Social Studies Grade 6 Cluster 1.qxp 1867 Cluster1 Parta

User Manual: 1867

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GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

Building a
Nation
(1867 to 1914)

GRADE

Cluster 1
Learning
Experiences:
Overview

1
CLUSTER

6.1.1 A New Nation
KC-001 Explain the significance of the British North America Act.
Examples: federal system of government, constitutional monarchy,
British-style parliament...
KC-002 Compare responsibilities and rights of citizens of Canada at
the time of Confederation to those of today.
Include: Aboriginal peoples, francophones, women.
KL-022 Locate on a map of Canada the major landforms and bodies
of water.
KL-023 Locate on a map the major settlements of Rupert’s Land and
the original provinces of Canada in 1867.
VC-001 Appreciate the rights afforded by Canadian citizenship.

6.1.2 Manitoba Enters Confederation
KH-027 Identify individuals and events connected with Manitoba’s
entry into Confederation.
Include: Louis Riel, Red River Resistance, Métis Bill of Rights,
provisional government.
KH-027F Identify the roles of Father Noël-Joseph Ritchot and
Archbishop Alexandre-Antonin Taché in Manitoba’s entry into
Confederation.
KH-033 Identify factors leading to the entry into Confederation of
Manitoba, Northwest Territories, British Columbia, Prince Edward Island,
Yukon, Saskatchewan, Alberta, Newfoundland and Labrador, and
Nunavut, and specify the year of entry.
VH-012 Value the diverse stories and perspectives that comprise the
history of Canada.

6.1.3 “A mari usque ad mare” [From Sea to Sea]
KH-029 Describe the role of the North West Mounted Police.
KH-030 Relate stories about the gold rushes and describe the
impact of the gold rushes on individuals and communities.
Examples: Fraser River, Cariboo, Klondike...
KH-031 Identify events and issues related to the construction of
the Canadian Pacific Railway.
Examples: workers and working conditions, Chinese labourers,
construction difficulties, mapping Canada...
KH-033 Identify factors leading to the entry into Confederation
of Manitoba, Northwest Territories, British Columbia, Prince
Edward Island, Yukon, Saskatchewan, Alberta, Newfoundland and
Labrador, and Nunavut, and specify the year of entry.
KH-034 Identify the prime ministers of Canada from 1867 to
1914 and give examples of their achievements.

6.1.4 Aboriginal Peoples and the Growing
Nation of Canada

KI-007 Give reasons for the establishment of treaties and reserves
and describe their impact on individuals, families, and
communities.
Examples: indigenous rights, no right to vote, permission needed to
leave a reserve...
KH-028 Identify causes, events, individuals, and consequences of
the 1885 Resistance.
KH-032 Identify contributions of Aboriginal leaders from 1867
to 1914.
Examples: Gabriel Dumont, Mistahimaskwa (Big Bear),
Pitikwahanapiwiyin (Poundmaker), Isapomuxika (Crowfoot)...

6.1.5 Immigration
KI-008 Identify various groups that immigrated to Canada in the
late nineteenth and early twentieth centuries and give reasons for
their emigration.
Examples: African-Americans, Asians, British, Central and Eastern
Europeans, Icelanders...
KI-009 Describe ways in which immigration was encouraged by
and important to the Canadian government from 1867 to 1914.
KI-010 Describe various challenges faced by new immigrants to
Canada.
Examples: language, climate and environment, differing laws and
customs, discrimination, physical and cultural isolation...
KH-034 Identify the prime ministers of Canada from 1867 to 1914
and give examples of their achievements.
VI-005 Appreciate the importance of immigration in the
development of Canada.

6.1.6 Farming the Land
KI-011 Describe daily life on a prairie homestead between
1890 and 1914.
Examples: survey system, role of women, challenges facing early
settlers, education...
KE-055 Explain the importance of agriculture in the development
of Canada from 1867 to 1914.
VL-010 Appreciate the efforts of people in early Canada to
overcome environmental hardships.

VE-018 Appreciate the importance of agriculture in the
development of Canada.

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

Cluster Assessment: Tools and Processes

•

Engaging Students in the Cluster: suggested strategies to activate the cluster and help
teachers assess student prior knowledge.

•

Suggested Portfolio Selections: this icon is attached to strategies that may result in products,
processes, or performances for inclusion in student portfolios.

•

Student Portfolio Tracking Chart: this chart is designed for students to track their portfolio
selections throughout the cluster. It is located in Appendix D.

•

Skills Set: this icon identifies the skills that may be targeted for assessment during each
strategy, and provides suggestions for that assessment.

•

Skills Checklist: this teacher tool lists every skill outcome for a particular grade. It is intended
to track individual student progress related to skills in each cluster and throughout the grade. It
is located in Appendix D.

•

Connecting and Reflecting: the end-of-cluster summative assessment activity.

Cluster Description

Students examine life in post-Confederation Canada. They
explore the expansion of Canada through the addition of
new provinces and territories, including the influence of
individuals and events of this time. Students focus on the
entry of Manitoba into Confederation, establishment of
treaties and reserves, building of railroads, role of the
North West Mounted Police, the 1885 Resistance, and the
gold rushes. Students consider the impact of immigration
and hardships faced by new settlers. They also study
cultural diversity, including the evolving relationships
between First Nations, Inuit, and Métis peoples and the
Canadian government, and relationships between
anglophones and francophones.

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GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

Engaging Students in the Cluster

•

Create a mapping centre showing what Canada looked like in 1867, 1914, and the present.

•

Post a timeline on one wall of the classroom that will be completed as the cluster (and year)
progresses.

•

Create a bulletin board Word Splash with words and/or pictures of ideas that will be studied in
this cluster (e.g., gold rush, North West Mounted Police, First Nations treaties...).

•

Create a book display with stories and information about Confederation.

•

View videos that depict the time of Confederation, the 1885 Resistance, the gold rush, and
other important events.

•

Simulate a treasure hunt or “Gold Rush Expedition” to stimulate student thinking about the
life and times of people in the gold rush.

•

Designate a day for students to dress in pioneer clothing.

•

Students listen to or read stories of hardships faced by the immigrants.

