History & Geography · Grade 7

Active learning ideas

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.

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

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

Activity 01

• 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.

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.

What to look for

Provide students with a card asking: 'What was the main goal of the London Conference?' and 'Name one key change made to the 72 Resolutions.' Students write brief answers to demonstrate understanding of the conference's purpose and outcomes.

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

Activity 02

• 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.

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.

What to look for

Pose the question: 'How did the British government's approval shape the final form of Canada?' Facilitate a class discussion where students cite specific examples of British influence or oversight mentioned in their readings.

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

Activity 03

• 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.

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.

What to look for

Present students with a short list of proposed changes to the 72 Resolutions (e.g., federal spending power, Senate appointments). Ask them to identify which of these were significant points of discussion or revision at the London Conference.

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

Activity 04

• 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.

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.

What to look for

Provide students with a card asking: 'What was the main goal of the London Conference?' and 'Name one key change made to the 72 Resolutions.' Students write brief answers to demonstrate understanding of the conference's purpose and outcomes.

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

A few notes on teaching this unit

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.’

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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

  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?’

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Methods used in this brief

• Press Conference
• Stations Rotation
• Formal Debate