Library and Archives Canada
Symbol of the Government of Canada

Institutional links

ARCHIVED - A Nation's Chronicle: The Canada Gazette

Archived Content

This archived Web page remains online for reference, research or recordkeeping purposes. This page will not be altered or updated. Web pages that are archived on the Internet are not subject to the Government of Canada Web Standards. As per the Communications Policy of the Government of Canada, you can request alternate formats of this page on the Contact Us page.

Activity 1.1
Introduction

Previous | Next

The Canada Gazette and the Grand Trunk Pacific Railway

1. Using Handout 1.1, students will search the database of the LAC Canada Gazette website for documents related to the rise and fall of the Grand Trunk Pacific Railway (GTPR).

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.

Activity 1.2
Life and Times During the Grand Trunk Pacific Railway

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.

Activity 1.3
Extra! Extra! Read All about It!

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:

  • Will the newspaper resemble a historical paper or a contemporary one?
  • What sections will be included in the newspaper?
  • Will it be a special edition dedicated to various issues or the rise and fall of the GTPR?
  • Will it focus on a particular year or phase of development of the GTPR?

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.

Activity 1.4
Breaking News!

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.

Activity 1.5
In Memoriam

Using Handout 1.5 and the links in Activity Resources, students will research and write an obituary for Charles Melville Hays, presenting their view of him as a positive or negative leader.

Activity 1.6
In My Opinion…

Using Handout 1.6, the Document Package and the links in Activity Resources, students will write an opinion piece about the treatment of Aboriginal peoples during the building of the GTPR.

Activity 1.7
In the Eye of the Beholder…

Using Handout 1.7 and the links to image collections found in Activity Resources, students will create a photo montage about the GTPR reflecting their view of its role in Canada.

Activity 1.8
To Make You Think Twice

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.

Activity 1.9
In Conclusion

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:

  • Economic effects
  • Effects on the people
  • Political significance
  • Effects today

Previous | Next