•

Invite an Aboriginal Elder or a new immigrant to the class to share his or her stories.

•

Create a bulletin board display with samples of treaties, as well as maps of the areas that the
treaties covered.

•

Create a visual display of images of First Nations, Inuit, and Métis people alongside a display
of images of European immigrants to show diversity of the different cultural groups.

Learning Experiences Summary

6.1.4 Aboriginal Peoples and
the Growing Nation of Canada

6.1.1 A New Nation
6.1.2 Manitoba Enters Confederation

6.1.5 Immigration
6.1.3 “A mari usque ad mare”
[From Sea to Sea]

6.1.6 Farming the Land

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

Learning Experience: 6.1.1 A New Nation
KC-001

Explain the significance of the British North America Act.
Examples: federal system of government, constitutional monarchy, British-style
parliament...

KC-002

Compare responsibilities and rights of citizens of Canada at the time of
Confederation to those of today.
Include: Aboriginal peoples, francophones, women.

KL-022

Locate on a map of Canada the major landforms and bodies of water.

KL-023

Locate on a map the major settlements of Rupert’s Land and the original
provinces of Canada in 1867.

VC-001

Appreciate the rights afforded by Canadian citizenship.

Building a
Nation
(1867 to 1914)

GRADE

6
1

CLUSTER

Description of the Learning Experience
Students review the 1867 map of Canada and consider what government and citizenship were like in the new
nation as compared to today. This is a transitional learning experience that reviews Canadian geography, the
history of Confederation, and citizenship concepts that were studied in Grade 5.

Vocabulary: constitutional monarchy, federal system, parliament, BNA Act, responsibilities and rights,
citizenship, geography (See Appendix D for Vocabulary Strategies.)
Note: In this document, the expression “rights and responsibilities” has deliberately been reordered to read
“responsibilities and rights.” This has been done for several reasons:
• Firstly, to emphasize that human rights within a particular society or polity can only be meaningful and powerful if
there is a social contract that promotes an understanding of the principles of reciprocity and inclusion, and if there
is a willingness for all individuals to comply with both the spirit and intent of human rights legislation. Human
rights legislation and protections become powerful when all members of a society collectively accept the
responsibility to implement rights, and behave in ways that are informed by an awareness of the universality of
human rights.
• Secondly, the application of human rights to everyday life, within organizations and the political/legal system, is a
complex process that often requires a balancing of the rights of different groups. Often, there is a need to balance
the rights of one individual with those of other individuals, or to balance individual rights with group rights, or to
balance the rights of a particular group with other groups. It is important, therefore, to consider the rights of an
individual or a particular group with the countervailing rights of other individuals and/or groups. For example, an
individual’s right to free speech and freedom of expression may need to be restrained when the speech or
expression impinges on the rights of other individuals to be protected from racial discrimination and harassment.
• Lastly, the change in word order is intended to place more emphasis on the idea of human rights as an essential
part of responsible citizenship. Every member of a democratic society has an individual and a collective
responsibility to interact and behave towards others in ways that demonstrate understanding and commitment to
the protection of human rights for every member of that society. All too often there is a tendency, particularly in
adolescents living in a litigious society, to consider human rights from an egocentric or self-centred perspective
(that is, as a personal entitlement rather than a concern for the well-being of all citizens). Numerous examples
exist in everyday life and in the courts where individuals demand that their rights be recognized and yet fail to
respect and protect the rights of other individuals or groups. Human rights exist to protect individual rights;
however, they exist within a social context and have the attendant responsibility of considering and protecting the
rights of others.

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.1 A New Nation
Assessment

Outcomes

Strategies

Activate
KC-001
KC-002
VC-001
a

il
Sk

Using a Word Sort, collaborative groups of students review the structure of
government following Confederation. Students use arrows, symbols,
descriptions, and links to describe relationships between the key features of
government under the British North America (BNA) Act (e.g., British
parliamentary model, federal system, constitutional monarchy…). Students share
completed Word Sorts with peers.
NOTE: Students were introduced to the concept of federal government and the
parliamentary system at the end of Grade 5. Students may revisit their Word
Sorts throughout this learning experience to clarify misconceptions and add
detail.
6.1.1 BLM: Government in 1867
a

or
KC-001
KL-022
KL-023
b

il
Sk

Students view a series of maps of the Canadian territory from 1791 to 1999.
Students record their observations of changes in the territory and discuss factors
that influenced these changes over time.
TIP: It may be useful to review what the students recall about Confederation,
which they studied in Grade 5. Encourage them to view Confederation as an
ongoing process of union rather than as a one-time event in history. The Library
and Archives Canada website “Confederation for Kids” has 14 maps of Canada
that span the time period from 1791 to 1999.
Supporting websites can be found at

ill

KC-001
KC-002
KL-022
KL-023
VC-001

Students listen to the song “Canadian Railroad Trilogy” by Gordon Lightfoot,
and record references to the land and the challenges of building the railroad.
Students discuss the influence of the land on the dream of a nation extending
from sea to sea.
Supporting websites can be found at

6.1.1 BLM: Canadian Railroad Trilogy (2 pages)
b
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.1 A New Nation
Assessment

Outcomes

Strategies

Activate

(continued)

or
KL-022
KL-023
b

il
Sk

Using a large outline map of Canada and a list of important landforms and
bodies of water, collaborative groups of students identify the location of each
landform and body of water. Students check their work using an atlas or map of
Canada.
TIP: Students may complete this review in timed stages (e.g., locate places
without maps or atlases, locate previously unidentified places using maps and
atlases).
6.1.1 BLM: Reviewing Canadian Geography
c

or
KC-001
KC-002
VC-001
ill

Collaborative groups of students brainstorm a list of the responsibilities and
rights of Canadian citizens today, and the responsibilities and rights of citizens
in 1867. Students compare their lists with peers and update their own lists based
on the exchange of new information.
TIP: In Grade 5, students were introduced to the responsibilities and rights of
citizenship at the time of Confederation, and compared them to those of modern
day. They examined the concept of citizenship as full participation in society, as
well as the concept of being a subject in a monarchy, owing allegiance to a king
or queen. Note the deliberate order of the terms “responsibilities and rights.”
This is intended to place more emphasis on the idea of responsibility within an
increasingly individual-rights-oriented environment. (See page 60 for a more
complete explanation.)
or

