SOCIAL STUDIES PROGRAM
BICENTENNIAL SCHOOL
STUDENT: _______________________ CLASS:______
EDUCATOR: R.HERRITT
DATE: _________________
ACTIVITY 1: CLASS EXERCISES - CASE STUDY AS A MODEL OF
LEARNING
TOPIC: CONFEDERATION BRIDGE - TEXT: PAGES 216-218
NOTE OF INSTRUCTION: PLEASE CONSULT YOUR TEXT AS
INDICATED ABOVE TO COMPLETE CORRECTLY THE ACTIVITY
PROVIDED. A WORD BANK (OR PHRASE BANK) IS SUPPLIED TO
GUIDE YOUR CHOICE OF ANSWERS.
*********************************************************
By examining the process of bridge-building that linked PEI to
(1) _______________________, we glimpse a little of Canadian
(2) ____________________ history, as well as the modern day
global economic links that made the (3) _______________
possible.
We are informed about a (4) ______________ that occurred
in deciding to build the bridge; we are asked to consider its (5)
____________ benefits and see the basic (6)
___________________ that are employed in the construction
process.
Through the Exploration Activities (p. 218) we are invited to
reflect on the (7)_________________ the bridge, and then
broaden the picture to look at other changes occurring in (8)
______________ and the ways we are linked to the rest of Canada
and the (9) ________________.
The Confederation Bridge was built by an (10) ____________
consortium. We have learned earlier that our (11) _____________,
Atlantic Canada In The Global Community, was also "built" by a
(12) __________________ that included Breakwater Books of
Newfoundland and Prentice Hall Ginn Canada, a Toronto based
educational publisher. In such consortiums, each partner brings a
specific (13) ________________ to the project.
Because of its location, Breakwater Books has particular
expertise about the (14) _______________ provinces. Prentice
Hall Ginn Canada specializes in developing textbooks for the (15)
______________ market. These two (16) ________________
worked with the (17) ______________________________,
a group which includes educators from each of the four Atlantic
(18) ___________ with particular expertise regarding the school
(19) ___________________ and the activities that are needed to
meet the demands of that curriculum.
Our text tells us that considerable (20) _________________
surrounded the building of the Confederation Bridge. Some people
asked about (21) ___________ concerns and whether such
concerns are being addressed. To what extent do
(22) _______________ not know the long-term effect of placing
such a bridge in Northumberland (23) ___________? Are
construction decisions made without (24) ___________________
of long-term results? Another concern of (25) ______________
of the bridge was (26) _________________ disadvantages that
would result from the fixed link, especially the loss of jobs by 600
ferry workers.
As we learned earlier on page 5 of our text, (27)
___________, a recent locator technology, helped with the
building of the Confederation Bridge. Based on information on page
39 we are able to determine that the builders had to consider as
easterly (28) ___________________. We also learn from the
case study that the (29) _____________________ design is
often used for bridges with long spans. Modern bridges using this
design are frequently mounted on cement piers that act as
(30) ___________________.
The first span or (31) _________________ rests on the
shore at one end and a pier at the other. The second span or (32)
_______________ is balanced by the anchor arm. The middle span
called the (33) _________ is supported by the tension caused by
the anchor arm holding the cantilever arm in place.
Amidst the political decisions made, the public opinion
generated, and the technological capabilities to build it, the
(34) ________________ of Prince Edward Islanders supported
the building of the bridge and it was (35) _________________
opened in June 1997. And yes a student and teacher group
represented (36) __________________ on that occasion.
WORD(PHRASE) BANK:
1. Anchor Span
2. Atlantic
3. Atlantic Provinces Education Foundation (APEF)
4. Bicentennial School
5. Bridge
6. Canadian
7. Cantilever
8. Cantilever Arm
9. Confederation
10. Consortium
11. Controversy
12. Curriculum
13. Debate
14. Economic
15. Environmental
16. Expertise
17. Fulcrums
18. GPS
19. Impact
20. International
21. Knowledge
22. Mainland Canada
23. Majority
24. Officially
25. Opponents
26. Partners
27. Potential
28. Provinces
29. Scientists
30. Strait
31. Suspended Span
32. Technology
33. Textbook
34. Transportation
35. Water Current
36. World
“Bridges…”
are intriguing to me.
There are real bridges we cross
and there are bridges we build in our mind
to allow us to cross into new learning.
So there are London Bridges and
Learning Bridges.
R.Herritt