History & Geography · Grade 8 · Creating Canada: 1850–1890 · Term 1

British North America Act & Early Challenges

Students examine the key provisions of the BNA Act and the immediate challenges faced by the new Dominion of Canada.

• Ontario Curriculum Expectations
• ON: History: Creating Canada, 1850–1890 - Grade 8

About This Topic

The construction of the Canadian Pacific Railway (CPR) is often presented as a heroic feat of engineering that united Canada 'from sea to sea.' In this topic, students look beneath the surface of this 'ribbon of steel' to evaluate its human and environmental costs. They examine the CPR as both a tool for national sovereignty and a site of profound human rights abuses, particularly against Chinese labourers and Indigenous nations.

Students will investigate the 'National Policy' of John A. Macdonald and why the railway was considered a political necessity to keep British Columbia in Confederation and prevent American annexation. However, they must also confront the 'head tax' and the dangerous working conditions faced by thousands of Chinese workers. This topic comes alive when students can use primary source evidence to build a multi-perspective narrative of the railway's legacy through gallery walks and collaborative investigations.

Key Questions

1. Analyze the division of powers between federal and provincial governments in the BNA Act.
2. Explain the concept of 'peace, order, and good government' within the new constitution.
3. Evaluate the extent to which Confederation was an elitist project that ignored the general population.

Learning Objectives

• Analyze the division of powers between federal and provincial governments as outlined in the British North America Act.
• Explain the principle of 'peace, order, and good government' as a foundation for the new Dominion of Canada.
• Evaluate the extent to which the BNA Act and early Confederation decisions reflected the interests of the general population.
• Identify key challenges faced by the newly formed Dominion of Canada in the years immediately following Confederation.

Before You Start

Forms of Government and Governance

Why: Students need a basic understanding of different governmental structures and how laws are made to comprehend the BNA Act's framework.

Colonialism and Imperialism in North America

Why: Understanding the context of British North America as colonies is essential for grasping the motivations and implications of creating a new Dominion.

Key Vocabulary

British North America Act, 1867	The foundational statute that created the Dominion of Canada, outlining its governmental structure and division of powers. It is now known as the Constitution Act, 1867.
Peace, Order, and Good Government	A key phrase in the BNA Act, interpreted as granting broad legislative authority to the federal government to ensure national stability and prosperity.
Division of Powers	The constitutional allocation of legislative authority between the federal government and provincial governments, as specified in sections 91 and 92 of the BNA Act.
Dominion of Canada	The name adopted for the new country formed by Confederation in 1867, signifying its status as a self-governing entity within the British Empire.
Confederation	The process and event of uniting the British colonies of North America into a single country, the Dominion of Canada, in 1867.

Watch Out for These Misconceptions

Common Misconception

The CPR was built solely for the benefit of all Canadians.

What to Teach Instead

The railway was a private corporation heavily subsidized by the government to serve specific political and economic goals, often at the expense of marginalized groups. Using a 'perspectives' role play helps students see the railway through the eyes of a Chinese worker or a Siksika leader.

Common Misconception

Chinese workers were 'unskilled' labourers who just did the heavy lifting.

What to Teach Instead

Chinese workers performed some of the most dangerous and technically difficult tasks, including handling explosives to blast through rock. Peer teaching about the 'tunnels of the Fraser Canyon' can highlight the high level of skill and bravery required.

Active Learning Ideas

Gallery Walk: The Two Faces of the CPR

Display photos of the 'Last Spike' alongside images of Chinese labour camps and the displacement of First Nations. Students use sticky notes to identify the 'winners' and 'losers' of the railway project at each station.

45 min·Small Groups

Inquiry Circle: The Chinese Labourer's Ledger

In pairs, students analyze primary source documents showing the wages and expenses of Chinese workers versus white workers. They calculate the 'real' earnings after the head tax and food costs are deducted.

40 min·Pairs

Simulation Game: The Route Decision

Students act as CPR engineers and government officials. They must choose a route for the railway, weighing the costs of building through the Rockies against the impact on Indigenous hunting grounds and the threat of American competition.

60 min·Small Groups

Real-World Connections

• Today, the ongoing debate about federal versus provincial jurisdiction over healthcare in Canada directly stems from the division of powers established by the BNA Act. For example, provincial governments manage healthcare delivery, while the federal government sets national standards.
• The concept of 'peace, order, and good government' continues to inform federal legislation aimed at national issues, such as environmental protection or national security, demonstrating its enduring relevance in Canadian governance.

Assessment Ideas

Discussion Prompt

Pose the question: 'Was Confederation in 1867 a project for the people, or for the elite?' Ask students to identify at least two groups in society and explain whether their interests were prioritized by the BNA Act, using evidence from the text.

Quick Check

Provide students with a short list of governmental responsibilities (e.g., managing railways, education, criminal law, healthcare). Ask them to categorize each as primarily federal or provincial under the BNA Act, justifying their choices based on the Act's provisions.

Exit Ticket

Students write one sentence defining 'peace, order, and good government' in their own words. Then, they list one specific challenge faced by the new Dominion of Canada that was not directly addressed by this principle.

Frequently Asked Questions

Why was the CPR so important to John A. Macdonald?

Macdonald saw the CPR as the essential link for his National Policy. It was needed to transport settlers to the West, bring grain to the East, and, most importantly, fulfill the promise made to British Columbia to join Confederation. Without it, he feared the West would be absorbed by the United States.

What were the conditions like for Chinese railway workers?

Conditions were brutal. Chinese workers were paid half the wages of white workers and had to pay for their own food and equipment. They were given the most dangerous jobs, such as handling nitroglycerin, and hundreds died from accidents, rockslides, and disease.

How did the railway affect Indigenous peoples?

The railway facilitated the rapid settlement of the Prairies, which led to the destruction of the buffalo herds and the forced relocation of First Nations onto reserves. It was used as a tool of displacement, allowing the government to move troops quickly to suppress Indigenous and Métis resistance.

How can active learning help students understand the CPR's legacy?

Active learning allows students to move beyond the 'national myth' of the railway. By analyzing wage ledgers or participating in a gallery walk of contrasting images, students must reconcile the engineering achievement with the human suffering it caused. This critical thinking approach helps them develop a more nuanced and honest understanding of Canadian history.