KC-001
KC-002
KL-023
VC-001

Collaborative groups of students complete the first two columns of a KWL
Chart on the key concepts related to the BNA Act and its implications. Students
share ideas and discuss their questions within their grouping.
6.1.1 BLM: KWL: Importance of the BNA Act of 1867 (2 pages)
d

il
Sk

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.1 A New Nation
Assessment

Outcomes

Strategies

Acquire
KC-001
KL-023
b

il
Sk

Collaborative groups of students sort and predict the names of principal
settlements in British North America in 1867 according to their province or
territory. Students verify their predictions using an atlas or a wall map of
Canada, discuss what they know about these principal historical settlements, and
compare them to the major cities of Canada today.
NOTE: Encourage students to generate explanations as to the significance and
influence of the BNA Act on the growth of some of these cities.
6.1.1 BLM: Main Settlements in British North America, 1867
e
6.1.1 BLM: Main Settlements in British North America, 1867—Key
f

or
KC-001
KC-002
VC-001

ill

Collaborative groups of students read a short text on the BNA Act and create a
Mind Map explaining what the Act established as the basic structure of
government for Canada. Students post their Mind Maps and circulate to view
them. In a class discussion, the meanings of key concepts of Canadian
government as established by the BNA Act are clarified (e.g., royal assent,
constitutional monarchy, federal and provincial powers and responsibilities,
British model of parliament based on one Upper House and an elected House of
Commons…). Students add these key expressions to their Mind Maps to help
explain the significance of the BNA Act.
NOTE: Some of the provisions of the BNA Act were studied in Grade 5, but the
term “constitutional monarchy” will be new to students.
6.1.1 BLM: Key Provisions of the BNA Act
g
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.1 A New Nation
Assessment

Outcomes

Strategies

Acquire

(continued)

or
KC-001
KC-002
VC-001

1a
l1

Using print and electronic resources, collaborative groups of students research
the importance of the BNA Act and its principal characteristics (e.g., federal
system, constitutional monarchy, British parliamentary model of two houses,
federal and provincial responsibilities…). Students share their information with
their peers, discussing what they think are the most important and lasting
elements of the BNA Act for citizens of Canada today.
Supporting websites can be found at

il
Sk

6.1.1 BLM: Note-Taking Frame: BNA Act (2 pages)
h
6.1.1 Primary and Secondary Sources (Teacher Background Notes)
i

or
KC-001
KC-002
VC-001
a

il
Sk

Collaborative groups of students sort various government responsibilities
designated by the BNA Act of 1867 according to whether they are
responsibilities of the British government, the Government of Canada, or the
provinces of Canada. Students compare and revise their lists, and then use the
answer key to verify their sorting. Students discuss what the implications may
have been for diverse groups of citizens living in Canada at that time.
TIP: Post the final list on a classroom wall for student reference. Students will
be revisiting this idea in greater depth in Cluster 4 when they study the
contemporary structures and responsibilities of government in Canada.
6.1.1 BLM: Responsibilities of Government in Canada, 1867
j
6.1.1 BLM: Responsibilities of Government in Canada, 1867—Key
k
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.1 A New Nation
Assessment

Outcomes

Strategies

Acquire

(continued)

or
KC-001
KC-002
VC-001

1a
l1

il
Sk

Using print and electronic resources and the attached BLM, students research
the responsibilities and rights of citizenship in 1867 as compared to Canada
today. Students consider how, at the time of Confederation, certain groups were
excluded from the full rights of citizenship (e.g., Métis people in the Red River
Settlement, Aboriginal peoples in the provinces of Canada, women,
francophones in Nova Scotia or Ontario, people who were poor or did not own
property…). Students discuss changes in responsibilities and rights of
citizenship, and record significant milestones of inclusiveness.
NOTE: Students studied the following milestones in Grade 5:
• Women obtain the right to vote in Canada (1918)
• Canadians become officially recognized as Canadian citizens rather than
British subjects (1947)
• Aboriginal people obtain unrestricted right to vote (1960)
• Racial discrimination removed from immigration policies (1962)
Supporting websites can be found at

6.1.1 BLM: Citizenship in Canada Today (2 pages)
l

or
KC-001
KC-002
KL-022
KL-023
VC-001

ill

Collaborative groups of students create an outline map of Canada, illustrating
changes in political divisions over time. Students identify and locate the major
landforms, bodies of water, and settlements of 1867. As the study progresses,
students add successive provinces or territories to the map, indicating their
extent with colours and symbols, and recording the date of each province’s entry
into Confederation.
TIP: Large outline maps of Canada are available from Parks Canada.
Alternatively, students may use the overhead projector to trace an enlarged map
of Canada onto poster paper. Students may also add images to the map to depict
the geographic features of the land (e.g., mountains, forests…), and the themes
explored in this cluster (e.g., the route of the CPR, the arrival and settlement of
the West by immigrants, establishment of new towns and cities, treaty areas and
reserves…). Tasks may be divided among students by region, by time period, or
by theme, with careful collective planning in advance so that the map is a clear
visual representation of the expansion of the country.

