The London Conference (1866-1867)

Active learning helps students grasp the London Conference’s nuanced compromises by making abstract political negotiations concrete. When students step into the roles of delegates, analyze primary documents, or build timelines, they see how policy details shape nation-building. These methods turn distant historical events into relatable, interactive experiences that reveal the human decisions behind Confederation.

• Grade 7
• History & Geography
• 4 activities
• 35 min–50 min

Learning Objectives

1. Explain the primary purpose of the London Conference in formalizing the British North America Act.
2. Analyze significant modifications made to the 72 Resolutions during the London Conference, particularly concerning financial arrangements and federal powers.
3. Evaluate the British government's role and influence in the final approval and passage of the British North America Act.
4. Compare the proposals debated at the London Conference with the final provisions of the British North America Act.

Press Conference

⏱ 45 min·Pairs

Role-Play: Delegate Negotiations

Assign students roles as key delegates like Macdonald or Tupper. Provide cards with positions on representation and powers. In rounds, pairs negotiate changes to the 72 Resolutions, then share agreements with the class. Conclude with a vote on the final act.

Prepare & details

Explain the purpose of the London Conference in finalizing the terms of Confederation.

Facilitation Tip: Assign roles based on delegates’ real political stances to deepen historical accuracy in your role-play.

Setup: Panel table at front with microphone area, press corps seating

Materials: Character research briefs, News outlet role cards (with bias angle), Question preparation sheet, Press pass templates

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

Stations Rotation

⏱ 50 min·Small Groups

Stations Rotation: Conference Documents

Set up stations with excerpts from the 72 Resolutions, London changes, and BNA Act. Small groups analyze one document, note differences, and create a visual summary. Rotate stations, then discuss as a class.

Prepare & details

Analyze any significant changes made to the 72 Resolutions during this conference.

Facilitation Tip: Group primary documents by theme (e.g., provincial debts, trade) so students focus on one issue at a time during station rotations.

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

Press Conference

⏱ 35 min·Small Groups

Timeline Build: Path to BNA Act

In small groups, students sequence events from Charlottetown to London using provided cards. Add sticky notes for changes made and British approvals. Present timelines and explain connections to Confederation.

Prepare & details

Evaluate the role of the British government in approving the creation of Canada.

Facilitation Tip: Provide a partially completed timeline with key dates missing so students actively fill in the gaps during the build.

Setup: Panel table at front with microphone area, press corps seating

Materials: Character research briefs, News outlet role cards (with bias angle), Question preparation sheet, Press pass templates

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

Formal Debate

⏱ 40 min·Whole Class

Formal Debate: British Role in Confederation

Divide class into pro and con teams on 'Did Britain control or support Confederation?' Provide evidence from the conference. Teams prepare arguments individually, then debate whole class with moderator.

Prepare & details

Explain the purpose of the London Conference in finalizing the terms of Confederation.

Facilitation Tip: Before the debate, assign students to research either the pro-British or pro-Canadian independence side to ensure balanced perspectives.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

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

Teaching This Topic

Teachers approach this topic by framing the London Conference as a political negotiation, not just a historical event. Emphasize the iterative process of revision, as delegates fine-tuned earlier agreements to address new concerns. Avoid presenting Confederation as inevitable; instead, use activities to show how contingent and contested the process was. Research in historical empathy suggests students retain more when they grapple with the ‘why’ behind decisions, not just the ‘what’ or ‘when.’

What to Expect

Successful learning looks like students explaining how the London Conference revised the 72 Resolutions, not just recalling dates or names. They should articulate specific issues delegates compromised on and justify why those changes mattered. Evidence of understanding includes accurate use of terms like ‘federal spending power’ or ‘Senate appointments’ in discussions or written work.

Watch Out for These Misconceptions

Common Misconception

During Role-Play: Delegate Negotiations, watch for students assuming the London Conference rubber-stamped earlier agreements without changes.

What to Teach Instead

Use the role-play to model iterative revision: provide students with a ‘first draft’ of resolutions and require them to negotiate at least two specific changes during their discussions, then compare their final ‘London version’ to the original.

Common Misconception

During Station Rotation: Conference Documents, watch for students believing the BNA Act immediately granted Canada full independence.

What to Teach Instead

Have students annotate excerpts from the BNA Act and the 1867 Imperial Statute, highlighting clauses that retain British authority (e.g., Queen as head of state) and guide them to compare these with later constitutional texts.

Common Misconception

During Debate: British Role in Confederation, watch for students oversimplifying provincial unanimity at the conference.

What to Teach Instead

Assign roles tied to real divisions, such as New Brunswick’s shifting support, and provide debate prompts that force students to address counterarguments, like ‘How did New Brunswick’s election impact the conference’s outcome?’

Assessment Ideas

Exit Ticket

After Role-Play: Delegate Negotiations, collect students’ negotiation notes and ask them to identify one issue they compromised on and one they defended strongly.

Discussion Prompt

During Station Rotation: Conference Documents, circulate and ask students to share one British oversight mentioned in a document and explain its significance to Canada’s structure.

Quick Check

After Timeline Build: Path to BNA Act, present a list of events (e.g., Quebec Conference, London Conference, BNA Act passage) and ask students to place them in order, explaining the purpose of the London Conference in the sequence.

Extensions & Scaffolding

• Challenge early finishers to draft a diplomatic letter from one province’s delegate to a skeptical constituent, justifying their support for Confederation.
• Scaffolding for struggling students: Provide a simplified version of the 72 Resolutions with key terms highlighted and a word bank for their role-play arguments.
• Deeper exploration: Have students compare the BNA Act to Canada’s later constitutional changes (e.g., 1982) to trace how colonial ties evolved into full sovereignty.

Key Vocabulary

British North America Act	The foundational statute, passed by the British Parliament in 1867, that created the Dominion of Canada and outlined its governmental structure.
72 Resolutions	The framework for Confederation agreed upon at the Quebec Conference, which served as the basis for negotiations at the London Conference.
Dominion of Canada	The name adopted for the new country formed by the British North America Act, signifying its status within the British Empire.
Imperial Government	Refers to the government of Great Britain, which held ultimate authority over its colonies and played a crucial role in approving the creation of Canada.