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.

• Grade 10
• Canadian Studies
• 3 activities
• 25 min–50 min

Learning Objectives

1. Explain Lester B. Pearson's specific diplomatic proposal for the Suez Crisis and its immediate impact.
2. Analyze how the Suez Crisis contributed to the development of the 'peacekeeper' as a symbol of Canadian identity.
3. Compare the operational mandates and challenges of UNEF I in the 1950s with those of later peacekeeping missions in Cyprus or the Balkans.
4. Evaluate the long-term significance of the Suez Crisis on Canada's role in international diplomacy and multilateral organizations.

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.

Prepare & details

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.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

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.

Prepare & details

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.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

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

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.

Prepare & details

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.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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

What to Teach Instead

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

Common Misconception

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

What to Teach Instead

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

Assessment Ideas

Discussion Prompt

After the Simulation: Resolving the Suez Crisis, pose the question: 'Was Lester B. Pearson's proposal for UNEF a purely altruistic act, or did it serve Canada's national interests?' Use students' debate points as evidence of their understanding of Pearson’s motivations.

Quick Check

During the Station Rotation: Peacekeeping Missions, provide a short primary source excerpt related to the Suez Crisis or early peacekeeping. Ask students to identify one key challenge faced by peacekeepers or diplomats in the text and explain its significance in 1-2 sentences.

Exit Ticket

After the Think-Pair-Share: Is Canada Still a Peacekeeper?, have students write one sentence explaining how the Suez Crisis changed Canada’s international reputation and one sentence comparing the nature of peacekeeping then versus now.

Extensions & Scaffolding

• Challenge: Ask students to research a modern peacekeeping mission (e.g., Mali, Congo) and compare its challenges to those faced during the Suez Crisis.
• Scaffolding: Provide sentence stems for the Think-Pair-Share activity, such as 'Canada’s peacekeeping role today is different because...' to support struggling students.
• Deeper exploration: Have students draft a diplomatic cable from Pearson’s perspective, outlining the risks and rewards of proposing UNEF.

Key Vocabulary

Suez Crisis	A 1956 international conflict that arose after Egypt nationalized the Suez Canal, leading to an invasion by Britain, France, and Israel.
United Nations Emergency Force (UNEF)	The first UN peacekeeping force, established in response to the Suez Crisis to secure and supervise the cessation of hostilities.
Peacekeeping	The deployment of military personnel, often with consent of the parties involved, to monitor ceasefires and support peace processes.
Multilateralism	The principle of participation by three or more countries, working together on a common issue, often through international organizations like the UN.
Diplomatic Solution	A resolution to a conflict achieved through negotiation and discussion between nations, rather than through military action.