CBC Archives

You will find some background about the Mackenzie River pipeline in the links on the Berger Pipeline Inquiry topic on the CBC Radio and Television Archives Web site. Share this information with students and, if possible, show them a map of the proposed pipeline area. Ask: Who might benefit from the development of this pipeline? Who might suffer? How could such a development impact the environment?

As a class, brainstorm and list the kinds of “checks” that could be built into a contract for such development in order to protect local interests. Students might consider the term of the contract, the effect of world gas prices, and percentage payouts.

Explain to students that land claims were an important element of Berger’s report. You may want to expand class discussion to focus on the issue of ownership of land and its contents.

Direct students to the Berger Pipeline Inquiry topic on the CBC Radio and Television Archives Web site. Students should browse the site and list those in favour of the project and those opposed, and state why each person or group takes this stand.

Have students share with the class the information they found. As a class, create a visual display of the students’ choice that indicates the key figures on each side of the issue, and explains their stand. Have students revisit the list of “checks” they brainstormed earlier. Ask: Might putting in place any of these checks alleviate the concerns that key figures held? Students should support their answers with details from their browsing, or search further for support.

Have students browse the site again, this time recording key facts about Thomas Berger. Then have them write a short essay, or prepare an oral presentation, on whether they felt Thomas Berger had the qualifications necessary to conduct the inquiry. In their essay, students should make specific references to the pro and con issues surrounding this project.