About a (Omni)Bus? (including activities)

A Major Omnibus Bill

The federal government has introduced Bill C-39, the Building Canada Strong Act. It is designed to speed up approvals for major infrastructure, energy, transportation, and trade-corridor projects. The government says projects should receive federal decisions within one year once a complete application is submitted.

Why is it being proposed?

Prime Minister Mark Carney’s government argues that Canada needs to build more quickly because:

  • US tariffs and trade pressure threaten Canadian jobs.
  • Canada relies too heavily on a limited number of export routes and markets.
  • Housing, energy, ports, mines, and transportation infrastructure are urgently needed.
  • Long approval processes can and have discouraged investment.
  • Canada needs more economic independence and resilient supply chains.

The bill would create clearer project-review processes, designate strategic trade corridors, and coordinate federal permitting. The government presents it as a way to strengthen energy security, create jobs, and get Canadian goods to new markets.

How is it different from C-5?

C-5, passed last year, was a broad law that created temporary powers and mechanisms for advancing projects or measures considered to be in the national interest. C-39 is specifically focused on fast-tracking major projects seen to be in the national interest by speeding up federal environmental reviews, coordinating Indigenous consultations, and changing the rules governing labour disruptions in areas of federal jurisdiction. If passed as proposed, C-39 would create a more permanent framework for fast-tracking major projects and coordinating approvals. In particular, it would remove the five-year time limit on some of the powers created by C-5, in theory making them normal features of government.

Why is C-39 already controversial?

  • Environmental organizations fear that speed targets could weaken environmental assessment, climate review, or public participation in decision-making. They worry that national interest projects could receive approval before their long-term environmental effects are understood.
  • First Nations and Indigenous organizations are concerned that faster timelines could reduce consultation and interfere with Indigenous rights, title, and consent. The government says the bill upholds Indigenous rights, but critics will judge that claim by how much decision-making power Indigenous governments and nations actually retain. Many Indigenous nations argue that meaningful consultation requires time for relationship-building, community discussion and deliberation – not simply faster administrative deadlines.
  • Labour organizations worry that the bill could weaken the right to strike by making it easier for the government to intervene in strikes or lockouts in federally regulated sectors deemed to be in the national interest. Labour unions – an important voting bloc for the government and opposition – have already stated that C-39 would weaken their hand when negotiating future wages.

What’s an omnibus bill and why are they controversial?

An omnibus bill combines many legal changes in one large package. Governments like omnibus bills because they can move a broad agenda through Parliament efficiently. Critics object that:

  • Parliament has less time to study each measure.
  • Unrelated or technical changes can be hidden among popular policies.
  • Committees and public consultations may be compressed.
  • MPs may feel forced to vote for an entire package rather than individual provisions.
  • Large bills can reduce transparency and weaken meaningful opposition.

In fact, former prime minister Stephen Harper tried to push through very similar omnibus bills that were met with fierce criticism from all opposition parties, including the Liberals. National protests – including the Indigenous-led Idle No More movement – focused on the bills’ undemocratic character and helped contribute to Harper’s defeat in the 2015 election.

Why C-39 really matters

Thanks to the threats from the south and the ever-growing cost-of-living crisis, the times have changed since the last time a bill like this was proposed at this scale. But concerns around environmental sustainability, workers’ rights and Indigenous consent haven’t just disappeared. 

Bill C-39 presents a central democratic trade-off: Can Canada act quickly without excluding the people most affected by a project? After all, if decisions are faster but communities have less ability to challenge them, public trust may decline. This is especially true given the nature of C-39.

By proposing an omnibus bill that combines major changes into one package, the government may make meaningful parliamentary debate and scrutiny more difficult. That has the potential to erode democracy in Canada, and so too does the extension of emergency powers first passed with C-5. By giving the prime minister and his cabinet more power over deciding what is in the national interest, fewer and fewer Canadians will have a say in decisions, given that all regions and peoples are represented in Parliament and not necessarily in the Prime Minister’s Office or Cabinet. Though Mark Carney enjoys incredible support in the polls, the powers being created or extended by C-39 will outlast the Carney government and will be available to future governments – whether popular and unpopular. 

