THE NFB MAP RESOURCE MANUAL FOR ELEMENTARY AND SECONDARY GRADES

National Office Film Board national du film of Canada du Canada A French-language resource manual, entitled Guide pédagogique de la carte du Canada réalisée par t'ONF, is also available. Please address all product inquiries to: NFB Canada Map P.O. Box 6100, , H3C 3H5

Second Edition, 1985

©National Film Board of Canada 1985 P.O. Box 6100, Montreal, Quebec H3C 3H5

Legal Deposit, 2nd trimester 1985 ISBN: 0-7722-0107-2 THE NFB CANADA MAP RESOURCE MANUAL FOR ELEMENTARY AND SECONDARY GRADES

One of the questions we get asked Born out of a conviction that there is most frequently about the NFB Canada a way of looking at our country that has Map is why the National Film Board of not been tried before, this impressive map Canada, essentially a film production and presents a space-age view of Canada. distribution agency, became involved in The NFB Canada Map is a new and in- this project. The answer is quite simple: novative teaching tool designed for a gen- we felt it was an exciting, innovative idea eration that has grown up with space that without the involvement of the NFB games and movies and accustomed to live might never get the support it rightly de- television transmissions from satellites served. and spacecraft. The NFB has a long-established The education of Canadian children record of breaking new ground in the has always been a priority for the NFB. In creation of visual materials oriented spe- the 1980s and beyond, the challenge to cifically toward Canadian interests: films, educate creatively will be more important filmstrips, slides, overhead transparen- than ever. We hope that the NFB Canada cies, multi-media kits and videotapes. The Map, a new vision of our country achieved NFB Canada Map, though somewhat of a through modern technology, will make a departure for us, is consistent with that contribution to that education process. tradition. National Film Board of Canada FOREWORD

We develop a sense of place during child- rather than see the parts: to make a powerful but hood. We make mental maps of our house, our silent statement of unity. The beginning was an town, our country. In Japan, England or Botswana imaginary platform far enough out in space to see a child can, with closed eyes, reach out and Canada as it curves away and disappears over imaginatively touch country borders, but not so in the northern horizon, standing out boldly against Canada. Canadian children and adults alike are the blackness of space. The rest is the speed and unable to deal in a conceptually accurate way with accuracy of the computer and the artistry of Lome almost ten million square kilometres in this the and Ann Kask. second largest country in the world. It is too dif- I am grateful to many teachers in Campbell ficult to imagine ten million so we dismiss it, and River who worked with prototypes, and to edu- yet geographic enormity remains dominantly in- cators across the country for the originality and fluential in Canadian life. openness of their response to this project. I am Maps have a heavy influence on how we see grateful to the NFB and in particular to Mark Slade our land and how we develop a sense of place. and Bruce Pilgrim of the Pacific Region for their Thus, for most of us, Canada becomes the land wisdom and perseverance throughout. I have of the 8Va x 11 page. This project began as a very come to understand and appreciate the long- basic attempt to free us from 8Va x 11 thinking. I standing tradition of the NFB as mapmakers to was seeking a new axis of perception, to release Canadians, helping us see where we have been us to the vastness, grandeur and wonder of this and where we are going in this land. landscape. I wanted to help us realize the whole

Geoff Goods/lip, Originator of the NFB Canada Map Concept THE STORY OF THE NFB CANADA MAP

n 1978, Geoff Goodship, a teacher with the The map outline was produced using some Campbell River School District in B.C., noticed of the most advanced computer and satellite tech- that students iound it difficult to imagine Canada's nology in existence but the finishing touches had size. What teachers needed, he concluded, was to be done by hand. It took Lome and Ann Kask a map that would graphically convey the vastness the better part of a year to paint the map. In their of the second largest country in the world. Good- home on a rocky island in the Strait of Georgia, ship envisioned the map as a photo-like image of they consulted reference books and aerial and sa- the country as it would appear from outer space. tellite photographs for information on Canada's He explained his idea to West Coast graphic art- vegetation, climate and geophysical features. Us- ists Lome and Ann Kask and together they pro- ing acrylic paints, they brought the map to life, duced the first design of what today is the NFB depicting the mountain ranges, prairies, forests, Canada Map. northern tundra and ice-covered terrain that make At Goodship's request, teachers in the Camp- up Canada. bell River School District tested the Kasks' design Once the Kasks had finished painting the out- in the classroom. Both students and teachers line, Professor Angus M. Gunn, of the University liked the map's unconventional format, and edu- of British Columbia's Faculty of Education, and cators found the new teaching tool a valuable aid G.-Andre Lachapelle and Jocelyn Beaupré, pe- in geography, mathematics, music, physical ed- dagogical advisors with the de Le Gardeur School ucation and Canadian studies classes. Encour- Commission in Quebec, took copies of the Kasks1 aged by their positive response, Goodship showed original artwork on a cross-country tour of edu- the map to Bruce Pilgrim and Mark Slade of the cational institutions. Educators, in general, were NFB Pacific Region and suggested that, because enthusiastic. Many offered ideas for improve- of the NFB's experience in producing visual ma- ments and suggested classroom applications. The terial for educators, it would be fitting that the map was then examined in detail by Dr. J. Lewis Board produce the map to complement use of Robinson, of UBC's Geography Department, and NFB audiovisual products already widely used by geography consultant Fernand Dulude, who in schools. Pilgrim and Stade wholeheartedly recommended several changes which were made endorsed Goodship's proposal and, by the fall by Lome and Ann Kask. of 1978, the NFB Canada Map project was G.-André Lachapelle and Jocelyn Beaupré underway. prepared a French-language resource manual for The NFB asked Dr T.K. Poiker of Simon elementary and secondary students. This En- Fraser University, an authority on computerized glish-language adaptation was produced by the cartography techniques, to produce an outline of NFB's Canadian Distribution Branch following ex- the map. Under Poiker's supervision, Wayne Lus- tensive consultation with educators and geogra- combe, a former graduate student at SFUT plotted phers from across Canada and with geographer the map using two sets of computerized data con- Julie Marie Stanfel of the NFB's multi-media taining over 700 000 points of reference for Can- production unit, Studio G. Special thanks to Ann ada's coastlines, rivers, lakes and borders. Vautier who coordinated and edited the final A major problem Poiker and Luscombe en- version of this resource manual. countered was finding a projection that would The National Film Board of Canada would like transpose the computerized outline onto a flat to thank all those who made the NFB Canada surface 480 cm x 80 cm {considered ideal for dis- Map possible. From design to production, the map play on classroom and office walls) and that would represents an unprecedented technical achieve- at the same time produce a relatively undistorted ment of a unique and imaginative concept. It is view of the country which, in reality, is almost the hoped that this new perspective of Canada will same distance from north to south as it is from contribute to an improved understanding of the east to west. Eventually, by experimenting with nation both at home and abroad. the Moilweide projection and by sacrificing a cer- tain degree of accuracy in the representation of Canada's sparsely inhabited north, the cartogra- phers succeeded in creating an impressive out- ine of the nation. (See p. 4 for technical details.)

