QUESTIONS TO ADDRESS: Have you been given enough information to figure out how many carriages were produced by the CCF?
...how could you find out how this number changed over the decades?

INVESTIGATE: what was produced in the carriage factory in your own town!

Have you been given enough information to figure out how many wagons and sleighs (pungs) were made, by comparison to carriages?
...how could you find out?...and did this comparison change over time?

INVESTIGATE: what was produced in the carriage factory in your own town!

CREATE a GRAPH of these numbers changing...

Have you been given enough information to figure out how many vehicles they repaired, compared to how many they made new? ...how could you find out?
QUESTIONS TO ADDRESS: Have you been given enough information to figure out how many carriages were produced by the CCF?
...how could you find out how this number changed over the decades?

INVESTIGATE: what was produced in the carriage factory in your own town!

Have you been given enough information to figure out how many wagons and sleighs (pungs) were made, by comparison to carriages?
...how could you find out?...and did this comparison change over time?

INVESTIGATE: what was produced in the carriage factory in your own town!

CREATE a GRAPH of these numbers changing...

Have you been given enough information to figure out how many vehicles they repaired, compared to how many they made new? ...how could you find out?

© 2007, Tantramar Heritage Trust. All Rights Reserved.

QUESTIONS TO ADDRESS: Have we given you enough information to figure out who worked at the CCF?
...how could you find out?
...how much did this number of employees change over time?

CREATE a graph of these changes...

INVESTIGATE: who was employed in the carriage factory in your own town!
QUESTIONS TO ADDRESS: Have we given you enough information to figure out who worked at the CCF?
...how could you find out?
...how much did this number of employees change over time?

CREATE a graph of these changes...

INVESTIGATE: who was employed in the carriage factory in your own town!

© 2007, Tantramar Heritage Trust. All Rights Reserved.

QUESTIONS TO ADDRESS: Have we told you enough to gauge who their customers were?... from what area were they drawn?
...how could you find out? …of the various records, which would be the most useful?

INVESTIGATE: find this out for the carriage factory in your own town?
QUESTIONS TO ADDRESS: Have we told you enough to gauge who their customers were?... from what area were they drawn?
...how could you find out? …of the various records, which would be the most useful?

INVESTIGATE: find this out for the carriage factory in your own town?

© 2007, Tantramar Heritage Trust. All Rights Reserved.

QUESTIONS TO ADDRESS: We have said that the CCF was in business for approximately 100 years.
How could we have found this out? What kind of written records would help, here?

Where else could we turn to find out whether any other carriage factories were in business for this long?

INVESTIGATE: find out for the carriage factory in your own town?

IF YOU FIND THIS OUT... PLEASE TELL US!!
QUESTIONS TO ADDRESS: We have said that the CCF was in business for approximately 100 years.
How could we have found this out? What kind of written records would help, here?

Where else could we turn to find out whether any other carriage factories were in business for this long?

INVESTIGATE: find out for the carriage factory in your own town?

IF YOU FIND THIS OUT... PLEASE TELL US!!

© 2007, Tantramar Heritage Trust. All Rights Reserved.

Learning Objectives

The “Ledgers Talk” Learning Object is designed for students and educators to meet the following objectives:

• Learn about the process of historical research working on complex documents;

• Explore the wide variety of records we rely upon to provide historical accounts;

• Establish the differences between relying upon different kinds of historical documentation;

• Learn about the various forms of business record keeping;

• Learn about early systems of debit & credit, and the complications of even single-entry bookkeeping;

• Identify, research, and describe the shift from Canadian currency based upon pounds sterling to that based on the dollar;

• Demonstrate an understanding of how one can graph data drawn from historical records;

• Discuss and analyze how one can create an interesting account from historical evidence that is never complete.

Teachers' Centre Home Page | Find Learning Resources & Lesson Plans