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.1 A New Nation
Assessment

Outcomes

Strategies

Apply
KC-001
KC-002
KL-022
KL-023
VC-001

ill

Students read quotations referring to Canadian expansion and the diversity of its
citizens since Confederation in 1867. Using Think-Pair-Share, students discuss
the ideas presented in the quotations and write a short reflection on the subject.
TIP: Guide students to include in their reflection references to the land, the
central federal government, citizenship, and diverse cultural groups.
6.1.1 BLM: Thinking about the New Nation
m

il
Sk

KC-001
KC-002
KL-022
KL-023
VC-001

Collaborative groups of students research and prepare a team deliberation on the
following question:
Many people have said throughout Canadian history that it is impossible to
govern a country as large and as diverse as Canada through one central
federal government. Using what you have learned about Canada so far, and
consulting primary and secondary sources, prepare a short one-minute
argument either for or against the expansion of Canada from sea to sea to
sea.
6.1.1 Team Deliberation (Teacher Background Notes) (2 pages)
n

or
KC-001
KC-002
VC-001

ill

c
10

Students create a poster illustrating what the term “citizenship” means within a
constitutional monarchy. Students may include quotations by famous Canadians,
historical facts, images, symbols, and representations of diverse perspectives.
Students share their posters and discuss ways in which Canadian citizenship has
and has not changed since the BNA Act of 1867.
6.1.1 BLM: Citizens in a Constitutional Monarchy
o

(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.1 A New Nation
Assessment

Outcomes

Strategies

Apply

(continued)

or
KC-001
KC-002
VC-001
b

il
Sk

Students prepare and present a persuasive speech expressing appreciation for the
greater inclusiveness of Canadian citizenship today. Students explain the
democratic advantages of extending the full rights of citizenship to greater
numbers of people.
TIP: Encourage students to compare citizenship today to citizenship
responsibilities and rights in the past, and to make reference to today’s greater
consideration of the voices of minorities and previously excluded groups.
or

ill

KC-001
KC-002
KL-022
KL-023
VC-001

Students assume the role of a Member of the House of Commons in 1867, and
prepare and present a speech arguing in favour of the expansion of Canada from
sea to sea. Students provide arguments that are based on the land and that reflect
an awareness of all the groups of people living in Canada at that time (e.g., First
Nations, Métis, francophones inside and outside Québec, recent immigrants,
women...).
TIP: Suggest a prompt to the students such as “My Canada includes…”, and
remind them that Members of Parliament at that time often made use of very
strong and poetic oratorical skills (refer to the primary sources they have
explored in this learning experience). Encourage students to refer to the map and
the geographical diversity of Canada as they make their speeches. Students may
evaluate each other by voting on whether or not they have been convinced by
the speech to support the expansion west and north of Canada.
or

KC-001
KC-002
KL-022
KL-023
VC-001

l
kil

Collaborative groups of students create a brochure or poster that explains the
significance of the BNA Act of 1867 and elements of it that are still an
important part of government in Canada today. Students include examples of the
responsibilities and rights of citizens of Canada at the time of Confederation and
those of citizens today. Students include images and maps to illustrate the
changing nature of Canada.

d
11

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

Learning Experience: 6.1.2 Manitoba Enters
Confederation
Building a
Nation
(1867 to 1914)

GRADE

KH-027

Identify individuals and events connected with Manitoba's entry into
Confederation.
Include: Louis Riel, Red River Resistance, Métis Bill of Rights, provisional
government.

KH-027F

Identify the roles of Father Noël-Joseph Ritchot and Archbishop AlexandreAntonin Taché in Manitoba’s entry into Confederation.

KH-033

Identify factors leading to the entry into Confederation of Manitoba, Northwest
Territories, British Columbia, Prince Edward Island, Yukon, Saskatchewan,
Alberta, Newfoundland and Labrador, and Nunavut, and specify the year of
entry.

VH-012

Value the diverse stories and perspectives that comprise the history of Canada.

CLUSTER

Note: Aboriginal and francophone learning outcomes are not intended for all students
(see page 36 of the overview).

Description of the Learning Experience
Manitoba, initially formed as a provisional government of the people in the Red River Settlement under Louis
Riel, negotiated to enter Confederation as a province in 1870.
Students research and discuss events leading to Manitoba’s entry into Confederation, considering diverse
points of view about Canadian expansion and its effects on the people living in the Northwest.

Vocabulary: resistance, provisional government, Bill of Rights, amnesty, Confederation (See Appendix D for
Vocabulary Strategies.)

6.1.2 Manitoba Enters Confederation
Assessment

Outcomes

Strategies

Activate
KH-027
KH-033
VH-012
ill

Students brainstorm individuals, events, and factors connected with Manitoba’s
entry into Confederation. Students discuss additional questions they have and
record these on chart paper.
NOTE: Students were introduced to the history of Manitoba in Grade 4, Cluster
4 (Louis Riel, Selkirk settlers). In Grade 5 they explored the fur trade, the rise of
the Métis nation, and conflict between agricultural settlers and fur traders. This
activity will help make connections to what they already know, and offers an
opportunity to clear up misconceptions.
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.2 Manitoba Enters Confederation
Assessment

Outcomes

Strategies

Activate

(continued)

or
KH-027
KH-033
VH-012
ill

Collaborative groups of students read the Métis Bill of Rights of 1870. Students
discuss its key points and speculate why they were important to the Métis
people, and what the bill tells us about the population and life in the Red River
Settlement at the time of Confederation.
NOTE: In the course of the negotiations to enter Confederation, there were four
different drafts prepared of this list of rights. The version cited here is the initial
draft. The main purposes of each draft were similar: responsible government;
representation in Ottawa; protection of language, religion, and culture; and
security of Métis land rights and river lots. A later version also included a
request for amnesty for all participants in the Resistance, but this pardon was
not granted.
Supporting websites can be found at

6.1.2 BLM: Métis Bill of Rights
a

or
KH-027
KH-033
VH-012
ill

Students view a map of Canada in 1867 and in 1870, after Manitoba’s entry into
Confederation, and share their observations (e.g., the size and location of the
territory, who lived there at that time, what happened to Rupert’s Land...).
Students discuss why Manitoba entered Confederation at that time and why the
map of Manitoba looked different than our present-day map.
TIP: Encourage students to recall some of the factors that motivated
Confederation in 1867 (i.e., fear of American expansion into the Northwest, a
vision of a railway connecting the east and west coasts...). Students should also
bring to mind their knowledge of the issues being faced by the Métis nation in
the West (i.e., changes to traditional lifestyle due to the depletion of the buffalo,
increased reliance on agriculture and permanent settlement, and fear of loss of
culture and language due to the influx of English-speaking immigrants).
Supporting websites can be found at

(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.2 Manitoba Enters Confederation
Assessment

