The Canadian Pacific Railway

Teacher Dat
Kaylyn Cudrak March 14, 2017
Name e
Subject Gra
Social 5
Area de
Building Canada- Tim
Topic 38:00
Confederation e

General
Learner
Outcom (5.3) Students will demonstrate an understanding of the events and
e(s) factors that have changed the ways of life in Canada over time and
Taken from appreciate the impact of these changes on citizenship and identity.
Alberta
Program of
Studies
Specific
Learner 5.3.2 assess, critically, the changes that occurred in Canada
Outcom immediately following Confederation by exploring and reflecting upon
e(s) the following questions and issues:
Taken from How did the building of Canadas national railway affect the
Alberta development of Canada?
Program of
Studies
Learnin
g Students will:
Objectiv Understand the motivations behind the construction of the
es Canadian Pacific Railway through an interactive mapping activity
What do you
want your Understand the consequences of the railroads construction
students to
learn?

Assessm
Students will be formatively assessed via observation. They will also
ent complete a short reflection that will be handed in as an exit slip. I will
How will you
know your use these responses to adjust the next days lesson on the impact of
students have Confederation on marginalized groups.
learned?

Material
s
What Construction paper hats with different labels
resources will
you need?

This activity was designed by Matthew Roby of Queens University.

His instructions are printed on the following page.
Citation:

Roby,M.(2013).TheCanadianPacificRailroad:Eightlessonresourceset.Retrievedfrom
https://qspace.library.queensu.ca/bitstream/handle/1974/12310/The%20Canadian
%20Pacific%20Railroad%20by%20Matthew
%20Roby.pdf;jsessionid=A5ECDA6CE16DAD7EAAE9BA99043076DA?sequence=1

ProvocationandThoughtandWonder(~20minutes)

Thisisaphysicalexercisetodemonstrategeographic/demographicscenario.Theexercise
simplifiesthepossibleprocessoftheannexationofCanadabyAmericansintoabasic
physicalisation,butitwillhelpstudentsrecogniseanumberofpoints:theywillnotetheextra
speedwithwhichtherailroutecanbringpeopleandsuppliesintothewest,andwillseehowthis
allowedCanadatobecomeunitedfromeasttowestinordertoprotectagainstannexation.

1.Studentswillbeaskedtovacatetheirseatsandstandalongoneofthewalls;thenowempty
classroomrepresentsCanadianland.

2.Threestudents(numbervariabledependingonnumberofstudentsandseatsthenumbers
estimatedinthislessonpackworkforaclassofapproximately30students)willbegiven
Nativestickersandaskedtospreadthemselvesoutsparselyinseatsthroughouttheroom.
ThesestudentsrepresenttheaboriginalpopulationofprecolonialCanada,whopopulatedthe
land,sometimesnomadically,andwithoutdenseurbanareas

3.EightstudentswillthenbegiventheEasternProvinceslabelsandaskedtoclumpthemselves
atoneendoftheclassroom.ThesestudentsrepresentthepopulationsofthefirstCanadian
provinces(ON,QC,NS,NB).Onemorestudentwillsitattheoppositeendoftheroomtothe
clumps/hewillrepresentthepresentEuropeanpopulationofwhatwillbecomeBritish
Columbia,mostlylocatedinFortVictoria(givesticker).Theteachermustinstructtheclassthat
thisiswhereourstorytodaybegins,withtheclumprepresentingsettledCanadaandthethree
studentsrepresentingaboriginalpeoplesandthesparsepopulationofEuropeanoutposts.

4.Halfofthestudentsstillstandingbythewall(approximately910)willbegivenstickersto
representEuroCanadiansettlersandtheotherhalf(910)willbegivenstickerstorepresent
AmericansseekinglandinCanada(tosettle/annex,toparticipateingoldrushes,etc.).

5.Thefirsttimethrough,therewillbenorailwayandtheremainingstudentswillbeaskedto
takeaseatinturn(oneEuropean,oneAmerican,oneEuropean,oneAmerican,etc.)until
everyoneisseated.EuropeansareonlyabletotakeaseatnexttoanotherEuropean(beginningin
theeasternprovinces)andAmericansareonlyabletotakeaseatnexttoanAmerican(beginning
atthesouthernborderoftheclass).Nativescanbeforcedtomove,whichwillbediscussedin
lessonthree.Attheendofthisexercise,theAmericansinthewestwillhaveasstrongapresence
astheEuroCanadiansbecausetheycouldnotbeshutoutbytheencroachinglineofEuropeans
intime.Theteachershouldaskthestudents:WhatmighthappentoWesternCanadanow?or
ArethereenoughloyalCanadiansettlersintheWesttopreventAmericaninfluence?How
doestheoriginalBritishColumbianstudentfeel,surroundedbyAmericansandisolatedfromhis
supposedEuropeancounterparts?

6.Theteachershouldaskthesettlerpopulationtostandupagain.Thistime,theCanadianshave
builtarailwayfromeasttowestandtheEuropeansettlers,nowwithbettermovementof
suppliesandaccesstotransport,cansitdowninthreeswhiletheAmericanscanstillonlysit
downonepersonperturn.OncealltheEuropeanshavetakenseats,presumablyinadirectline
fromtheEasternprovinces,cuttingofftherouteoftheAmericans,theteachershouldstopand
asktheclasswhathashappened.SixAmericanstudentswillbeleftstandinginAmerica.Good
questionsmightaskthestudentstoconsiderWhatisthebalanceofpowerandinfluencenow?
CouldtheAmericansannexorinfluenceCanadaasmuchastheycouldthefirsttimearound?
orHowdidtherailwaychangethings?DoestheoriginalBritishColumbianfeelmore
supported?

7.Theteachermaythisphysicalworkshopbriefly,iftimeallows,intoadiagnosticassessmentof
thestudentscriticalthinkingskillsregardingwhatelsearailwaymightmean.Askthesettler
studentsinthewestwhattheymightliketomakethemselvescomfortableandexplorehowthe
railwaymightfacilitatetheirneedsthetransportoffoodsandcommodities,etc.Theteacher
couldperhapsevenbringuptheKlondikegoldrushofthe1890sandasktheeasternprovinces
howtherailwaymighthelpthemallowtreasureseekerstoheadwestmoreeasily,facilitatethe
transportofgoldeastwards,etc.Allofthesequestionswillleadthestudentstoagreater
recognitionofthepotentialconsequences,andthelastinghistoricalsignificance,oftheCPR.