VIDLC # 1

"I.C.C. SUAD S "

!"# %&&#'()* +, -"# ./-"#0& +, 1+2,#3#0/-4+2
Act|v|ty 1 - I|n|sh the Iathers! (Grades k-8)
Currlculum area: ArL, Soclal Sclence, LlLeracy
*See rlnLable LemplaLe (acLlvlLy: 56%6)
LeL sLudenLs be as sllly and creaLlve as Lhey llke wlLh Lhese cusLomlzable laLhers of
ConfederaLlon." Maybe Lhey even remember some of Lhe llnes of dlalogue from Lhe vldeo
and can make speech bubbles! Clder sLudenLs can research slgnlflcanL speeches and add
Lhelr favorlLe quoLes Lo speech bubbles.
ulscusslon:
Pow dld each lCC member see ConfederaLlon? WhaL dld Lhey see as
beneflLs/challenges for Lhelr respecLlve reglons?

Act|v|ty 2 - Create your own I.C.C. Squad! (Grades S-12)
Currlculum area: Soclal Sclence, LlLeracy
SpllL Lhe class lnLo groups of aL leasL 3 members.
1he f|rst order of bus|ness ls for each squad Lo creaLe llsLs of Lhe pos|t|ve qua||t|es each
member's unlque personallLy brlng Lo Lhe Leam. 1he llsLs can be wrlLLen on a slngle
8rlsLol board, whlch wlll evenLually also feaLure Lhe squad name and each member's
nlckname.
1he second order of bus|ness ls Lo use Lhe poslLlve quallLles of each squad member as
lnsplraLlon for an awesome nlckname, and MAkL nAML 1ACS!
xomple
u'Arcy McCee - 1he MouLh
oeL
CuLspoken for Lhe rlghLs of Lhe people
MoLlvaLor
Loyal frlend
Skllled wrlLer and edlLor

8aye Clark - 1he Wlld 8ecrulLer
Makes frlends easlly
Slnger
Wlld red halr
Always does her homework
uedlcaLed
Loves Lo laugh
1he th|rd order of bus|ness ls for each squad Lo lmaglne a challenge and bralnsLorm ways
LhaL each member could conLrlbuLe. Maybe Lhey are ln charge of runnlng Lhe class for a
day, cleanlng up Lhe school or maklng Lhe communlLy more beauLlful.
1he f|na| order of bus|ness ls for each squad Lo lnLroduce Lhemselves and Lhelr
challenge Lo Lhe whole class. 1he l.C.C. Squad was 8eady Lo form a naLlon!" WhaL ls
your squad ready for?!
ulscusslon:
WhaL sLrengLhs and challenges came wlLh each lCC member's unlque personallLy and
perspecLlve? Pow dld Lhey affecL Lhe Lask of unlfylng Lhe counLry? WhaL sLraLegles dld
you flnd helped Lhe mosL ln worklng coheslvely Loward a shared goal ln your group?
Act|v|ty 3 - Wr|te an Insp|rat|ona| Speech! (Grades S-12)
Currlculum area: Soclal Sclence, LlLeracy, CommunlcaLlon, ersonal uevelopmenL,
urama
1he formaLlon of Canada Look a loL of hard work, lmaglnaLlon and compromlse. Many
dlsparaLe facLlons came LogeLher Lo reallze one vlslon of a unlLed naLlon. Ask Lhe
sLudenLs Lo lmaglne Lhemselves ln a pre-confederaLed 8rlLlsh norLh Amerlca, Lrylng Lo
assemble a Leam of people Lo help Lhem achleve LhaL dream.
Pave Lhem compose an lnsplraLlonal speech, appeallng Lo as many dlfferenL members of
Lhe populaLlon as posslble, sharlng Lhelr unlque vlslon for Canada, and lnsplrlng oLhers
Lo supporL confederaLlon. lf a sLudenL has more passlon for wrlLlng Lhan dellverlng a
speech, have Lhem Leam up wlLh a charlsmaLlc classmaLe and work LogeLher as speech-
wrlLer and pollLlclan.
ulscusslon:
WhaL are Lhe elemenLs of an effecLlve speech? Pow lmporLanL ls conLenL? WhaL
presenLaLlon Lechnlques make a speech engaglng?

