heir character in the actual photograph and think about how they would respond to their points of view. They should incorporate as much of the factual information as possible into their conversation without making it sound like they are giving a prepared speech.
- When your students are ready with their scripts to recreate the photo, you may need to conscript a few extra actors to create a crowd effect. These students do not need to speak in their roles as extras. They are just filling in the crowd scene. They should remain absolutely frozen and listen as the others conduct their conversations.
- Now have the students re-enact the scene. When they are set in position, tableau or frozen-picture style, ask them to bring the scene alive by recreating the conversations that might have taken place using their prepared scripts but not reading them.
- When they have exhausted themselves of conversation, probably 5 to 10 minutes, tell them to freeze and snap a photograph.
- Immediately after they have recreated the scene ask them to write a one page reflection paper on what they have learned about the building of the CPR. Encourage them to include factual information and some opinion. When this is completed and collected for assessment have a full class discussion about the building of the Canadian Pacific Railway. On the board create with your students a mind map or board note showing all that they have learned.
- To assess the students make observations during the preparation, collect their research notes and their script, and finally make observations during the final presentation.
- Study the photograph selected (photos with multiple people against a busy background work best as they provide more details for discussion).
- Ask students what eveidence about the past this photo tells us. Brainstorm and list ideas on chart paper for future reference. Draw attention to the buildings, the hillside, the street, the businesses, the residents, the mode of dress, etc.
- If possible, share some primary documents relating to the photo with your students. Conduct a class discussion to establish the attitudes of the time. You can also explore similar images.
- Bring the focus back to the original photo. Discuss who the people in the photo may be.
- Assign students to work in pairs. Each pair will represent a character in the scene. Roles/Characters can be chosen or assigned. Pairs will research their person by using the resources listed, their school library, and any other resources available to them.
- After students research, have them write a script for a conversation their character may have with other people in the photograph. They should incorporate as much factual information as they've been able to find.
- When the scripts are ready, students will practice their roles. When the class recreates the scene, one of the students will play their role (you can recreate twice to give both students an opportunity).
- Students will be set up as a tableaux. When each student is pointed to, they will bring the scene to life by presenting the prepared scripts. They will stop when they are finished or when the teacher points at them again.
The image of The Last Spike can be found by searching "the last spike" on The Canadian Encyclopedia or the Library and Archives Canada Image Search. Both of these resources are invaluable should you choose to select an alternate photo for your students to step into.
"The Last Spike"