History & Geography · Grade 7

Active learning ideas

The Charlottetown Conference (1864)

The Charlottetown Conference was a complex negotiation, making active learning essential for students to grasp the nuances of the event. By stepping into the shoes of historical figures or engaging in structured debate, students can actively construct their understanding of the motivations and compromises involved.

• Ontario Curriculum Expectations
• ON: Canada, 1850–1867: Distance, Diversity, and Demographics - Grade 7

• 45–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Role Play
• 60 min · Small Groups

Role-Play: Charlottetown Conference Summit

Assign students roles as delegates from different provinces. Provide them with background information on their province's interests and concerns. Students then debate key issues, aiming to persuade others to their viewpoint on union.

Explain the original purpose of the Charlottetown Conference.

Facilitation Tip

During the Role Play, circulate to prompt delegates to consider their province's specific economic and political interests when negotiating.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 02

• Role Play
• 45 min · Small Groups

Timeline Creation: Road to Confederation

In small groups, students create a visual timeline of key events leading up to Confederation, starting with the Charlottetown Conference. They must research and include brief descriptions of each event's significance.

Analyze how the Province of Canada delegates successfully shifted the agenda.

Facilitation Tip

During the Debate, remind students to use evidence from their research to support their arguments for either Maritime Union or Canadian Confederation.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Formal Debate
• 50 min · Whole Class

Formal Debate: Maritime Union vs. Canadian Confederation

Divide the class into two groups to debate the merits of a Maritime Union versus a larger Canadian Confederation from the perspective of 1864. Students must use historical arguments to support their position.

Evaluate the significance of this conference as the first step towards Confederation.

Facilitation Tip

During the Timeline Creation, encourage groups to discuss how each event influenced the next, leading up to the conference and beyond.

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

A few notes on teaching this unit

To teach the Charlottetown Conference effectively, move beyond a simple chronological retelling. Focus on the 'why' behind the decisions by highlighting the competing interests and the strategic diplomacy at play. Emphasize that Confederation was a process, not a single event, and that the conference was a crucial, but not conclusive, turning point.

Students will demonstrate an understanding of the Charlottetown Conference as a pivotal, yet not final, step toward Confederation. They will be able to articulate the different provincial perspectives and the shift in focus from Maritime Union to a broader Canadian union.

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Watch Out for These Misconceptions

• During the Role Play: Charlottetown Conference Summit, watch for students who treat the outcome as predetermined, forgetting the fluid nature of negotiation.

  Redirect students by asking them to consult their delegate's "briefing notes" and consider alternative proposals they could have made to better represent their province's interests.

• During the Debate: Maritime Union vs. Canadian Confederation, watch for students who argue from a modern perspective rather than from the historical context of 1864.

  Prompt students to refer back to the specific goals and concerns of the provinces as they were understood at the time, using the information gathered for their assigned stance.

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Methods used in this brief

• Role Play
• Formal Debate