Canadian Studies · Grade 10

Active learning ideas

Peacekeeping & The Suez Crisis

Active learning helps students grasp the complexities of the Suez Crisis by stepping into the roles of diplomats, soldiers, and citizens at that historical moment. By engaging with simulations and discussions, students move beyond dates and names to experience the decisions and dilemmas that shaped Canada’s peacekeeping identity.

• Ontario Curriculum Expectations
• ON: Canada, 1945–1982 - Grade 10
• ON: Interactions and Interdependence - Grade 10

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 50 min · Whole Class

Simulation Game: Resolving the Suez Crisis

Students act as delegates to the UN in 1956. They must navigate the conflicting interests of the major powers and the warring parties, eventually 'discovering' Pearson's proposal for a neutral peacekeeping force as a way to end the crisis.

Explain Lester B. Pearson's diplomatic solution to the Suez Crisis.

Facilitation Tip

During the Simulation: Resolving the Suez Crisis, assign roles based on historical perspectives to ensure students grapple with conflicting interests firsthand.

What to look for

Pose the question: 'Was Lester B. Pearson's proposal for UNEF a purely altruistic act, or did it serve Canada's national interests?'. Students should use evidence from the Suez Crisis to support their arguments and consider different perspectives.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Peacekeeping Missions

Set up stations for different Canadian peacekeeping missions (e.g., Suez, Cyprus, Rwanda). At each station, students identify the goals of the mission, the challenges faced by the troops, and the eventual outcome, noting how the nature of the work changed over time.

Analyze the evolution of 'peacekeeper' as a central component of Canadian identity.

Facilitation Tip

For the Station Rotation: Peacekeeping Missions, provide a mix of primary sources and mission summaries at each station to ground discussions in real data.

What to look for

Provide students with a short primary source excerpt related to the Suez Crisis or early peacekeeping. Ask them to identify one key challenge faced by peacekeepers or diplomats in the text and explain its significance in 1-2 sentences.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Is Canada Still a Peacekeeper?

Students read a short article about Canada's recent shift toward more traditional combat roles (like in Afghanistan). They discuss with a partner whether they think 'peacekeeper' is still an accurate or useful part of Canadian identity today.

Compare the nature of peacekeeping in the 1950s to contemporary missions.

Facilitation Tip

In the Think-Pair-Share: Is Canada Still a Peacekeeper?, set a timer for the think phase to prevent rushed responses and allow deeper reflection.

What to look for

On an index card, students should write one sentence explaining how the Suez Crisis changed Canada's international reputation and one sentence comparing the nature of peacekeeping then versus now.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start by framing the Suez Crisis as a turning point, not just an event, to help students see its lasting impact on Canada. Use Pearson’s Nobel Prize speech as a touchstone to emphasize the balance between idealism and pragmatism in diplomacy. Avoid oversimplifying peacekeeping as purely heroic or purely flawed; instead, highlight the gray areas where diplomacy and force intersect.

Successful learning looks like students confidently articulating the stakes of the Suez Crisis, demonstrating an understanding of peacekeeping’s unique challenges, and applying Pearson’s diplomatic approach to new scenarios. They should also express nuanced views on Canada’s evolving role in global peacekeeping.

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Watch Out for These Misconceptions

• During the Simulation: Resolving the Suez Crisis, watch for students who equate peacekeeping with military action.

  Direct them to the simulation’s 'rules of engagement' document and ask them to explain how peacekeepers’ authority differs from soldiers in the field.

• During the Station Rotation: Peacekeeping Missions, watch for students who assume all missions achieve their goals.

  Have them complete a 'Success vs. Challenge' chart at each station, forcing them to weigh evidence of both outcomes.

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Methods used in this brief

• Simulation Game
• Stations Rotation
• Think-Pair-Share