If students have not completed the activity Issues Surrounding the Berger Report, have them complete it now, or give them some time to browse the topic and gain an understanding of the background to the commissioning of the report. Together, summarize the information gathered.
Divide the class into debating teams. Explain that they are going to research the topic further, then debate various issues raised by the proposal to build the pipeline and the inquiry that followed the proposal.
Have the students view Clip #1 on the Berger Pipeline Inquiry topic of the CBC Radio and Television Archives Web site so that they are familiar with the concerns raised by the pipeline issue. Present the class with the following debate topics:
Be it resolved that:
Thomas Berger went too far in his inquiry.
Thomas Berger was well qualified to head the inquiry.
the claims of the native people were justified.
the economic good for North America of the pipeline construction generally outweighed local concerns.
the economic benefits to the local community outweighed the disruption in their historical lifestyles.
the pipeline construction would destroy sensitive ecosystems.
Pair up groups and have them toss a coin to decide who debates pro and who debates con. Then assign a topic to each set of groups, or have groups choose a topic. Give students time to research their topics online, as well as to organize their information and decide how they will present it.
When groups are ready, each set of groups debates its topic in front of the class, with the teacher acting as moderator. Encourage the rest of the class to comment on the validity of all arguments and try to reach a consensus on whose arguments were most persuasive.
Have students revisit the Web site to find information about the affected communities today. They should look, in particular, for references to world oil and gas prices since the publication of the report. Students should decide, based on the topic they debated, whether the delay in building the pipeline had a positive or negative effect, and write a paragraph to share their opinion.
Have students hold discussions in small groups to explain the reasons why the Metis, unlike the majority of other native groups, supported the building of the pipeline.
