Abstract Ph5 article describes an experiential and interactive, dra ma—based approach to reads isp the is story of the Acad a is depo rt.i non. The pedagogic on it is in tended for intermediate students (Grades 7—9), al thotigis most activities are so table for ant’ level. Howard Gardner\ theory of multiple in tell enees, Claud a Comets and Katherine Sm din m’s work on the arts as meaning makers, and works on drama—based teaels np by’ Cecil>’ O’Neill. Peter Slade, Doroths’ Heatlseote ,tnd others contribute rise theoretical fransesvorlt with in svh cli this pedagogic unit is developed aisd presented. This experiential and usteracrive pedagogical approach is sot niea it to negate nsore traditional modes of instruction, hut rather to encourage alternative metbisds of engaging and stimulating tlte variety of learners actually present i is the classroom. The activities support aisd en rids tlse curriculum set out by the provincial departments of educarios us both Language irts and Social Studies. Students’ understandi isp of Ii story, in particular, rIse I 755 Acad iais ecpssl sinis, may he cii Isaisced and deepened by this approach. Résumé Cet article dCcrit use apprnehe expCrientielle et interactive de I’enseignement de l’histoire de Is deportation des Acadiens, basde cur Ic theStre. L’unité pddagogique décrite ext conçue pour des éldvex de nivesu intermédlaire lr 9’ année), mais Is piupsrt des activitds conviennent a n’importe quel niveau. Le cadre thCorique de Ia conception et de Ia presentation de tette unite s’appuie curia théonie des intelligences multiplex d’Howard Gardner, cur Ic travail de Claudia Cornett et de Katherine Smithrim cur es arts en tact qu’outils de construction du sens at sur les travaux de Cecily O’Nnill, Peter Slade, Dorothy Heathcote et d’autres encore cur l’enseignement C partir du thCCtte. CelIa approche expCrientielle et interactive n’s pas pour [onction de renier las méthodes d’enseignement plus traditionnelles. mais piutot d’encourager lax gens C explorer d’autcns facons de motiver et de susciter i’intCrCt des Clhves dans toute taut diversite’, Les activités proposees sont compatibles avec le programme d’études ddhni par las ministCres de l’éducation des provinces en langue et littérature et en sciences humaines et permettent d’enrichir ce programme. Une telie approche est susceptible d’approfondir et d’ameliorer Ia comprehension qu’ont lax Chives de l’histoire et en particulier de l’expulsion des Acadiens en 1755. The arts (visual art, music, drama, and movement) are disciplines of value and merit in and of themselves. They should be offered at all levels of education because they are developmentally rich and they provide meaningful insights into human understanding for students. Another way the arts can be capitalized upon in education is by integrating them across the curriculum. In this manner, they become a vehicle, a way of knowing another subject, and, because of their dynamic, often multi-sensory facets, the arts have proven to be a meaningful way to stimulate and engage a wide variety of learners. This article describes an experiential and interactive approach to introducing and teaching selected moments in Acadian history, in particular the events leading to the 1755 Expulsion. The pedagogic unit is aimed for intermediate students (Grades 7—9), although most activities are suitable for any level. In fact, I used this unit with srudents in Grade 4 French immersion, Grade 9 English program, Exploring the Acadian Expulsion Using Drama-based Teaching George Belliveau University of British Columbia PortAcadie 5, printemps/Spring 2004 25