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A Nation's Chronicle: The Canada Gazette
The Grand Trunk Pacific Railway
(Ages 14 to 18)
Introduction
What is the Grand Trunk Pacific Railway (GTPR)? Why is it important to Canadian history? Does it affect anyone today? What role does the Canada Gazette play in historical events?
In this series of activities, students at the senior social studies level will explore the historical significance of the GTPR using primary sources that include original legislation from the Canada Gazette. They will use journalistic techniques to critically examine historical events from multiple perspectives.
Purpose
- To understand the historical and present effects of the GTPR on Aboriginal peoples and on Canada as a nation.
- To critically examine historical events from multiple perspectives.
- To use journalistic writing to express learning.
- To explore the official role of the Canada Gazette in recording historical events.
- To use a variety of primary sources to develop opinions.
Concepts Students Will Encounter
- Canada as a developing country
- The role of government in economic development
- Change
- Aboriginal awareness
Synopsis
The activities below may be used separately or together as a complete unit.
Students will use their research to report the upcoming news of the nationalization of the GTPR.
Students will research and write an obituary for Charles Melville Hays, presenting their view of him as a leader.
Students will write an opinion piece about the treatment of Aboriginal peoples during the building of the GTPR.
OR
Editorial:
Students will write about how they would compensate Aboriginal peoples affected by the GTPR in present day.
In My Opinion…
[PDF 50 KB], [RTF 451 KB]
Document Package
[PDF 216 KB], [RTF 5,9321 KB]
Activity Resources
Students will create a photo montage about the GTPR reflecting their view of its role in Canada.
Students will create a political cartoon depicting their view on the role of various political events or people surrounding the GTPR.
Curriculum Connections
| Province or Territory | Grade | Subject |
|---|---|---|
| Alberta | 9 | Social Studies: Canada: Opportunities and Challenges |
| 10 | Social Studies: Aboriginal Studies | |
| 11 | Social Studies: Aboriginal Studies | |
| 12 | Social Studies: Aboriginal Studies | |
| British Columbia, Yukon | 10 | History: Canada: History 1815-1914 |
| 11 | Social Studies: Canada in the 20th Century | |
| 12 | Social Studies: Native Studies | |
| Manitoba | Senior 3 | History: Canada: A Social and Political History |
| Nova Scotia | 11 | History: Canadian History |
| New Brunswick | 11 | History: Canadian History |
| 12 | History: Canadian 19th- and 20th-Century History | |
| Newfoundland and Labrador | 10 | History: Canadian History |
| Northwest Territories, Nunavut | 9 | Social Studies: The Growth of Canada |
| 12 | Social Studies: Aboriginal Studies | |
| Ontario | 10 | Social Studies: Native Studies: Aboriginal Peoples of Canada |
| 12 | Social Studies: Canada: History, Identity and Culture | |
| Prince Edward Island | 10 | Social Studies: Canadian History and Social Studies |
| Quebec | Sec. IV | History: History of Quebec and Canada |
| Saskatchewan | 10 | Social Studies: Native Studies |
| 11 | Social Studies: Native Studies | |
| 12 | Social Studies: Native Studies |
Suggested Assessment
Teachers may use the final version of the newspaper as an assessment tool.
A summative teacher evaluation would be based on:
- Written contributions to the group newspaper;
- The ability to work cooperatively in groups;
- The ability to explain the historical significance of the building of the GTPR using research;
- The ability to use the various journalistic formats outlined in the activities;
- The use of sufficient and varied research sources to support opinions.
Suggested Learner Modifications
1. Assist students in reading the research information and selecting pertinent references.
2. Provide scaffolding techniques, such as a starter sentence or keyword lists for students with writing difficulties. Assist students with the organization and presentation of ideas.
3. Simplify the research by omitting certain parts of the assignment.
4. Provide extra time.
5. Provide teacher or tutor support and direction during individual activity work.
6. Allow students to dictate orally the information and scribe.
7. Allow students to present the information on audiotape.
8. Allow students to contribute to the group activity through learning styles of their choice, such as a visual representation, an oral explanation, a dramatic portrayal or a technical contribution.