MI INTRODUCTION

The NFB Canada Map is a modern-day conjunction with the suggested classroom activi- teaching tool. Unlike conventional maps which ties. These AV materials are available either from emphasize borders, cities and relief, the NFB NFB offices, school district AV centers, or from Canada Map depicts only the landforms, bodies the distributor indicated. of water, and vegetation of the country. More than Accompanying this manual and the NFB a map, it is a portrait of Canada. Canada Map are additional materials: three com- This resource manual provides background puter-generated outlines, showing Canada from information and classroom applications for this northern, eastern and western perspectives, and new teaching tool. The manual explains the un- a number of working maps and graphics that are usual features of this special map and offers sug- to be reproduced and used in classroom activi- gestions on how it can be used to enliven and ties. These working maps and graphics will be focus learning in geography, history, Canadian found in the NFB Canada Map Education Kit and social studies. A minimum of geographical in an envelope labelled "Working Maps and background information has been provided for Graphics." each theme as it is assumed that teachers will Feel free to adapt these materials and activ- have access to relevant provincial curriculum ma- ities to suit your classroom needs and projects. terials and detailed atlases, such as The National The National Film Board encourages educa- Atlas of Canada. tors to photocopy the working maps and graphics An Audiovisual Resources section at the back as well as this resource manual and distribute of the manual lists 16 mm films, vidéocassettes, copies to their colleagues. and multi-media productions that may be used in

iv TABLE OF CONTENTS

Page ABOUT THE MAP Mounting the NFB Canada Map 2 Care and Handling of the NFB Canada Map 3 How the NFB Canada Map Was Made 4 Color Code 6 Scale 6 A Brief Visual Summary 6 ACTIVITIES FOR Language Arts and Social Studies 8 ELEMENTARY Map Skills 9 STUDENTS Lifestyles 10 Exploration 11 Bodies of Water 13 Transportation Routes: — The St. Lawrence Seaway 14 — The Trans Canada Highway and the railway network 15 Relief 16 Vegetation 17 Population 18 ACTIVITIES FOR Cartography 20 SECONDARY Exploration 21 STUDENTS Hydrography 23 Vegetation 24 Population 25 Transportation Routes: — The St. Lawrence Seaway and the railway network 26 AUDIOVISUAL 16 mm films 28 RESOURCES BY Multi-Media Productions THEME (Slides and filmstrips) 34 WORKING MAPS Maps AND GRAPHICS 1. NFB Canada Map: T.K. Lusweide Projection In an envelope, 2. NFB Canada Map; Political Boundaries and Major Cities inside the NFB Canada Map 3. NFB Canada Map: Geographic Co-ordinates and Major Cities Education Kit 4. NFB Canada Map: Main Transcontinental Railway Routes of CN and CP and Worksheet for the St. Lawrence Seaway 5. NFB Canada Map: Trans Canada Highway Route and Worksheet for the St. Lawrence Seaway 6. Canada: Northern Perspective (major cities) 7. Canada: Western Perspective (major cities) 8. Canada: Eastern Perspective (major cities) 9. Map of Canada: Political Boundaries (conic projection) 10. The St. Lawrence Seaway and Major Ports and Cities along the Great Lakes and the St. Lawrence River 11. Map of Canada: Hydrographie Features (conic projection - legend on reverse side) 12. Map of Canada: Hydrographie Features (conic projection - blank map) 13. Map of Canada: Relief (conic projection) 14. Map of Canada: Physiographic Regions (conic projection) Graphics 1. The St. Lawrence Seaway 2. Operation of a Lock 3. The Compass

1 CARE AND HANDLING OF THE NFB CANADA MAP

The NFB Canada Map is printed on KIM- DURA, a synthetic paper chosen for its strength, durability and light weight. The front surface has been laminated and will not scratch easily if treated properly. Here are a few tips on how to handle and care for the NFB Canada Map and the three computer-generated outlines. DO'S DONT'S find one or two persons to help you mount crease or pinch the map; the map on the classroom wall; place it near a radiator or heater; read the instructions found inside the kit be- write on the map with pencils, chalk, china fore attempting to mount the map on the wall; markers, ball point pens, permanent felt roll up the map (front surface inside) and store markers or crayons; it in the kit if you do not want to leave it on try to remove marks with an eraser - doing the wall; so will damage the lamination; write on the map with water-soluble markers use pins, paper clips, staples, thumb tacks, ONLY; polyester adhesive tape, heavy-duty pack- wipe off marks with a soft, damp cloth or aging tape, gummed or self-adhesive labels sponge; to attach items to the map; rub (gently) resistant marks with dish deter- clean the reverse side of the map; gent; rinse, wipe dry; touch the map with a pointed compass or a use transparent cellulose tape, masking tape sharp, metal-tipped pointer; or re-usable putty to stick items such as wool, use a knife, razor blade or ruler edge to re- string and paper to the map; move adhesives from the map; jaminate the computer-generated outlines use solvents to clean the map; if you want to write on them; write on the computer-generated outlines dry mount them on a rigid material (optional); unless you have them laminated; check with the person who does the lamina- use tape, glue or any type of adhesive on tion to find out what types of markers and unlaminated outlines. adhesives can be used on the laminated out- lines. HOW THE NFB CANADA MAP WAS MADE

The challenge of cartography n the words of Poiker and Luscombe: The major challenge of cartography is to re- "In order to represent all of Canada in a frame produce as accurately as possible on a flat plane of 480 cm by 75 cm, we decided to create a spe- the curved surface of the earth. cial projection. This meant breaking traditional car- For centuries mapmakers have tried various tographic rules but this was done in a controlled techniques and projections to eliminate the dis- way. A base projection was chosen, one by Moll- tortion and inaccuracies that result from this pro- weide, a German cartographer (Figure 1). Our main cess. While cartographic methods and skills have reason for this selection was that the Mollweide improved greatly, some distortion and inaccuracy projection can be drawn with simple mathematical remain unavoidable. The task facing cartogra- transformations of the coordinates. This is impor- phers is to select a projection that, despite its tant with so many points to compute. Another rea- shortcomings» will provide the greatest possible son was that the parallels are all horizontal and accuracy, considering the purpose for which the the scale along these parallels does not change. map is intended. That makes it easy for users to do simple distance and location exercises. The NFD Canada Map format The next step was to 'squash ' the Mollweide While all map projections have inherent prob- map in the vertical direction. We wanted to main- lems, the format chosen for the NFB Canada Map tain as much area fidelity as possible in the highly presented an additional set of difficulties. In order populated south. To achieve this non-uniform to reflect the vastness of Canada, the map needed 'squashing, ' transformations were performed on to be very large. To be practical however, it had the latitudes of the points to achieve the effect of to be of a size that could fit in classrooms and wrapping the Mollweide projection around a cyl- offices. These constraints suggested the need for inder, so that the 42° parallel is at the horizontal a long, narrow format which, in turn, made it very cylinder diagonal, and then re-projecting the image difficult to produce a recognizable map of Can- on to a flat sheet of paper (Figure 2). The diameter ada. The objective was to create a "satellite view" of the cylinder was adjusted to make the height of of Canada. Normally, from a fixed central position the new projection 75 cm (Figure 3), in space, because of the curvature of the earth, the east-west extremes and the north would not As a result of this procedure, areas in northern be visible. To achieve the maximum representa- Canada are severely distorted on the map, and tion of the east-west dimensions, the cartogra- appear to blend into the horizon, while areas in phers "lifted" the east and west coasts so that southern Canada are less squashed. The transfor- they remained in full view. To accommodate the mations of the latitude and longitude of each point limits regarding the height of the map, the north- into map coordinates was done by a modified ver- ern part of Canada was permitted to drop away sion of a FORTRAN computer program called toward the horizon along the entire length of the SU PER M A P. map. The scale of the map along east-west lati- tudes deviates from the Mollweide projection only How it was done slightly from the top of the map to the bottom. To In plotting the NFB Canada Map, Dr. T.K. calculate approximate distances in an east-west Polker and his graduate student Wayne Lus- direction, one can use the scale of 1 cm of map combe of Simon Fraser University took advantage distance being equivalent to 15 km on the earth's of computer-ready data obtained from the U.S. surface. Because of the projective transformation, government. The satellite data provided over which causes north-south distances to diminish 700 000 points of reference for Canada's rivers, with increasing latitude, it is not possible to derive lakes, borders and coastlines. Beginning with a a constant scale factor applicable between all standard Mollweide projection, Poiker and Lus- points on the map in the north-south direction. " combe produced what they have termed the T.K. Lusweide projection. The name was derived from a combination of the names of the creators of this new type of projection - the German cartographer Mollweide, T.K. Poiker and B. Wayne Luscombe. Figure 1 Mollweide Projection

Figure 2 75 cm

Squashed" Mollweide Projection

Original Mollweide Projection Figure 3 Color code Canada, however, such as the Regina Plains, With the aid of aerial photographs and ref- some of Canada's best agricultural lands have de- erence books, the artists used color to illustrate veloped on the site of deposits of former glacial the different physical features, climatic condi- lakes. tions, vegetation and settlements of the country. Toward the west, the artists have illustrated If we could look down on Canada on a bright day the surfaces of and Alberta which in late summer, we would see what they have rise by a series of step-like landforms reaching painted - the changing colors of the deciduous heights in excess of 1000 m. Still further west, in forests, snowcapped mountains, glaciers, pla- the Rockies, the land changes from very old rocks teaus, plains, valleys and many lakes and rivers. and glacial deposits to young, very high mountain Shadows are parallel, not as they would appear chains with peaks that rise above 3000 m. The from the fixed perspective of a single viewpoint. eastern rim of Canada is also mountainous; some To indicate urban areas of a significant size that of the peaks rise over 1500 m. On the would show up in a photograph taken from a high NFB Canada Map, the higher elevations of the altitude, the artists used a reddish-brown color. west stand out clearly because of the snowfields. The following is the complete color code for the To the north, the largest and longest river is NFB Canada Map. the Mackenzie. From its source in the Rocky • Pale blue: bodies of water Mountains, the water that finally empties into the • Dark blue: atmosphere Ocean travels over 4000 km and drains an area that is close to tVfe million square km. The • White: snow and ice / neighboring countries chief tributaries of the Mackenzie River are the • Gray: rocky surfaces and tundra Peace and the Athabasca rivers. • Green: coniferous and deciduous trees Toward the Pacific, the main rivers are the • Yellow/orange: ground, short grass and sea- Fraser, the Yukon, and the Columbia. Eastward, sonal color changes in vegetation across the Plains, the North and South Saskatch- • Orange-ochre: leaves and seasonal color ewan rivers flow into . In the Atlantic changes in vegetation drainage system, the St. Lawrence River is the dominant river. Its total length exceeds 3000 km • Blue/gray: mountainous regions and its drainage basin covers an area of more • Reddish-brown: urban areas than 780 000 square km. Scale Canada's climate is determined by four air masses known as the Continental Arctic, Maritime From east to west, 1 cm represents approxi- Arctic, Maritime Polar, and Maritime Tropical. In mately 15 km. The north-south scale is not con- winter, cold air from the Arctic flows southward stant due to the "squashing" effect. Distance is along the Mackenzie Valley and Hudson Bay. In progressively compacted toward the north. summer, warm, moist air comes from the Gulf of International borders and neighboring Mexico; and from the Pacific, mild, moist air. The countries result is a wide variety of climatic regions ranging • from the north where it is extremely cold all year to the southwest where mild, wet winters and • United States (Alaska) moderate summers are the rule. • Denmark (Greenland) Vegetation patterns are determined by the • (St. Pierre and Miquelon Islands) climatic regions. In the north, beyond the 10°C July isotherm, tree growth ceases and the tundra A brief visual summary begins. In the southern areas of , Sas- The NFB Canada Map illustrates the size of katchewan and Alberta, grassland dominates. On this country, the second largest country in the most of the surface area elsewhere in the ten world, and the fact that it is one of the richest in provinces, trees are the natural vegetation. De- fresh water and timber resources per capita. ciduous trees such as maple, beech and oak are It shows the Hudson Bay region as a large found in southern areas, while further north are area of lowland. The bay is almost entirely sur- the boreal forests of spruce, fir and pine. rounded by the hard, old rocks of the Precambrian . This entire area was stripped bare of soil during the Pleistocene glaciation and is now pitted with thousands of lakes - the result of disrupted drainage channels. In other parts of ACTIVITES FOR ELEMENTARY STUDENTS ACTIVITES FOR ELEMENTARY STUDENTS

