Canadian Studies · Grade 10

Active learning ideas

Expo 67 & Canadian Identity

Active learning transforms Expo 67 into a living exploration of Canadian identity. Students move beyond static facts by engaging with primary sources, collaborating on perspectives, and analyzing design choices, which makes the political and cultural layers of the fair tangible and memorable.

• Ontario Curriculum Expectations
• ON: Canada, 1945–1982 - Grade 10
• ON: Identity, Citizenship, and Heritage - Grade 10

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 50 min · Small Groups

Gallery Walk: Expo 67 Pavilions

Divide class into small groups, assigning each a key pavilion like Canada's or the USA's. Groups research online archives and create summary posters with images and facts. Conduct a 20-minute gallery walk where students add sticky-note questions or comments to peers' work, followed by whole-class share-out.

Analyze how Expo 67 reflected Canada's post-war optimism and national pride.

Facilitation Tip

During the Gallery Walk, post guiding questions next to each pavilion image so students anchor their observations in both visual and textual evidence.

What to look for

Students will receive a postcard image of a specific Expo 67 pavilion. They must write a brief message (2-3 sentences) to a friend explaining what the pavilion represented about Canada or the world at that time, using at least one key vocabulary term.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Jigsaw
• 45 min · Small Groups

Jigsaw: Cultural vs Technological Impacts

Form expert groups to analyze one aspect: architecture, arts performances, or tech demos using Expo films and articles. Experts then teach their home groups, who compile evidence on identity impacts. Groups present findings on shared charts.

Explain the cultural and technological significance of Expo 67.

What to look for

Facilitate a class discussion using the prompt: 'Considering the Cold War context and Quebec's role, to what extent did Expo 67 truly unify Canada? Be prepared to support your opinion with specific examples from the exhibition or its aftermath.'

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 03

• Formal Debate
• 40 min · Whole Class

Formal Debate: Expo's Role in Unity

Split class into teams to argue for or against Expo 67 creating lasting Canadian unity, using evidence from Quebec context and national symbols. Provide 10 minutes prep, 20 minutes debate with rebuttals, and 10 minutes reflection vote.

Evaluate the extent to which Expo 67 contributed to a unified Canadian identity.

What to look for

Present students with three short primary source quotes related to Expo 67 (e.g., from a politician, a visitor, a journalist). Ask them to identify which quote best reflects post-war optimism and which best reflects subtle divisions, justifying their choices.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 04

• Museum Exhibit
• 35 min · Pairs

Primary Source Carousel: Expo Artifacts

Station primary sources like posters, visitor letters, and videos at tables. Pairs rotate every 7 minutes, noting optimism or tensions. Regroup to synthesize how sources answer key questions on pride and identity.

Analyze how Expo 67 reflected Canada's post-war optimism and national pride.

What to look for

Students will receive a postcard image of a specific Expo 67 pavilion. They must write a brief message (2-3 sentences) to a friend explaining what the pavilion represented about Canada or the world at that time, using at least one key vocabulary term.

• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach this topic by treating Expo 67 as a case study in how design and diplomacy shape national identity. Avoid framing it as a simple celebration of progress. Instead, use contrasting pavilions to model how historians weigh evidence and perspective. Research on place-based learning shows that connecting global events to local contexts deepens comprehension.

Successful learning looks like students confidently discussing how pavilions reflected Cold War tensions, Quebec’s role, and Canada’s post-war confidence. They should connect artifacts to broader historical themes and articulate nuanced viewpoints in both written and spoken formats.

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Watch Out for These Misconceptions

• During the Gallery Walk activity, watch for students who focus only on the bright colors and fun displays of Expo 67.

  Use the Gallery Walk’s guiding questions to redirect attention to the pavilion descriptions, posters, and primary source quotes provided at each station, asking students to identify the political messages embedded in the design.

• During the Debate: Expo's Role in Unity activity, watch for students who assume Expo 67 resolved long-standing divisions in Canada.

  Have students reference specific artifacts from the Primary Source Carousel—such as quotes from Quebec separatists or federal officials—to ground their arguments in evidence about persistent tensions.

• During the Jigsaw: Cultural vs Technological Impacts activity, watch for students who categorize pavilions too neatly as one or the other.

  Encourage students to use the Jigsaw materials to find examples where cultural exhibits included technological innovations—like the Indigenous pavilions’ multimedia presentations—or where tech displays highlighted cultural pride, such as the Canadian Pacific Railway exhibit.

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Methods used in this brief

• Gallery Walk
• Jigsaw
• Formal Debate
• Museum Exhibit