Though the legislation might test Carney’s slim majority – some MPs have raised concerns about the bill – it is still likely to pass given the support of Conservative MPs. Other than from within caucus, who might oppose the bill? The NDP and the Greens, for sure, but they have a limited presence in the House. In fact, the Bloc might emerge as the bill’s most effective opponent, given their seat count. That could spell trouble in Quebec, where the separatist Parti Québécois is ahead in the polls. 

More than anything, C-39 threatens to renew old debates (in court and across cultural and regional divides), testing our unity on the issues we face at a critical time in the nation’s history. Canada does need pipelines, ports, mines, electricity systems, and railways to reduce our dependence on the United States. But omnibus bills and executive powers have the potential to undermine democratic rights and processes. And if fast-tracked projects damage ecosystems or ignore Indigenous rights, Canada may gain short-term economic capacity while weakening the country in other respects. 

That means the key question is this: Is a faster approval process and more executive powers, provided through an omnibus bill, a way of avoiding difficult yet important democratic and environmental scrutiny – or a necessary national response in a time of unprecedented crisis?

Want to know more?

Better understand Indigenous rights in Social Studies Chapter Three, how decisions are made in Social Studies Chapter Four (including how our approval processes work), or why bill C-39 is being proposed and opposed by watching our full Canada at a Crossroads series. 

Companion Story

A Final Thought

Canada is facing several linked choices: who should make decisions, how quickly governments should act, and how to protect democratic rights while responding to economic, environmental and security pressures. In each case, the central question is whether national urgency – the trade war, sovereignty threats, environmental concerns, constitutional rights, technological trade-offs, or public safety – justifies concentrating more power in governments and moving faster than normal democratic processes usually allow.

When governments claim that a crisis requires speed, what democratic safeguards should remain? Who decides what counts as a national-interest project? Can economic sovereignty be strengthened without sacrificing environmental protection or Indigenous rights? Does political instability make stronger executive leadership necessary, or does it make checks and balances more important? How should we respond when social media spreads fear, conspiracy theories or AI-generated falsehoods, especially targeting these questions? And what responsibilities do governments, media companies, political parties, and individuals have in protecting minority rights and ensuring democratic participation?

These are the questions. Over to you.

Activities by Subject

Science

Theme: Speed, infrastructure & environmental trade-offs

Reflection Questions

  • What environmental information should governments understand before approving a major infrastructure project?
  • Can an approval process be made faster without reducing the quality of environmental assessment? What might that require?
  • What could happen if a project is approved before its long-term ecological effects are fully understood?
  • Who should decide what environmental risks are acceptable?
  • Is there a difference between slowing down a project and doing enough science before making a decision?

Activity: What Would You Need to Know?
Let’s take a hypothetical proposal for a new pipeline, mine, port, railway or hydroelectric project.

Before deciding whether the project should proceed, create a list of 10 scientific questions you would want answered.

For example:

  • What species live in the area?
  • What habitats could be disturbed?
  • How would water quality be affected?
  • What happens 10, 25 or 50 years from now?
  • Are there cumulative effects from other nearby projects?

Extension: You only have one week to investigate instead of several months. Which questions could you answer confidently? Which couldn’t you? What does that tell us about the tension between speed and scientific certainty?

Social Studies

Theme: Who gets to decide?

Reflection Questions

  • What is an omnibus bill, and why might a government use one?
  • What are the advantages and disadvantages of putting many measures into one bill?
  • Why might parliamentary scrutiny be particularly important when a bill gives government additional powers?
  • Who should have a say in deciding whether a project is in the ‘national interest’?
  • How should federal, provincial, municipal and Indigenous governments share decision-making power?
  • What democratic safeguards should remain when governments argue that a crisis requires faster action?

Activity: Who Gets a Seat at the Table?

Take this fictional project:

The federal government wants to build a major transportation and energy corridor through several provinces. It would create jobs, improve trade routes and reduce reliance on one foreign market.

Identify 10 groups that could be affected, such as:

  • Federal government
  • Provincial governments
  • Indigenous nations
  • Local communities
  • Workers
  • Businesses
  • Environmental organizations
  • Farmers/landowners
  • Future generations
  • Canadian taxpayers

For each group, answer:

What do they stand to gain?
What could they lose?
What decision-making power should they have?

Then ask:

Does everyone affected by a decision need an equal vote—or does meaningful democracy require something different? Discuss this as a class.

English

Theme: Persuasion, framing & media literacy

Reflection Questions

  • What words in the article create a sense of urgency?
  • Which phrases describe the government’s perspective? Which describe critics’ concerns?
  • How does the phrase ‘national interest‘ influence the way we think about a project?
  • What is the difference between a fact, an interpretation and an argument?
  • How can the structure of an article influence the reader even when individual statements are factually accurate?
  • What information would you want to verify independently before forming an opinion?

Activity: Rewrite the Headline

Here are three hypothetical headlines:

  • Government Moves to Cut Red Tape and Get Canada Building
  • Government Fast-Tracks Projects at Expense of Public Oversight
  • New Bill Would Change How Canada Approves Major Projects

Ask:

  1. What does each headline make you expect?
  2. What information does each emphasize?
  3. What information does each leave out?
  4. Which headline is primarily descriptive rather than persuasive?
  5. Write your own headline that attempts to describe the issue without telling the reader what to think.

Extension: Highlight the article’s statements in three categories:

  • Verifiable fact
  • Interpretation/analysis
  • Argument or opinion

Visual Storytelling/Art

Theme: Who gets to tell the story?

Reflection Questions

  • How could an artist represent the conflict between economic development and environmental protection?
  • How might the same infrastructure project look different from the perspective of a government, a worker, an Indigenous community or an animal living nearby?
  • Can art communicate competing perspectives without choosing one?
  • What visual symbols could represent democracy, urgency, power, sovereignty or compromise?
  • What does a map communicate that a photograph might not?

Activity: One Project, Five Perspectives

Let’s take a hypothetical proposal for a new pipeline, mine, port, railway or hydroelectric project.

Create five small visual representations of it:

  1. Government perspective
  2. Local community perspective
  3. Indigenous perspective
  4. Worker/economic perspective
  5. Ecosystem/wildlife perspective

The images don’t have to be literal.

You could use:

  • collage
  • photography
  • illustration
  • digital art
  • symbolism
  • maps
  • infographic design

Then ask:

What changes when the storyteller changes? Discuss this as a class.

Extension: Create one final image that attempts to show all five perspectives simultaneously.

Careers

Theme: Building Canada, and deciding how to build it

Reflection Questions

  • What kinds of careers would be involved in a major infrastructure project?
  • Which careers would be responsible for assessing environmental impacts?
  • Which would work with Indigenous communities?
  • Which would manage construction, transportation, energy or finance?
  • What skills are needed to balance competing interests?
  • Why might infrastructure development create opportunities in some communities while creating concerns in others?
  • What careers might become more important if Canada tries to diversify its trade routes and supply chains?

Activity: You Are Part of the Project Team

Form a small group and select a career:

  • Environmental scientist
  • Engineer
  • Indigenous relations specialist
  • Lawyer
  • Economist
  • Project manager
  • Geologist
  • Urban planner
  • Indigenous community planner
  • Electrician
  • Heavy-equipment operator
  • Transportation specialist
  • Journalist
  • Policy analyst

The project team has one question: What would Canada need to know before approving this project?

Each group contributes three things their profession would want decision-makers to consider.

Then collectively create a Project Approval Checklist.

Cross Curricular Activity

The National Interest Test

Here’s the scenario:

Canada is considering a major infrastructure project designed to improve trade, create jobs, strengthen energy security and reduce dependence on foreign markets. The project would also affect ecosystems, local communities and Indigenous territories. The government proposes a faster approval process.

You must develop your own National Interest Test.

You need to establish five questions that every major project should have to answer before receiving approval.

For example:

Science:
What are the environmental consequences?

Social Studies:
Who has participated in the decision?

English:
What evidence supports the claims being made?

Visual Storytelling/Art:
Whose perspectives and stories are being represented or left out?

Careers:
What opportunities and consequences could the project create for workers and communities?

Then finish with:

What should governments have to demonstrate before saying a project is in the ‘national interest’?

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