Outcomes

Strategies

Activate

(continued)

or
KH-027
KH-033
VH-012
ill

Using Think-Pair-Share, students read an informational text about the purchase
of Rupert’s Land from the Hudson’s Bay Company. Students discuss the
potential implications of the purchase on descendants of a Selkirk settler or a
Métis person in the Red River Settlement.
Supporting websites can be found at

Acquire
KH-027
KH-033
VH-012

a
11

l
kil

Using print and electronic resources, students research the events leading up to
Manitoba’s entry into Confederation in 1869 (i.e., provisional government of
Louis Riel, Métis Bill of Rights, Red River Resistance [also known as Red
River Rebellion] and its consequences…). Students record information,
including a chronology of the events and an explanation of how these events had
an impact on Manitoba’s entry into Confederation.
TIP: The Hudson’s Bay Archives in Winnipeg may be contacted for a variety of
historical references related to the Red River Settlement.
Supporting websites can be found at

6.1.2 Citing Sources (Teacher Background Notes) (2 pages)
b
6.1.2 Recording Research Notes (Teacher Background Notes) (2 pages)
c

or
KH-027
KH-033
VH-012

Students read primary sources and reflect in their journals on life in this time
period.
6.1.2 BLM: Famous Letters in Canadian History—Riel
d

il
Sk

(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.2 Manitoba Enters Confederation
Assessment

Outcomes

Strategies

Acquire

(continued)

or
KH-027
KH-033
VH-012
c

il
Sk

Collaborative groups of students research a series of events leading to
Manitoba’s entry into Confederation and sort them into chronological order.
Using consensus decision making, students choose the five most important
events in the history of Canada and Manitoba. Students present their “Top Five”
to peers and justify their choices.
Supporting websites can be found at

6.1.2 BLM: Events: Manitoba Becomes a Province (2 pages)
e

or
KH-027
KH-033
VH-012
g

il
Sk

Students view segments from Episode 9 of Canada: A People’s History: “From
Sea to Sea 1867-1873”; “If We Are Rebels” (Riel takes Fort Garry); “War Is
Upon Us” (provisional government); “A Single Act of Severity” (execution of
Thomas Scott). Students record key events and people involved in the creation
of Manitoba as a province, and discuss the main points.
NOTE: See Appendix A, Skill 6g: Viewing Visual Media, for suggested
guidelines for viewing media.
Supporting websites can be found at

(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.2 Manitoba Enters Confederation
Assessment

Outcomes

Strategies

Acquire

(continued)

or
KH-027
KH-033
VH-012

1a
l1

il
Sk

Using print and electronic resources, students research a selected individual or
group involved in Manitoba’s entry into Confederation. Using the provided
note-taking frame, students record background information related to the
individual or group, values and beliefs held, decisions made and actions taken,
and the impact of the group or individual on Manitoba’s entry into
Confederation.
TIP: Possible individuals or groups to research include: Louis Riel, John Bruce,
Noël-Joseph Ritchot, Alexandre-Antonin Taché, Thomas Scott, John Christian
Schulz, William McDougall, Donald Smith, John Black, Alfred H. Scott,
Colonel Wolseley, Sir John A. Macdonald, Sir Georges-Étienne Cartier,
members of the provisional government, members of the Canada First Party, the
Métis, English-speaking Red River settlers, Orangemen.
Supporting websites can be found at

6.1.2 BLM: People: Manitoba Becomes a Province
f

or
KH-027
KH-033
VH-012

il
Sk

Students participate in a field trip or a virtual tour of Riel House National
Historical Site, or another historical site in their local community. Students
record information about the life and culture of the Métis people in the late
1800s (e.g., Métis river lot system for land, Catholic religion, French language,
responsible government, isolation from Canadian capital, ways of life, including
hunting and farming...). Students discuss the threats to this lifestyle that were
caused by Canadian westward expansion, increased immigration, and the
building of a railroad.
Supporting websites can be found at

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.2 Manitoba Enters Confederation
Assessment

Outcomes

Strategies

Apply
KH-027
KH-033
VH-012

ill

Students define the terms rebellion and resistance and, using facts to support
their opinions, prepare and present an argument to prove that the actions of
Louis Riel and the Métis in Manitoba were either a rebellion or a resistance.
TIP: Explain to students that part of the historical debate about this question
focuses on the fact that these events transpired at a point in time when there was
a transition of power from the Hudson’s Bay Company to the Government of
Canada; there is some question about whether there was in fact any government
in power in Red River. In this case, the actions of Riel’s provisional government
could not be considered to be rebellion against an existing authority. On the
other hand, the execution of Thomas Scott may be seen as an act that did not
reflect principles of peace, order, and good government.
6.1.2 BLM: Resistance and Rebellion
g

or
KH-027
KH-033
VH-012

l
kil

Collaborative groups of students prepare and present a role-play depicting the
final negotiations between the Métis representatives and the federal government,
resulting in the creation of the province of Manitoba on May 12, 1870 (and
taking effect on July 15, 1870). Students assume the roles of Prime Minister
John A. Macdonald, Honourable George-Étienne Cartier, Father Noël-Joseph
Ritchot, Judge John Black, and Alfred Scott, and portray the points of view of
each in reaching the final terms of the agreement.

or
KH-027
KH-033
VH-012

il
Sk

Students consider the diverse perspectives of the many groups of people living
in Canada. Taking the point of view of one of the groups (e.g., residents of the
provinces of Canada in the East, residents of British Columbia, Métis, or First
Nations in the Northwest, descendants of Selkirk settlers...), students write a
journal entry describing the positive and negative effects of Canadian expansion
into the Northwest. Students share their points with each other and discuss
differing perspectives.
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.2 Manitoba Enters Confederation
Assessment

Outcomes

Strategies

Apply

(continued)

or
KH-027
KH-033
VH-012

Students view a Heritage Minute about Louis Riel on the gallows and write a
journal response to the video describing Riel’s values and beliefs and how he
helped Manitoba enter the Canadian Confederation.
NOTE: In a later learning experience, students will be studying in greater detail
Riel’s involvement in the Northwest Resistance at Batoche and his trial.
Supporting websites can be found at