THEME LANGUAGE ARTS AND SOCIAL STUDIES

The NFS Canada Map provides a spacious and impressive background for displaying and locating various kinds of information. Students can make and tape to the map their own labels and drawings or pictures from magazines, postcards and calendars. They can also write on the map with water-soluble markers or trace journeys and routes across the country by taping string or wool to the map. Here are some suggestions for research topics: 1 Provincial emblems, flowers and flags, national and provincial parks. 2 Regional wildlife (past and present), sanctuaries. 3 Ethnic settlement patterns, native tribes. 4 Locations of unique attractions, sites of famous events and inventions, monuments, historic sites, birthplaces. 5. Students1 origins, family migrations, trips made. 6 Canadian paintings, poems, photographs, songs, legends, recipes, unique foods. 7 Population distribution, time zones. 8 Resources, industries, products. 9 Transportation routes and modes.

AUDIOVISUAL RESOURCES Films: see LANGUAGE ARTS, LIFESTYLES and ARTISTS1 PERCEPTIONS OF CANADA sections. Slides and filmstrips: see URBAN GEOGRAPHY, CANADIAN ARTISTS and CANADIAN 8 WRITERS sections. ACTIVITES FOR ELEMENTARY STUDENTS

MAP SKILLS

To introduce students to the NFS Canada Map. NOTE: It is important to allow enough time for students to understand how the concept and format of the NFS Canada Map differs from that of more conventional maps and to express their ideas and impressions of it. BACKGROUNL Review: • Perspective and how different perspectives alter perceptions • Knowledge of the cardinal points • Lines and shapes representing water • Significance of color on a map • Scale

Before the students see the NFS Canada Map, have them draw and color their own version of how Canada might look from a satellite. Students might suggest impressions that first time visitors from outer space might have. Mount the NFB Canada Map on the classroom wall. Let the students imagine how the map was made; make a list of the various ideas. 3 Ask students to locate the North Pole (center of the map almost above the city of Thunder Bay). Have students indicate the cardinal points on the map using a paper compass (see Graphic #3). Note: At any point on the map, up (vertical) is north. 4 Ask students for their own interpretations of the various colors on the map. Record whatever consensus emerges and compare their ideas with the Color Code (see p. 6). Describe the process that the artists used to paint the NFB Canada Map (see "Color Code" section). . Review the concept of scale. Students, using a simple scale of 1 cm = 1 m, could be asked to make scale drawings (looking down from above) of the classroom, schoolyard, or other nearby areas. 6. Explain that on the east-west scale of the NFB Canada Map, 1 cm is approximately 15 km. Students can then measure distances on the map using a strip of paper 1 cm x 30 cm (representing a distance of 450 km). Measure the distance between various eastern and western points, such as the distance between Island and Newfoundland, and between cities. Compare a conventional map of Canada with the NFB Canada Map. Observe and list the differences and advantages of both maps. Discuss the differences between maps and aerial photographs. Identify international borders and neighboring countries. _ Locate, as closely as possible, the sites of the students' hometowns. REVIEW ^••••••i^lHIHHIHBHHIBiHHiHIHHI^HIIHHI Ask students to color a copy of the NFB Canada Map (Map #1) and ask them to indicate: • The cardinal points • International borders and neighboring countries • The distance between Vancouver Island and Newfoundland, or between specified Canadian cities

AUDIOVISUAL RESOURCES Films: see CARTOGRAPHY section. Slides and filmstrips: see MAP SKILLS section. ACTIVITES FOR ELEMENTARY STUDENTS

LIFESTYLES

To examine how environmental factors and physical features of the landscape influence lifestyles.

BACKGROL Environments may be described in terms of: • Physical features - relief, vegetation, waterways, natural resources • Climate - seasons, precipitation, temperature, winds • Environmental factors - deforestation, dams, pipelines, expressways, mines, ports, refineries, etc. Discuss how these influence Canadians' leisure activities, work patterns, mobility, future aspirations, sense of region and country, common hopes, fears and difficulties. Teachers may wish to include considerations of human factors such as origins, language and customs.

Have students first research and report on their own local environment. Have groups assemble a composite picture of local lifestyles using photos, drawings, newspaper clippings, interviews, etc. Consider also the variety of ethnic origins, customs, languages, foods and entertainment in the community. Have students then choose, or be assigned, a particular region or city in Canada to research. An information exchange program might be set up with schools in that region. Books and appropriate AV productions (listed in the Audiovisual Resources section) could be utilized to provide examples of different lifestyles. Or, groups might select individual poets, songwriters, authors or painters and examine and present their impressions of life in a particular part of Canada. For what are the various regions of Canada best known?

Have each group make a presentation of its findings. Information collages may be attached to the NFB Canada Map.

AUDIOVISUAL RESOURCE Films: see LANGUAGE ARTS and LIFESTYLES sections. Slides and filmstrips. see GEOGRAPHY, CANADIAN ARTISTS and CANADIAN WRITERS sections. 10 ACTIVITES FOR ELEMENTARY STUDENTS

EXPLORATION

To simulate a voyage made by early explorers.

BACKGROUfi Considerations prior to the explorers' departure: • Reasons for the expedition • Sources of financing • Choice of crew: number, personal and professional qualities • Modes of transportation • Selection and preparation of gear and supplies Considerations throughout the trip: • Choice of route • Obstacles, dangers • Vegetation and wildlife encountered • Weather, seasonal changes • Meetings with native peoples • The "ship's tog" (difficulties, illnesses, emotions, discoveries, progress, etc.) • Distance travelled each day • Point of arrival • Accomplishments NOTE: Consult reference books and the Audiovisual Resources section of this manual for information concerning actual voyages made by Hudson, LaVérendrye, Champlain, Fraser, Cartier, Mackenzie, Thompson, and others explorers.

1 Ask students to describe a camping trip they have made. Make comparisons between contemporary camping equipment, procedures and modes of travel and those used by the early explorers. 2 Assign groups specific departure points and destinations on the NFB Canada Map and ask them to organize an expedition similar to one early explorers would have undertaken. A written account of the expedition should be prepared by each group. Have each group make a brief oral presentation of their trip, indicating their route on the NFB Canada Map, and using drawings and other items relating to their research. The rest of the class should ask questions concerning the motives, procedures, routes and results of each expedition (see background). Short dramatic plays or scenes could be written and performed based on these descriptions or on the actual accounts of particular explorers. Choose several explorers being studied in class. Using wool and small models of their modes of transport, trace their expeditions on the NFB Canada Map.

AUDIOVISUAL RESOURCE Films: see EXPLORATION AND SETTLEMENT section. Slides and filmstrips: see EXPLORATION AND SETTLEMENT section. 11 Still in One Piece Anyway David Thompson — The Great Mapmaker

The Climates of Canada: Landfomi Regions

12 ACTIVITES FOR ELEMENTARY STUDENTS THEME BODIES OF WATER

To locate and name bodies of water in Canada.

BACKGROUb

Examples of bodies of water Oceans - Pacific, Atlantic, Arctic Lakes - Superior, , Huron, Erie, Michigan (USA), Manitoba, , Winnipegosis, Great Bear, Great Slave, Athabasca, Lac St-Jean Rivers - Mackenzie, St. Lawrence, Fraser, Nelson, Saint John, Columbia, Yukon, Churchill (Saskatchewan and Manitoba), Churchill (Newfoundland-Labrador), Saskatchewan (North & South), Skeena, Ottawa, Red, Peace, La Grande, Saguenay, Saint-Maurice, Eastmain Gulfs - St. Lawrence, Coronation Bays - Hudson, James, Ungava, Baffin, Fundy Straits - Belle-Isle, Hudson, Juan de Fuca, Northumberland, Davis Seas - Beaufort, Labrador \CTivn 1. Ask students to provide definitions and symbols for each type of body of water. 2. Have small groups research the names of bodies of water and attach the names to the map with their symbols. If they were to rename these bodies of water, what names would they give them and why? 3 Have students locate several headwaters and trace the flow from lakes and rivers to the sea. 4. Cards for each of the bodies of water studied can be prepared and distributed to several teams of students. Points can be awarded as students attach the cards to the correct locations on the map.

On a blank hydrographie map of Canada (Map #12), have each student write the names of the bodies of water studied. (See legend on reverse side of Map #11.)

AUDIOVISUAL RESOL Films: see WATER SYSTEMS section. Slides and filmstrips: see GEOGRAPHY section. 13 ACTIVITES FOR ELEMENTARY STUDENTS

TRANSPORTATION ROUTES: The St. Lawrence Seaway

To become familiar with the route of the St. Lawrence Seaway and to identify the trade that depends on the seaway.

BACKGROUb See Map #10 and Graphics #1 and #2.

Main cities located along the seaway, the St. Lawrence River and the Atlantic seaboard (from Duluth to the Atlantic): • Duluth • Kingston • Thunder Bay • Montreal • Sault Ste. Marie • Trois-Rivières • Sarnia • Quebec • Windsor • Sept-lies • Detroit • Saint John • Buffalo • Halifax • Hamilton • Sydney • Toronto • St. John's Locks: l.St. Lambert 2. Côte Ste. Catherine 3. Lower Beauharnois 4. Upper Beauharnois 5. Snell 6. Eisenhower 7. Iroquois (canal and lock) 8. Welland Section: 8 locks and the canal 9. Sault Ste. Marie ("Soo" locks)

Have students make a list of local and regional imports and exports. Classify the items according to the best means of transportation and then select the most appropriate routes. Focusing on wheat, oil and iron ore, have students discuss the problems involved with transportation by ship past falls and rapids. What would happen to the price of these products if the St. Lawrence Seaway dried up? Why? With the help of an atlas and resource books have students locate on the NFB Canada Map the bodies of water, waterways, waterfalls and rapids located along the St. Lawrence Seaway. 3 Have students locate on the NFB Canada Map the main cities along the seaway and the seaway locks. 4. Have students explore how a lock works by visiting one, drawing one, making a model or by watching the NFB film The Story of the St. Lawrence Seaway.

REVIEW Have each student indicate on Map #4, 5, or 9: • The route of the seaway • Five of the main cities along the seaway • Some of the locks • Several different products transported by ship through the seaway, identifying their destinations and points of origin by using symbols and legends.

Films: see TRANSPORTATION ROUTES section. Slides and filmstrips: see URBAN GEOGRAPHY section. 14 ACTIVITES FOR ELEMENTARY STUDENTS

TRANSPORTATION ROUTES: ™

To plot the route of the Trans Canada highway and the east-west train routes used by Via Rail. To learn to plan excursions by car and train. Teachers in those parts of the country serviced primarily by buses or ferries may wish to adapt the activities to focus on local means of passenger transportation. B4CKGRouA/9HHHI^IHHHHHHHHI^^HHHiHHlHil^HHIMHHi See Maps #4 and #5 or obtain maps of routes and schedules from local or regional carriers.

Ask students who have made trips to other parts of Canada to give brief reports of their experiences and to outline their approximate routes on the NFB Canada Map. They may have to bring this information from home, 2_ Ask students to discuss possible methods of travelling within Canada, focusing particularly on tourist travel by car and by train (VIA Rail). 3. On Map #1 have students mark the east-west route followed by the Trans Canada highway and by VIA Rail. Have students consult an atlas and list the main cities located along these routes. Include provincial capitals, industrial cities, junction cities and cities with large populations. Have students, in groups, choose a place to visit in Canada and select an appropriate route by car or train with the help of a highway map or a VIA Rail schedule. Emphasis should be placed on east-west travel and main routes. Have students consider how far they would travel each day of the trip based on such considerations as schedules, convenience, time allotted for the trip and so on. The imaginary trip can be documented by drawings, photos, diaries, films and slides, and the various routes traced on the NFB Canada Map. Ask each group to make a presentation of their trip and respond to questions from the rest of the class.

AUDIOVISUAL RESOURCE Films: see TRANSPORTATION ROUTES section. Slides and fiimstrips: see URBAN GEOGRAPHY and REGIONAL GEOGRAPHY sections. 15 ACTIVITES FOR ELEMENTARY STUDENTS H~ RELIEF PURPOSE

To identify the main physiographic regions of Canada and list some of their features.

Consider the definition of relief. Discuss the features of each physiographic region: Western Cordillera • Coastal range (also forms islands off the coast of B.C.) • Plateaus and mountains in the interior • Rocky Mountains Interior Plains • High prairies (third prairie level) • Missouri Coteau () • Medium-high prairies (second prairie level) • • Low prairies {first prairie level) • River valleys Canadian Shield • The widest expanse in Canada (covers more than half of Canada's area) • Low altitudes, with a few mountains • Some of the world's oldest rocks (igneous, metamorphic - the storehouse of minerals) Great Lakes/St. Lawrence Lowlands • Great Lakes Lowlands: rolling landscape created by glaciation (sedimentary bedrock) • St. Lawrence Lowlands: faulting/rift valley (flooded by Champlain Sea; sedimentary bedrock) • (igneous rocks) Appalachians • Rolling mountains and hills separated by wide valleys • Sedimentary rock uplifted and folded • Older range of rounded mountains Hudson Bay/Arctic Lowlands • Arctic Lowlands: gentle rolling surface • Hudson Bay Lowlands: low-lying center of shield • Maximum altitude of 200 m (sedimentary rock) Innuitians • An ice-covered mountain range • Folded sedimentary/uplifted • Younger than Appalachians (not rounded) • Sometimes greater than 3000 m

Have groups of students research the physiographic regions of Canada using an atlas, then draw outlines of the regions on a copy of the NFB Canada Map with a sentence or two to describe each. Special emphasis may be placed on the students' own region. Show slides or pictures from the various physiographic regions and have students attempt to identify the areas on the NFB Canada Map. To what extent is it possible to identify a region by pictures alone? REVIEW The different physiographic regions and their distinctive features may be indicated on the NFB Canada Map, using water-soluble markers. Have students discuss the relationship between the colors on the NFB Canada Map and the corresponding relief and latitude. Picture collages tor each region can be attached to the NFB Canada Map. AUDIOVISUAL RESOURΠFilms: see RELIEF section. Slides and filmstrips: see RELIEF section. 16 ACTIVITES FOR ELEMENTARY STUDENTS THEME VEGETATION PURPOSE n^HHH To locate and describe the main vegetation regions in relation to the colors of the NFB Canada Map.

Vegetation Regions • Deciduous forest - Niagara Peninsula • Coniferous and deciduous - Laurentians, Great Lakes area, , forest , P.E.I. • Short grass - Prairies (southwestern Manitoba, southern Saskatchewan and Alberta) • Grass and groves of - northern part of the Prairies deciduous forest • - northern part of the provinces from Alberta eastward to Quebec and Newfoundland • Stunted conifers - northern strip from Labrador to the Yukon • Dwarf trees, moss - from in Quebec to Alberta and the • Giant conifers - Vancouver area, Vancouver Island and the Queen Charlotte Islands • Mixture of deciduous and - elevated regions of the Western Cordillera dwarf coniferous trees Factors influencing the appearance of vegetation zones from a high altitude: • The season (types of vegetation) • The latitude (glaciers) • The relief (bodies of water)

ACTIVn Using an atlas map showing vegetation zones, have each group of students prepare a map of a different province of Canada, choosing an appropriate color code. Drawings can be made or photos obtained for each type of vegetation in the province. 2_ Have students prepare information collages describing the pulp and paper and logging industries in Canada. What factors determined the location of these industries? 3 Have students compare and discuss their provincial maps. Their drawings and photos of vegetation may be placed on the NFB Canada Map at appropriate spots. The NFB Canada Map coloration represents late summer vegetation. Have students describe how the NFB Canada Map would look if colored to represent a view in winter or spring. Information collages may be placed at appropriate locations on the NFB Canada Map.

AUDIOVISUAL RESOURt Films: see VEGETATION section. Slides and ftlmstrips: see VEGETATION section. 17 ACTIVITES FOR ELEMENTARY STUDENTS

THEME POPULATION

To determine the relationships between the distribution of population and geographic factors such as waterways, vegetation, resources, mountains, oceans and climates. To analyze why certain sites were chosen by the first settlers. BACKGROUb Cities: Examples of bodies of water that influenced settlement: • Toronto - Natural harbor - Don and Humber rivers (natural boundaries), and the Great Lakes • Montreal - St. Lawrence River • Vancouver - Pacific Ocean, harbor, peninsula between Fraser River and Burrard Inlet • Ottawa-Hull - Gatineau River, Ottawa River • Edmonton - North Saskatchewan River • Calgary - Bow River, Elbow River • Winnipeg - Red River and the • Quebec - St. Lawrence River • Hamilton - Great Lakes • Halifax - , Bedford Basin, harbor • Windsor - Great Lakes • Victoria - Pacific Ocean • Regina - Wascana River • St. John's - Atlantic Ocean, sheltered harbor • Saskatoon - South Saskatchewan River • Chicoutimi-Jonquière - Saguenay River • Saint John - Atlantic Ocean, natural harbor, Saint John River • Charlotte town - Hillsborough Bay, Northumberland Strait See p. 25 for a list of cities and population statistics.

ACTIVITIES

Have students imagine they are extra-terrestrial explorers to this planet. At a height of several thousand kilometres they sight an immense area (Canada) and they decide to establish cities. Ask them to point out on the NFB Canada Map strategic locations that would facilitate trade and travel within the country and to other countries using traditional earthiing transportation methods. Using copies of Map #1 and consulting the NFB Canada Map or an atlas map, have each group of students choose a few spots for establishing cities. Considerations: relief, natural travel routes, climate, proximity to water, food supplies, useful resources, strategic locations for industry and commerce. Have students list the reasons for their chosen sites. The teacher may wish to work on one example with all the students before they proceed on their own. Have each group indicate choices on the NFB Canada Map and ask the class to examine the reasons for the choice of sites. Give the groups several cards with names of major cities and their population figures. Have students place these on the map with the help of an atlas and compare them with the locations chosen by the groups. 3 Have students speculate on why some Canadian cities may become less or more important in the future. Name three cities now in a poor location with regard to the needs of their residents. 4. Compare possible criteria used for establishing cities in the years 1400, 1800, 1900, and 2000.

AUDIOVISUAL RESOURCES Slides and filmstrips: see URBAN GEOGRAPHY section.

18 ACTIVITES FOR SECONDARY STUDENTS

19 ACTIVITES FOR SECONDARY STUDENTS

CARTOGRAPHY

To familiarize students with the unique features of the NFB Canada Map. To compare different methods of depicting the roundness of the earth.

BACKGROUNL See section "How the NFB Canada Map Was Made," p. 4.

Have students attempt to reach their own conclusions concerning how the map was made, its features, scale and color code. Whatever consensus emerges can then be compared in detail with the information contained in this manual. (See "How the NFB Canada Map Was Made," p. 4.) Three computer-generated outlines of the country are included in the NFB Canada Map Education Kit (eastern, western and northern perspectives). Show students these and other types of map projections (see Maps #6, 7, 8, 9). Discuss the different features of each with reference to parallels, meridians, and continent deformation. Compare various graphic methods of dealing with the roundness of the earth and explain how the NFB Canada Map and the three computer-generated outlines simulate different satellite views of the earth's surface.

REVIEW Have students prepare a written summary of the origins and unique features of the NFB Canada Map.

Films: see CARTOGRAPHY section. Slides and filmstrips: see MAP SKILLS section.

20 ACTIVITES FOR SECONDARY STUDENTS

THEM EXPLORATION PURPOSE To locate the bodies of water in Canada that facilitated early exploration from east to west by the Europeans. To trace the routes of the early explorers. BACKGROUND Main bodies of water that facilitated early exploration from east to west: Gulf of St, Lawrence St. Lawrence River and Hudson Bay Saguenay River Ottawa River Lake Nipissing Georgian Bay Great Lakes Rainy River Lake of the Woods Winnipeg River Severn River • Assiniboine River Souris River Lake Manitoba Churchill River Beaver River Saskatchewan River (north & south) Athabasca River Fraser River Peace River Great Slave Lake Mackenzie River

ACTtVtTIE 1 initiate a brief discussion on the political and economic context in which Europeans discovered and explored Canada, Students can trace logical routes to North America on a globe or on a polar projection map. Contrast the early explorers with today's astronauts. Have the motives for exploration changed? 2 Have small groups of students select several explorers from the 16th to the 20th century to research, A brief historical report on each can be assembled including the exact routes and waterways used. Have a representative from each group identify and trace on the NFB Canada Map the routes and waterways used by each explorer. Students should describe the explorer's journeys and attach any relevant information to the NFB Canada Map.

AUDIOVISUAL RESOU Films; see EXPLORATION AND SETTLEMENT section. Slides and filmstrips: see EXPLORATION AND SETTLEMENT section 21 Helicopter Canada Alexander Mackenzie — The Lord of the North

^•'.vry.=. - --ry.\v,\• ,v • • • i i J?:]r^T ..;;&A, a,m ..^'i^^

Cosmic Zoom Boomsville

22 ACTIVITES FOR SECONDARY STUDENTS

HYDROGRAPHY PURPOS

To locate and describe the main waterway systems in Canada.

For each of the main waterway systems to be studied, consider: Source Course Mouth Direction of flow Rate of flow Régime Tributaries Watershed, drainage patterns and basins

ACTIVITY Have students research the general features of a waterway system, and assign each group of students a particular waterway system to locate and study. Include consideration of the waterway's changing economic significance. (See Map #11 or 12.)

REVIEW Have a representative from each group describe their waterway system, its economic significance, and locate it on the NFB Canada Map.

AUDIOVISUAL RESOURCES Films: see WATER SYSTEMS section

23 ACTIVITIES FOR SECONDARY STUDENTS

VEGETATION

To locate, investigate, and describe the vegetation regions of Canada.

Vegetation Regions • Tundra - Arctic • Tundra - Open Woodland - • Bog - Hudson Bay Lowlands • Boreal Forest - Alaska to Newfoundland "evergreen arch" (coniferous) • Pacific Coastal and Interior - West Coast region (rain forest) "Wet Belt" Forest • Interior Subalpine Forest - East of Pacific coastal mountains (dry "rain shadow") • Plateau - Montane Forest - Rockies • Southeastern Mixed Forest - Manitoba/Ontario border to Newfoundland • Southern Broadleaf Forest - Southwestern Ontario (deciduous) • Parkland - Between prairies and northern boreal forest (coniferous) • Grassland - Southern Manitoba, southern Saskatchewan and southern Alberta (driest areas)

ACTIVITIES

1 Select a region and ask students to find information concerning temperatures, rainfall, elevation. Have them determine what type of vegetation would be found in that region and why. 2. Have students look at photos of vegetation and attempt to determine where the photos were taken. 3_ After reviewing the color code for the NFB Canada Map (see "Color Code," p. 6), assign each group a vegetation region to research. When researching the varieties of plants and trees that make up the vegetation of each region, students should take into consideration climate, latitude, altitude, growing season, soil, fauna. Information should be collected and displayed on a copy of the NFB Canada Map (see Map f 3) which shows the meridians and parallels. Have students create symbols for: • Regions • Vegetation • Climate • Wildlife

Have each group transfer their material onto the NF6 Canada Map and give short oral presentations to the rest of the class. The various regions can be compared.

WDIOVISUAL RESOURCE Films: see VEGETATION section. Slides and filmstrips: see VEGETATION section.

24 ACTIVITES FOR SECONDARY STUDENTS

TRANSPORTATION^ RDIITK- Jhe Sf Lawrence Seaway / K/1/V6PUHIAIIUN HUUI tS, and the rai}way network

To examine the routes of the St. Lawrence Seaway and of the CN, CP and smaller railway companies. To describe their importance in transporting iron ore and wheat. BACKGROUNL See Maps #4 and #10 for routes of the CN and CP railways and of the St. Lawrence Seaway. Consult an atlas for routes of small, regional railway companies.