V|deo # 2
"A kCAL INVI1A1ICN"
!"# 78##2 90/2-& 1+2,#3#0/-4+2
AC1IVI1 1 - GL1 kCAL! (Grades k-8)
Currlculum area: Soclal Sclences, ArL
*See prlnLable LemplaLe (acLlvlLy: 5:%6 )
Pave sLudenLs deslgn Lhelr own 8oyal characLer and brlng lL Lo llfe, uslng Lhese sLeps as
a gulde. lor lnsplraLlon, you could show Lhem klngs and Cueens from dlfferenL Llme
perlods or remlnd Lhem LhaL Lhelr unlque monarch could look llke urake or Cold Medal
Clymplan Clara Pughes.

ulscusslon:
WhaL are Lhe characLerlsLlcs of a good leader? Pow does one develop as a leader?
Whlch leaders (ln sporLs, buslness, or pollLlcs) do you admlre mosL and why?
AC1IVI1 2 - I1'S DANCL 1IML! (Grades k-8)
Currlculum area: Muslc, urama, hyslcal LducaLlon

8reak your class lnLo groups. lay Lhe Cueen Song" for Lhem and glve each group 10
mlnuLes Lo make up Lhelr own dance.
uon'L love Lo dance? 1here ls a place for everyone, Lhe followlng ls a llsL of people who
collaboraLe Lo faclllLaLe, choreograph and perform a dance rouLlne.
uooce coptolo - Cnce Lhe dance has been fully choreographed Lhe uance CapLaln wlll slL
ouL and waLch Lo make sure everyone ls dolng Lhe moves correcLly and aL Lhe rlghL Llme.
lf a dancer forgeLs a move Lhe uance CapLaln wlll remlnd Lhem how Lhe sequence goes.
cboteoqtopbet - A choreographers [ob lL Lo creaLe Lhe dance. Along wlLh lnpuL from Lhe
dancers Lhe choreographer wlll declde Lhe sequence of moves ln Lhe dance. A
choreographer wlll help Lhe dancer learn Lhe sequence breaklng lL down lnLo parLs LhaL
are easy Lo learn. 1hey conslder Lhe sLrengLh and weaknesses of each dancer and
choose moves LhaL use Lhe dancers' sLrengLhs. 1he choreographer can parLlclpaLe ln Lhe
dance or slL and waLch once Lhe dance has been perfecLed.
ultectot - WhaL sLory are you Lelllng? A dlrecLor wlll make sure LhaL Lhe dance ls Lelllng
a sLory clearly. ls everyone worklng LogeLher Lo Lell Lhe sLory? A dlrecLor wlll encourage
acLors Lo Lhlnk abouL Lhe dance as more Lhan [usL dance sLeps and really Lhlnk abouL Lhe
sLory behlnd Lhe sLeps.
uoocet - A dancer works hard Lo learn Lhe sLeps a choreographer has glven Lhem. CfLen
dancers wlll conLrlbuLe Lo Lhe choreography of Lhe plece. uon'L forgeL lL's noL [usL abouL
geLLlng Lhe sLeps rlghL lL ls also abouL Lelllng a sLory.
1ecbolcol ultectot/1ecbolcloo - 1hese are Lhe people who make sure Lhe floor ls clean
and safe, make fun cholces abouL how a dance plece ls llL, and whaL Lhe seL" looks llke.
1hey also manage Lhe playlng of muslc!

AfLer Lhe 10 mlnuLes ls up glve each group a Lurn Lo presenL Lhelr dance Lo Lhe class.
uon'L forgeL Lo have fun! We recommend Lhls acLlvlLy end ln a uance arLy!
ulscusslon:
Pow do we Lell sLorles Lhrough physlcal and muslcal expresslon? uoes Lhls way of
sLoryLelllng help you Lo undersLand beLLer a) yourself b) oLhers c) Lhe world around you?
Why or why noL?