6
ill

or
KH-027
KH-033
VH-012
b

il
Sk

Students assume the role of an individual connected with Manitoba’s entry into
Confederation (e.g., Louis Riel, John A. Macdonald, Honourable GeorgeÉtienne Cartier, Father Noël-Joseph Ritchot, Selkirk settler…), and prepare and
present a persuasive speech presenting their point of view. Students include
details related to the actions of the Métis, the Government of Canada, and
immigrants living in the Selkirk settlement, and describe, from their chosen
perspective, how they feel about Manitoba’s entry into Confederation.
or

KH-027
KH-033
VH-012
d

il
Sk

Students create annotated illustrations to post on the class timeline, illustrating
significant individuals and events from this period in Canadian history (e.g.,
Confederation, Sir John A. Macdonald becomes Prime Minister, sale of Rupert’s
Land to Canada, provisional government in Manitoba, Manitoba becomes a
province...). Students may add maps to the timeline illustrating the addition of
new provinces and territories to the Canadian Confederation.
TIP: Timelines help students imagine and visualize events of the past, and to
better understand abstract concepts related to history and chronology. Consider
devoting one section of a full wall to the creation of a class timeline, which will
continue to grow throughout the year as students add annotated illustrations of
the events as they are studied (or at the end of each cluster). Mount a strip of
large roll paper and mark off increments of 10 years from 1876 to the present.
Design a template or model (which may be developed by the class) to use
throughout the year for illustrating key events. The class timeline should be used
as a continuous visual reference to which all students should contribute.
Encourage students to be creative but emphasize the need to plan before posting
events so that the display remains clear and easy to use.
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.2 Manitoba Enters Confederation
Assessment

Outcomes

Strategies

Apply

(continued)

or
KH-027
KH-033
VH-012
a

il
Sk

Collaborative groups of students carry out a team deliberation to consider
whether or not the Government of Canada should have granted amnesty to Louis
Riel for his actions during the 1869–1870 Red River Resistance in Manitoba.
Students include information related to the historical status of Riel, the impact
that amnesty may have had on Riel’s subsequent involvement in the 1885
Northwest Resistance (also known as the Northwest Rebellion), and pressure
from Ontario on the federal government to respond to Riel’s actions.
NOTE: The deliberation may be postponed until after the study of the Northwest
Resistance. It is considered here because Riel’s role in Manitoba’s entry into
Confederation is often considered to be his chief accomplishment.
6.1.2 BLM: Historical Status of Riel (2 pages)
h

or
KH-027
KH-033
VH-012

Collaborative groups of students create a multimedia presentation illustrating
factors leading to the entry into Confederation of provinces and territories after
1870. Students include images and descriptions of key individuals, stories, and
events, and the specific years of entry into Confederation. Compile group
presentations in a class presentation.

1g
l1

il
Sk

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

Learning Experience: 6.1.3 “A mari usque ad mare”
[From Sea to Sea]
Building a
Nation
(1867 to 1914)

GRADE

KH-029

Describe the role of the North West Mounted Police.

KH-030

Relate stories about the gold rushes and describe the impact of the gold rushes
on individuals and communities.
Examples: Fraser River, Cariboo, Klondike...

KH-031

Identify events and issues related to the construction of the Canadian Pacific
Railway.
Examples: workers and working conditions, Chinese labourers, construction
difficulties, mapping Canada...

KH-033

KH-034

Identify the prime ministers of Canada from 1867 to 1914 and give examples
of their achievements.

CLUSTER

Description of the Learning Experience
John A. Macdonald’s dream of a country extending from sea to sea, joined by a railway, shaped Canada’s
expansion and continues to influence our vision of Canada.
Students gather and share information about the gold rushes, the building of the Canadian Pacific Railway,
and the establishment of Canadian authority in the provinces of northwestern Canada in the late 1800s. They
reflect on the factors that shaped national expansion and examine the successive phases of Confederation.

Vocabulary: tariffs, annexation, national policy, NWMP/RCMP (See Appendix D for Vocabulary Strategies.)

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Activate
KH-031
KH-033
KH-034
f

il
Sk

Students view images of early trains and railways built by the Canadian Pacific
Railroad in the Northwest, and discuss the difficulties that this project may have
encountered.
Supporting websites can be found at

(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment
Assessment

Outcomes
Outcomes Strategies
Outcomes

Activate

Strategies
Strategies
(continued)

il
Sk

KH-029
KH-030
KH-031
KH-033
KH-034

Students read and respond to quotations by historical figures regarding the
building of the national railroad, and discuss what the quotations tell them about
the importance of the railroad in the development of Canada.
TIP: It can be challenging for students to understand historical quotations. It
may be useful to analyze one of the quotes together as a class, focusing on who
is speaking, when, why, and the main point of the excerpt.
6.1.3 BLM: Dream of a Nation: Sea to Sea (3 pages)
a

il
Sk

KH-029
KH-030
KH-031
KH-033
KH-034

Students view images of the National Coat of Arms. They note the motto “a
mari usque ad mare” (from sea to sea), and identify the symbols on the National
Coat of Arms. Students consider the significance of both the motto and the
symbols, and discuss what each tells them about the history and development of
Canada at the time of Confederation.
Supporting websites can be found at

ill

KH-029
KH-030
KH-031

Collaborative groups of students brainstorm what they know about the Royal
Canadian Mounted Police (e.g., role, reputation, uniforms, training, history,
significance to Canadians…).
TIP: The original North West Mounted Police force was created in 1873.
Encourage students to share what they know about Canada at that time to
generate theories for the creation of the NWMP.
or

KH-029
KH-030
KH-031
KH-033
KH-034

Using a graphic organizer, collaborative groups of students explore the concept
of “progress,” and relate their ideas to nation building and continental
expansion, which dominated this period of history.

ill

6.1.3 BLM: What Is Progress? (2 pages)
b

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Acquire
KH-030
KH-031
KH-033
KH-034

1a
l1

il
Sk

Students view an 1870 map of Canada (including the two new additions of
Manitoba and Northwest Territories), and identify the provinces and territories
that had not yet joined Confederation. Collaborative groups of students, using a
Jigsaw approach, select one of the remaining provinces or territories (i.e., British
Columbia [1871], Prince Edward Island [1873], Yukon [1898], Saskatchewan
[1905], Alberta [1905], Newfoundland [1949], or Nunavut [1999]). Using print
and electronic resources, students research and present to the class details
related to the entry of their selected region into Confederation (i.e., map, year of
entry, and main factors and events leading to its joining Confederation). Once all
the presentations are complete, students complete a chart listing the original four
provinces, the two that joined in 1870, and the provinces/territories, years of
entry, and reasons for entry of the remaining regions.
Supporting websites can be found at

6.1.3 BLM: Chart: Joining Confederation
c
6.1.3 BLM: Chart: Joining Confederation—Key
d

il
Sk

KH-029
KH-030
KH-031
KH-033
KH-034

Students are provided with a series of word cards describing the sequence of
events that occurred during the westward expansion of Canada after
Confederation and during the building of the Canadian Pacific Railway.
Collaborative groups of students place the events in chronological order. In a
guided class discussion, and using a wall map of Canada to trace significant
places and routes, students verify the order of their cards and discuss the
significance of the westward expansion of Canada.
6.1.3 BLM: Western Expansion Timeline (2 pages)
e
6.1.3 BLM: Western Expansion Timeline—Key
f
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Acquire

(continued)

or
KH-031
KH-033
KH-034

Students read primary sources and reflect in their journals on life in this time
period.
6.1.3 BLM: Famous Letters in Canadian History—Macdonald
g
6.1.3 BLM: Famous Letters in Canadian History—Tupper
h

a
ll 9

6.1.3 BLM: Famous Letters in Canadian History—Mackenzie
i
6.1.3 BLM: Famous Letters in Canadian History—Cartier
j
6.1.3 BLM: Famous Letters in Canadian History—Laurier
k

or
KH-031
KH-033
KH-034

1a
l1

il
Sk

Using print and electronic resources, collaborative groups of students research
selected events and issues related to the construction of the Canadian Pacific
Railway (e.g., costs of building the railway, construction difficulties, hiring of
Chinese immigrants, working conditions and dangers, surveying and mapping
routes through the mountains, progress of the east and west lines, and the “Last
Spike”). Students share information in class presentations.
Supporting websites can be found at

(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Acquire

(continued)

or
KH-031
KH-033
KH-034

l
kil

a
11

Using print and electronic resources, students research selected Canadian prime
ministers from Sir John A. Macdonald to Sir Wilfred Laurier. Students record
their names, dates in office, accomplishments, and include any interesting facts
about them. Students then share this information with peers.
TIP: This activity is primarily a research project to retrieve specific information;
its purpose is not for students to memorize names and dates. Encourage students
to include an electronic image or photograph as part of their research and to note
interesting facts they discover about the leaders.
Supporting websites can be found at

6.1.3 BLM: First Prime Ministers
l
6.1.3 BLM: First Prime Ministers—Key
m

or
KH-029
KH-030
KH-031
KH-033
KH-034
1a
l1

il
Sk

Using print and electronic resources, students create a short biography of “The
Old Chieftain,” Sir John A. Macdonald, including his major accomplishments as
prime minister.
TIP: Help students understand the main facets of the National Policy (tariffs or
taxes on imported American products, encouraging immigration, building a
national railway and its associated promises and problems), and the reasons why
Macdonald was defeated following the Pacific Scandal (i.e., the Conservative
Party received money in return for contracts). Encourage students to discuss
how Macdonald dealt with First Nations concerns, English-French relations, and
provincial interests. This may offer an opportunity to discuss with students what
they consider to be the characteristics of leadership.
Supporting websites can be found at

6.1.3 BLM: The Old Chieftain: Sir John A. Macdonald (2 pages)
n
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Acquire

(continued)

il
Sk

KH-029
KH-030
KH-031
KH-033
KH-034

Students view a video segment about the building of the railway and the western
expansion of Canada under Sir John A. Macdonald. Students discuss factors that
led to westward expansion and their effects (e.g., vision of a nation sea to sea,
National Policy, protection from U.S. annexation, gold rushes, railway…).
SUGGESTED VIDEOS:
Canada: A People’s History, Episode 9, “From Sea to Sea 1867–1873”:
Segments: “Tie the Oceans Together” (British Columbia); “For the Good of the
Dominion” (railways and politics)
Canada: A People’s History, Episode 10, “Taking the West 1873–1896”:
Segment: “Fancy Paper City” (Macdonald, tariffs and the railway, growth of
Winnipeg)
Supporting websites can be found at

or
KH-029
KH-030
KH-031
KH-033
KH-034

l
kil

a
11

Collaborative groups of students use a Word Splash to formulate theories about
the role and activities of the North West Mounted Police. Using print and
electronic resources, students verify their theories and research the origins of the
North West Mounted Police, including reasons for its creation and its role in
establishing law and order under the control of Canada in the Northwest
Territories. In a class discussion, students share their research and discuss the
significance of the NWMP.
Supporting websites can be found at

6.1.3 BLM: Role of the North West Mounted Police
o
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Acquire

(continued)

or
KH-029
KH-030
KH-033
g

il
Sk

Students view a video about the North West Mounted Police and discuss the
importance of the force, its role in encouraging the settling of the Northwest,
and the maintenance of law and order during the period of the gold rushes.
SUGGESTED VIDEOS:
Heritage Minute: “Steele of the Mounties”:

RCMP Educational Package video, On Guard for Thee: “The Origins of the
RCMP: The Great March West” (call #1828 available at IRU Manitoba
Education)
Supporting websites can be found at

or
KH-029
KH-030
KH-033

Using print and electronic resources, students research the events and impact of
the gold rushes in western Canada from 1858 to 1898 (e.g., Fraser River gold
rush, Cariboo gold rush, Klondike gold rush...). Students record their research
using a note-taking frame and share information with peers.
Supporting websites can be found at

l
kil

a
11

6.1.3 BLM: GOLD!! (2 pages)
p

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Apply
KH-029
KH-030
KH-031
KH-033
KH-034

il
Sk

Students write a news article including a headline and subtitle on a major event
in western expansion or Confederation. Students post their articles on a class
timeline, and discuss which events they consider to be most significant to the
history of Canada, giving reasons to support their choices.
TIP: Encourage students to be creative in their newspaper style and layout, to
include a primary source image, and to specify all the essential “who-whatwhen-where-why” details of the events.
Supporting websites can be found at

or
KH-031
KH-033
KH-034

l
kil

Pairs of students select a province or territory and perform role-plays of
interviews between a newspaper reporter and a leader involved in that
jurisdiction’s entry into Confederation. Interviews should highlight the main
factors and events that led to that jurisdiction’s joining the Canadian
Confederation. Students present their interviews to the class and field questions
related to that jurisdiction’s particular reasons for joining Confederation.
TIP: Encourage students to be creative in their presentations, using props and
costumes if they wish to help portray the roles they are playing and the time
period concerned. Caution them to avoid stereotypical representations and
historical anachronisms.
or

KH-031
KH-033
KH-034

Collaborative groups of students create a multimedia presentation highlighting
the importance and value of the construction of the Canadian Pacific Railway
and its role in the development of Canada. Students include information on the
impact of the railroad and its construction on various communities and groups.

1g
l1

il
Sk

(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Apply

(continued)

or
KH-033
KH-044

il
Sk

Students create a poster-sized Mind Map illustrating the leadership role and
challenges of the early prime ministers studied, referring to the slogan “first
among equals.” Students share their Mind Maps and discuss the major issues
faced by prime ministers of Canada, relating them to contemporary federal
issues they see reflected in newspapers today (e.g., powers of the provinces,
francophone-anglophone relations, Aboriginal land rights, regional economic
inequalities, fear of American domination of the economy).
TIP: Students will study ongoing federal issues in more depth in a later cluster;
however, it is useful to encourage them to make connections to contemporary
events and issues throughout the entire year. Students may be asked to collect
and share news clippings about federal government concerns in Canada on a
regular basis, discussing the historical roots of many of these questions.
or

KH-031
KH-033

ill

Students listen to Gordon Lightfoot’s “Canadian Railroad Trilogy,” and discuss
events and issues related to the construction of the Canadian Pacific Railway
and its impact on the entry of additional provinces to Confederation. After
discussion, students reflect in their journals in response to the prompt “What
were the benefits and hardships of building a railroad sea to sea?”
TIP: This song was introduced in Learning Experience 6.1.1. It is revisited at
this point as students will have a deeper understanding of the issues and will be
able to better engage in discussion and reflection.
Supporting websites can be found at

6.1.1 BLM: Canadian Railroad Trilogy (2 pages)
b
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Apply

(continued)

or
KH-033
KH-044

Students create an advertisement (e.g., billboard, newspaper advertisement,
poster…), profiling the accomplishments and challenges of a prime minister
who served during the period of 1867 to 1914.

il
Sk

or
KH-031
KH-033
KH-034

Students create an editorial cartoon depicting an aspect of the accomplishments
or crises in the career of Sir John A. Macdonald.
TIP: It would be useful to show students a caricature of Sir John A., and to
analyze an example of a political cartoon from that era.
Supporting websites can be found at

il
Sk

or
KH-029
KH-030
KH-031

Collaborative groups of students create a diorama of a gold rush camp, a North
West Mounted Police camp on the ride west, or a CPR workers’ camp during the
construction of the railway. Students share dioramas in a Gallery Walk.
TIP: Encourage students to be as realistic as possible about the conditions of life
in that time period. The class may develop a list of criteria in advance to be used
for peer evaluation of the displays.

l
kil

(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)

Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Apply

(continued)

or
KH-031
KH-033
KH-034

Students create posters illustrating the entry into Confederation of provinces and
territories from 1870 to 1999. Students include the name and date of entry and
symbols or flags representing each province or territory.

l
kil

or
KH-029
KH-030
KH-031
KH-033
KH-034

il
Sk

Students create an Early Canadiana Scrapbook of the period from 1867 to 1885,
including reproductions of sample archives or records of the main events of that
era (e.g., newspaper headlines, passenger ticket stub for a seat on the CPR to
Winnipeg, invoice for dynamite for a CPR crew, map of a proposed route for the
rail line through the mountains, obituary for a CPR worker, election campaign
slogan...). Students annotate their souvenirs and archives to indicate their
historical significance.
TIP: If this is selected as a culminating activity, it would be useful to present it
to the students at the outset of the learning experience, encouraging class input
to develop a list of criteria and essential historical elements to be included.
Allow students time to share their scrapbooks with their peers, another class, or
their parents.
(continued)

Teacher Reflections

GRADE

Canada: A Country of Change (1867 to Present)
Building a Nation (1867 to 1914)

CLUSTER

6.1.3 “A mari usque ad mare” [From Sea to Sea]
Assessment

Outcomes

Strategies

Apply

(continued)

or
KH-031
KH-033
KH-034

il
Sk

Students gather information (e.g., interview family and community members,
oral histories, visits to historic sites and commemorative plaques…) regarding
the ongoing influence of the railway on the growth (or decline) of their
community. Students write a RAFT (Role, Audience, Format, Topic) describing
ways in which railways have shaped the development of their community and
western Canada.
TIP: This would be a good opportunity for teachers in communities affected by
changing transportation routes (i.e., changes to bus and airplane
schedules/destinations) to raise issues related to the impact of transportation on
communities.
Supporting websites can be found at

or
KH-029
KH-031

Students create period posters advertising the recruitment of people to work on
the original CPR lines or to become members of the North West Mounted
Police. Posters should include authentic historical details regarding
qualifications, pay, working conditions, and equipment provided.

l
kil

Teacher Reflections

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Producer                        : Acrobat Distiller 7.0 (Windows)
Create Date                     : 2006:02:10 10:55:00-06:00
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Modify Date                     : 2006:03:01 15:03:53-06:00
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Format                          : application/pdf
Creator                         : liwalker
Title                           : Social Studies Grade 6 Cluster 1.qxp
Author                          : liwalker

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Social Studies Grade 6 Cluster 1.qxp 1867 Cluster1 Parta

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