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As a class, define the word “plebiscite.” Ask students the following questions: Under what circumstances might governments find it necessary to hold a plebiscite? What are the advantages and disadvantages of plebiscites? What factors might be considered when holding a plebiscite about a type of transportation system linking an island to the mainland?

Have students view Clips #3 and #4 on the Confederation Bridge: PEI Connects topic on the CBC Radio and Television Archives Web site. As they view, they will find and record different viewpoints about the construction of a “fixed link” between PEI and N.B., in anticipation of taking part in an upcoming plebiscite. Students should organize their findings into the following categories: technical feasibility, financial costs, environmental impact, and social and economic factors.

After doing the research, each student will assume the role of an Islander, such as a farmer, a fisher, a trucker, an environmentalist, a construction worker, a tour operator, a ferry worker. Students will participate in a town-hall meeting, in role as that person. To prepare, they can further organize their research to support the position they will take.

Hold a town-hall meeting and have students express their views about the possibility of a “fixed link.” Students should be prepared to justify their position based on their research.

At the end of the meeting, hold a plebiscite. Compare the class results from this plebiscite to the Island plebiscite statistics presented in Clip #4.

One or more interested students can role-play reporters covering the town-hall meeting and the vote. They might ask in-depth questions of various Islanders, or videotape the proceedings and analyze the mood and comments of the participants and the factors that influenced them.