AC1IVI1 3 - A nLA1LD DL8A1L (Grades S-12)
Currlculum area: Soclal Sclence, urama, ersonal uevelopmenL
ln Lhe vldeo, Ceorge CarLler wanLs lndependence on behalf of Canada, and Cueen
vlcLorla has Lhe power Lo granL lL. laclllLaLe a class dlscusslon/bralnsLorm abouL Lhe
varlous places where we flnd opposlng vlew polnLs, as well as Lhe Lyplcal behavlours of
Lhe people lnvolved. (ex: careglver/chlld, sLudenL/Leacher, employer/employee, eLc)
ln groups of Lwo, encourage sLudenLs Lo creaLe an lnLeresLlng dramaLlc scene
hlghllghLlng some of Lhe argumenLs on each slde of Lhe CarLler/Cueen debaLe, uslng one
of Lhe relaLlonshlp Lypes you came up wlLh as your model.
xomple. A dlscusslon abouL granLlng Canada lLs lndependence, ln Lhe conLexL of a
dlnner Lable, wlLh a careglver/chlld dynamlc. (l ptomlse to keep lt cleoo, lll come bome
evety Joy tlqbt oftet scbool ooJ tlJy tbe ptovloces.)
1hlnk abouL Lhe many LacLlcs we use Lo geL whaL we wanL (ex: compromlslng, pleadlng,
flaLLerlng, gullLlng.) 1he argumenLs and ouLcome can be as creaLlve as you llke. erform
your scene for Lhe class.
ulscusslon:
WhaL Lechnlques/argumenLs dld CarLler use Lo make Lhe case for ConfederaLlon? WhaL
sLraLegles of persuaslon dld you flnd mosL useful ln your own exerclse?
V|deo #3
"DID SCML8CD SA kAILWA?"
% 90#/- (49 ;)/2 -+ 824-# -"# ;0+<42=#&
AC1IVI1 1 - 8UILDING A kAILWA (Grades k-8)
Currlculum area: ArL, Soclal Sclence
ln groups, or lndlvldually, sLudenLs can decoraLe small blLs of recycled/scrap
paper, wlLh words and lmages LhaL represenL unlLy." 1hese can Lhen be sLapled,
glued or Laped LogeLher and dlsplayed ln Lhe classroom as a remlnder of ways Lo
sLay connecLed. CreaLe an awesome playllsL of songs Lo have playlng ln Lhe
background as Lhey work or lnvlLe Lhem Lo brlng ln muslc Lhey feel represenLs
connecLlon/unlLy. Clder sLudenLs can research Lhe bulldlng of Lhe rallway (a good
resource ls C8, 1he SLory of Lhe Canadlan aclflc 8allway
hLLp://www.cpr.ca/en/abouL-cp/our-pasL-presenL-and-fuLure/uocumenLs/cp-
chlldrens-hlsLory.pdf)

ulscusslon:
Pow lmporLanL was Lhe rallway ln Macdonald's Llme? Pow lmporLanL ls lL Loday?
WhaL oLher modern lnvenLlons are slmllar ln scope and lmpacL?

AC1IVI1 2 - UNI1ING CUk LIIL! (Grades k-S)
Currlculum area: Soclal Sclence, LlLeracy, ArL

*See prlnLable LemplaLe (acLlvlLy: 5>%: )
lnvlLe sLudenLs Lo rename Lhe provlnces of Canada afLer lmporLanL areas of Lhelr
own llves, and colour/decoraLe Lhem accordlngly. (Lx: famlly, school, sporLs Leam,
hobbles, frlends, free Llme, healLh, happlness) uon'L leL Lhem forgeL 1he
provlnce of Me!" Pave Lhem rename Lhelr home provlnce afLer Lhemselves and
ldenLlfy elemenLs Lhey need Lo keep 1he rovlnce of Me" unlLed wlLh Lhe oLhers
Lhey have ldenLlfled as belng lmporLanL.
LxAMLL:
"rov|nce nanna" needs: paLlence - pracLlse - hard work - resL - help from coach
- cleaLs - healLhy food - waLer - Lo unlLe her wlLh "rov|nce Soccer 1eam"
nexL, Lhey can use Lhese elemenLs Lo bulld" rallways from provlnce Lo provlnce
on Lhe map of Lhelr llfe (LhaL looks a llLLle blL llke Canada). 1hey can geL creaLlve
wlLh how Lhey represenL LhaL rallway. Maybe lL's made up of Lraln cars, each one
conLalnlng a word or vlsual deplcLlon of an ldea, or Lhey could deslgn leLLers LhaL
look llke rallway Lracks Lo spell ouL Lhe unlfylng elemenLs as Lhey [oln one
provlnce Lo anoLher.
ulscusslon:
WhaL was Canada's make up prlor Lo ConfederaLlon (ln Lerms of geography,
culLure, reglonal economles)?

AC1IVI1 3 - CANADA 8LICkL AND AI1Lk (Grades S-12)
Currlculum area: Soclal Sclence, Ceography, ArL

