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The Canada Gazette and the Grand Trunk Pacific Railway
2. As a class or in groups, read over the introductory text to the Canada Gazette and the GTPR. Answer the discussion Canada Gazette questions using the introductory text, along with the search function of the database of the LAC website.
1. Using Handout 1.2 and the websites found in Activity Resources, students will search the Canada Gazette for Speeches from the Throne. They will then create a timeline of the major social, economic, and political events from 1903 to 1919, and compare them to the major events of the GTPR.
In this activity, students will compare the various features of current and historical newspapers, and determine which sections should be included in their group newspaper.
1. A day in advance, instruct students to each bring a copy of a newspaper to class. You may wish to print out examples of historical newspapers ahead of time from: www.collectionscanada.gc.ca/8/16/index-e.html
2. At the beginning of the class, advise students that their task will be to produce a group newspaper on the Grand Trunk Pacific Railway. (Review with the class the summary of the different journalistic tasks listed in the Synopsis table at the beginning of the unit.)
Each group will need to address the following questions by the end of the activity:
3. Ask students to explore the various newspapers brought to class in groups, with the questions above in mind. They will then list the common elements they find in the newspapers, and record any similarities or differences these have with the historical copies. They may also want to note any features that are interesting or useful for their group newspaper.
4. Each group member will be tasked with writing a specific article or taking on a particular assignment.
5. Students working on similar articles in the class may wish to pair up and share ideas and research tips. Articles may be written individually with students reporting back to their groups at the end to assemble their newspapers, or work may be done together in the groups.
6. Students may wish to publish their newspapers in hard copy or electronically for class distribution.
In this activity, students will use their research to report on the upcoming announcement of the nationalization of the GTPR. Using Handout 1.4, the links in Activity Resources and their research findings from Activity 1.1 and Activity 1.2, students will research information and follow the journalistic format for a preview story.
Using Handout 1.8 and the information available in Activity Resources, students will create a political cartoon depicting their view on the role of various political events or people surrounding the GTPR.
In this activity, students will write a personal response using their previous research and the material from their newspapers and their classmates' newspapers to develop a thoughtful argument that summarizes their learning.
Their final challenge will be to answer the question: "Why was the Grand Trunk Pacific Railway important to Canadian history?"
You may wish to consider one or several of the following criteria: