canada0 of 5Jobs in destination area3 of 5Total: 59 of 100pass mark: 50The applicant is invented. Officers judged some categories, such as personal qualities.
Applicants were scored in nine categories. This invented applicant passes with no job offer and no relative in Canada, because their education, age and language points add up.

Refugees and the 1976 Immigration Act

Canada accepted many groups of refugees in this period: people from Czechoslovakia after the Soviet invasion of 1968; Tibetan refugees in the early 1970s; about 7 000 Ugandan Asians expelled by Uganda's dictator Idi Amin in 1972; Chileans fleeing a military coup after 1973; and many American war resisters during the Vietnam War.

The Immigration Act of 1976 (in force in 1978) made refugees a separate category for the first time, set out that Canadian law must not discriminate on grounds such as race, religion or sex, and created private sponsorship, which let churches, community groups and groups of citizens sponsor refugees.

In 1979–1980, about 60 000 refugees from Vietnam, Laos and Cambodia (many called "boat people" because they fled across the sea in small boats) came to Canada. More than half were sponsored by ordinary Canadians through private sponsorship.

Immigration and refugee policy, 1945–1982194519501955196019651970197519801947Chinese ImmigrationAct repealed1952Immigration Act1956–57Hungarianrefugees1962most racial rulesremoved1967points system1971multiculturalismpolicy1972Ugandan Asianrefugees1978new ImmigrationAct in force1979–80Southeast Asianrefugees
Key immigration and refugee developments, drawn to scale. Notice how rules opened step by step, and how refugee arrivals followed world events.

Multiculturalism and a changing identity

The Royal Commission on Bilingualism and Biculturalism (1963–1969) focused on English and French Canadians. Many Canadians of other backgrounds, especially Ukrainian Canadians, argued that their contributions were being left out of the national story. In response, on October 8, 1971, Prime Minister Pierre Trudeau announced a policy of multiculturalism within a bilingual framework. The government would support cultural groups, help newcomers learn English or French, and encourage exchange between groups.

Cultural festivals grew: Caribana in Toronto began in 1967 (organized by Caribbean Canadians as a Centennial gift), and Folklorama in Winnipeg began in 1970. Neighbourhoods like Little Italy, Chinatown and Greektown became part of city life.

Different perspectives: many newcomers welcomed multiculturalism. Some Québécois felt it treated French Canadians as just one group among many, rather than as one of two founding peoples. Some First Nations, Métis and Inuit leaders pointed out that they are not "ethnic groups" but nations with their own rights. Some critics worried it would divide Canadians; others said it did not go far enough to fight racism.

Worked example

Modelled example: Cause and consequence of the points system

Explain the main causes of the 1967 points system and one consequence.

  1. Cause 1, economic: Canada's economy needed skilled workers, and Europe was sending fewer immigrants as its own economy recovered.
  2. Cause 2, ideas: after the Holocaust and the 1948 Universal Declaration of Human Rights, open racial discrimination was harder to defend.
  3. Cause 3, pressure: groups such as the Negro Citizenship Association (which sent a delegation to Ottawa in 1954) and Chinese Canadian organizations had protested discriminatory rules for years.
  4. Cause 4, international image: Canada wanted a good reputation, especially with newly independent countries in the Commonwealth.
  5. Consequence: immigration from Asia, the Caribbean, Africa and Latin America grew, making Canada far more diverse, which helped lead to the 1971 multiculturalism policy.

The points system had several causes (economic, ideological, political and international) and a major consequence: a more diverse Canada. Strong answers show more than one cause.

Just for fun

A funny-but-true fact: in 1986 the United Nations gave its Nansen Refugee Award to "the People of Canada". It was the first time the award had gone to the people of an entire country, mostly because of the ordinary Canadians who sponsored refugees in 1979–1980. Technically, that means you share a UN award.

Hands-on activity

A family or community migration story

You need: paper, a pencil, and a grown-up or community member to talk with.

  1. Every family in Canada, except First Nations, Inuit and Métis families whose ancestors have always been here, has a story of arriving. Ask a grown-up: When and how did our family (or someone we know) come to Canada? Why did they come? What was hard? What helped? If your family is Indigenous, you might instead ask how newcomers arriving in your area changed life for your community.
  2. Write the story in about 150 words. Include at least one date, one place and one reason (a push or pull factor).
  3. Connect it to this lesson: which policy was in force when they arrived (for example, before or after 1967)? How might the rules have affected them?
  4. Share your story with your grown-up and ask if you got it right.

What to look for: accurate details, a link to at least one policy, and respect for the storyteller (ask permission before sharing anyone's story beyond your family).

Your turn

1

What did Mackenzie King's 1947 statement suggest about Canada's immigration policy?

2

What happened on January 1, 1947?

3

What change did Ellen Fairclough introduce in 1962?

4

How did the 1967 points system work?

5

What is private sponsorship?

6

Name three groups of refugees Canada accepted between 1956 and 1980.

7

What is multiculturalism as announced in 1971?

More practice: warm-up

1

Which act blocking Chinese immigration was repealed in 1947?

2

About how many Hungarian refugees came in 1956–57?

3

How many points were in the 1967 system in total, and what was the usual pass mark?

4

Which leader expelled Asians from Uganda in 1972?

5

When was the multiculturalism policy announced?

More practice: on your own

1

Why did the 1952 Immigration Act still allow discrimination?

2

Explain how world events caused refugee movements to Canada. Give two examples.

3

Why did some Québécois criticize multiculturalism?

4

Why did some Indigenous leaders say multiculturalism did not fit their situation?

5

Continuity or change: was Canada's immigration system in 1982 completely different from 1945? Explain.

Challenge

1

Assess the historical significance of the 1967 points system.

2

A historian writes: "Canada's postwar immigration policy was generous." Use evidence to challenge or support this claim.

3

Use historical perspective: how might a Ukrainian Canadian community leader in 1965 and a Québécois nationalist in 1971 have viewed the multiculturalism policy?

Check your understanding

Quiz

1.

What did the 1967 points system mainly judge applicants on?

2.

Who introduced the 1962 regulations that removed most racial discrimination from immigration rules?

3.

What did the 1976 Immigration Act create?

4.

About how many Southeast Asian refugees came to Canada in 1979–1980?

5.

Multiculturalism was announced in 1971 as a policy:

6.

Which statement about immigration from 1945 to 1982 is accurate?

For parents and teachers

Big idea: Students describe key developments in immigration and refugee policy from 1945 to 1982 and explain their significance for heritage and identity (D3.6), analyse demographic change (D1.1), and describe multicultural policies as a form of cooperation (D2.2). The skill is explaining multiple causes (A1.5).

How to help: The migration story activity is personal. Families may have hard stories (war, persecution, discrimination); let them choose what to share. If your family is Indigenous, the activity offers another angle.

Common difficulties:

  • Thinking the 1967 points system ended all discrimination. Newcomers still faced racism in jobs and housing.
  • Mixing up immigrants (who choose to move) and refugees (who flee danger).
  • Forgetting the Québécois and Indigenous perspectives on multiculturalism.