*See prlnLable LemplaLe (acLlvlLy: 5>%>)
1he bulldlng of Lhe Canadlan aclflc 8allway affecLed, changed and formed
Canadlan culLure ln huge ways. (Ceographlcally, soclally, pollLlcally,
envlronmenLally, economlcally.)
As a class, bralnsLorm a blg llsL of Lhe many ways Canada was dlfferenL before and
afLer Lhe consLrucLlon of Lhe rallway. 1hen, uslng Lhe before/afLer maps,
represenL CnL of Lhese ways vlsually. 1hese vlsual represenLaLlons could be:
absLracL & suggesLlve (Lx: changes of colour Lo represenL a changlng landscape)
lnformaLlve (Lx: sLaLlsLlcs wrlLLen on Lhe map)
arLlsLlc (Lx: orLralLs of who llved where, whaL Lools Lhey used, how Lhey llved,
eLc)
.AnyLhlng goes!
ulscusslon:
8ased on your experlence of unlLlng Lhe counLry vlsually, whaL physlcal challenges
dld workers meeL? Who was lnvolved wlLh Lhe work? WhaL was llfe llke for
Lhem?
V|deo #4
"CUk NA1ICN"
% )#/3#0 42 "+- ?/-#0
AC1IVI1 1 - DLSIGN CUk CWN 510 8ILL (Grades k-S)
Currlculum area: ArL, Soclal Sclence

*See prlnLable LemplaLe (acLlvlLy 5@%6)
LeL sLudenLs deslgn Lhelr own verslon of our famous !ohn A" wlLh lmages and/or
words LhaL represenL Canada, as Lhey see lL.
ulscusslon:
WhaL were Lhe hlghllghLs and low polnLs of Macdonald's Llme as rlme MlnlsLer?

AC1IVI1 2 - kLCk1ING LIVL! (Grades S-12)
Currlculum area: Medla LlLeracy, urama, Soclal Sclence

SeL up Lhe classroom llke a newsroom! Pave a mornlng meeLlng, where sLudenLs
plLch ldeas for news sLorles perLalnlng Lo school llfe. LeL Lhe naLure of Lhe show
deslgn lLself based on Lhelr lnLeresLs. ls Lhere a sporLs experL? WeaLher
enLhuslasL? LnLerLalnmenL correspondenL? Speclal muslcal performance?
Choose Lhree maln sLorles for Lhe broadcasL" and asslgn lndlvlduals/groups Lo
each sLory. 1he formaL of presenLaLlon can vary. Maybe one group lnLervlews a
cusLodlan for an ln-depLh look aL how Lhe school funcLlons from day Lo day, whlle
anoLher group goes undercover ln Lhe llbrary Lo lnvesLlgaLe an lmaglnary scandal.
SLorles from Lhe mornlng meeLlng LhaL don'L make Lhe flnal cuL can be
summarlzed and read by Lhe news anchor(s).
uon'L forgeL Lo come up wlLh an awesome neLwork and Show name. and maybe
even a [lngle!
ulscusslon:
WhaL lmpacL does llve medla coverage have on pollLlcs Loday? Why was lL
easler/harder for Macdonald Lo dellver hls message Lo Canadlans?

AC1IVI1 3 - CAMAIGN 8UDGL1 (Grades S-12)
Currlculum area: Soclal Sclence, MaLh, CommunlcaLlons

ln our vldeo, Pugh Allan glves a pollLlcal donaLlon" Lo !ohn A Macdonald's
elecLlon campalgn, buL lL lsn'L clear where Lhe money comes from or how lL wlll
be spenL. Ceorge 8rown spends hls Llme and energy creaLlng a smear campalgn"
agalnsL !ohn A dlscouraglng people from voLlng for hlm ln Lhe upcomlng elecLlon.
ollLlclans and pollLlcal parLles use campalgns for many dlfferenL reasons. Some
examples are:
-romoLlng Lhelr brand wlLh adverLlsemenLs, slgnage.
-Sharlng Lhelr bellefs and ldeals Lhrough press conferences and speclal evenLs.
-Maklng parLy leaders look appeallng Lo voLers on soclal medla and 1v/8adlo spoLs.
-ConnecLlng wlLh voLers and galn supporL by Lravelllng and maklng publlc appearances.
-ulscredlLlng oLher pollLlclans ln Lhe same rldlng Lhrough smear campalgns.

As a class, dlscuss dlfferenL sysLems LhaL lnvolve voLlng (school, munlclpal and
federal elecLlons, reallLy LalenL shows, eLc.). Pave sLudenLs lmaglne LhaL Lhey are
compeLlng ln an elecLlon" of Lhelr chooslng and LhaL Lhey are ln charge of
managlng Lhelr own campalgn wlLh a budgeL of $1000.
Pave sLudenLs creaLe a campalgn budgeL breaklng down how Lhelr $1000 would
be spenL. Would lL all go lnLo a blg parLy? 8oad slgns? 8adlo spoLs? CeL creaLlve!
ulscusslon:
WhaL obsLacles do pollLlclans face ln geLLlng Lhelr message ouL? Pow does Lhe
medla help or harm a pollLlcal candldaLe's campalgn?




CANADA:
IOW A RAILWAY CHANGFD A NATION
V3A3
bICI:
AFTFR:
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