Canadian ports along the route of the St. Lawrence Seaway, the St. Lawrence River and the Atlantic Seaboard from which wheat and iron ore are shipped: Wheat Iron Ore American ports • Thunder Bay (Ontario) • Sault Ste. Marie (Ontario) • Ashtabula • Kingston (Ontario) • Hamilton (Ontario) • Duluth • Toronto (Ontario) • Port Colborne (Ontario) • Detroit • Sarnia (Ontario) • Thunder Bay (Ontario) • Cleveland • Port Colborne (Ontario) • Marathon (Ontario) • Erie • Prescott (Ontario) • Oshawa (Ontario) • Gary • Goderich (Ontario) • Contrecœur (Quebec) • Buffalo • Montreal (Quebec) • Sorel (Quebec) • Toledo • Trois-Rivières (Quebec) • Sept-lies (Quebec) • Milwaukee • Baie-Comeau (Quebec) • Pointe-Noire (Quebec) • Chicago • Port-Cartier (Quebec) • H avre-St-Pierre (Quebec) • Taconite Harbor • Halifax (Nova Scotia) • Sydney (Nova Scotia) Wheat producing region: • The Prairies Iron ore mining locations: • Wabush (Newfoundland - Labrador) • Schefferville (Quebec) • Carol Lake (Newfoundland - Labrador) • Sept-lies (Quebec) • Temagami (Ontario) • Mont Wright (Quebec) • Wawa (Ontario) • Fire Lake (Quebec) • Atikokan (Ontario) • Lac Jeannine (Quebec) • Bruce Lake (Ontario) • Port-Cartier (Quebec) • Sudbury (Ontario) • Pointe-Noire (Quebec) • Kirkland Lake (Ontario) • Queen Charlotte Islands (British Columbia)

Have students in groups consider the changing importance of water transportation in Canada and describe the various methods of overcoming natural obstacles. Ask students to speculate on alternatives to railway lines and the St. Lawrence Seaway. From the information on Map #10 have students locate on the NFB Canada Map the locks of the St. Lawrence Seaway and, as an exercise in scale, determine the distance between locks and the total distance that ships can travel inland. Have groups research iron ore mining locations and wheat producing areas and trace their transportation routes. Major cities and ports along the routes can be identified (see Map #2 and 10). NOTE: See the transportation themes for elementary students (pp. 14 and 15), for activities that can be adapted for secondary levels.

On the NFB Canada Map or on Map #4, 5, or 9 have students indicate shipping routes, port and lock locations and other information gathered.

Films: see TRANSPORTATION ROUTES section. Slide and filmstrips: see REGIONAL GEOGRAPHY section.

26 AUDIOVISUAL RESOURCES BY THEME

27 AUDIOVISUAL RESOURCES BY THEME

16 MM FILMS

For more complete film listings and for informa- tion on borrowing or purchasing 16 mm films please consult the National Film Board of Can- ada Catalogue with its new subject index called PRECIS, available free of charge from your near- est NFB office.

grade GENERAL, LANGUAGE ARTS, LIFESTYLES length code number level Adèle and the Ponies of Ardmore 13:48 106C 0184031 6-8 Beautiful Leonard island 23:45 106C0177 112 4-7 Corral 11:27 106B 0154001 4-12 Cosmic Zoom 8:00 106C 0168 104 4-12 Crée Hunters of Mistassini 57:53 106C0174001 7-12 Diary for a Place in Time 28:04 106C0181 063 7-12 Grain Elevator 15:53 106C 0181 056 5-9 Gurdeep Singh Bains 11:55 106C 0176307 4-7 Harvesting 9:48 106C0166032 4-12 Helicopter Canada 50:08 106C 0166028 4-12 Here Is Canada 28:14 106C 0172568 5-12 It's Just Better 15:23 106C 0182066 4-12 Jacks or Better 18:12 106C0182053 7-12 Julie O'Brien 18:52 106C 0181 038 4-12 Kevin Alec 16:28 106C 0176308 4-7 Labrador: Land Out of Time 27:50 106C0177282 8-12 Morning on the Lièvre 13:00 106C0161 024 4-12 The Netsilik Eskimo Today 17:49 106C 0172059 8-12 Northern Games 25:40 106C0181 545 4-9 November 9:30 106C 0370 101 4-12 Prairie Album 14:47 106C0179226 7-12 Qimmig - Canada's Arctic Dog 24:15 106C0179645 7-12 The Railrodder 24:47 106C0165062 4-12 Rice Harvest 11:40 106C0180052 6-12 Standing Alone 57:50 106C 0182058 7-12 Ted Baryluk's Grocery 10:19 106B 0182 010 6-12 The Umpire 17:00 106C0185 002 6-8 Unitas Fratrum - The Moravians in Labrador 26:13 106C0183077 8-12

28 76 MM FILMS

grade ARTISTS' PERCEPTIONS OF CANADA length code number level At wood and Family 29:39 106C 0185 021 9-12 Blackwood 27:48 106C 0176217 7-12 The Canadian Observer: An Introduction to Hugh MacLennan 25:22 106C 0185018 9-12 Crafts of My Province 12:32 106C0164041 7-12 Darts in the Dark: An Introduction to W.O. Mitchell 15:35 106C 0180 173 10-12 Earle Birney: Portrait of a Poet 53:09 106C0181 032 10-12 Eskimo Arlist - Kenojuak 19:49 106C 0164017 5-12 Great Days in the Rockies 11:07 106B 0183029 9-12 Harrison's Yukon 22:30 106C0179 154 7-12 Hugh MacLennan: Portrait of a Writer 57:31 106C 0182574 10-12 Images of the Wild 21:45 106C0178384 7-12 Images: Stone: B.C. 8:23 106C0177544 7-12 In Love and Anger: Milton Acorn-Poet 52:52 106C 0184063 9-12 The Jolifou Inn 10:17 106C 0155 018 5-12 Kurelek 10:07 106C 0166081 7-12 Our Kinda Talk: An Introduction to Margaret Laurence 23:30 106C0178927 10-12 Out on a Limb: An Introduction to Jack Hodgins 22:20 106C 0181 061 10-12 Painting a Province 22:27 106C0163009 7-12 Paul Kane Goes West 14:28 106C0172095 6-12 Sananguagat: Masterworks 24:51 106C 0174525 7-12 Ten Million Books: An Introduction to Farley Mowat 25:15 106C0181 014 6-12

The Railrocfder Blackwood

29 AUDIOVISUAL RESOURCES BY THEME

76 MM FILMS

grade EXPLORATION AND SETTLEMENT length code number level 64 000 000 Years Ago 11:25 106C 0181 054 4-12 Age of the Buffalo 14:00 106C0164047 4-12 Alexander Mackenzie - The Lord of the North 27:55 106C0164115 5-12 The Battle of Chateauguay 29:29 106C0178629 7-12 Beyond Ihe Frontier 22:35 106C0183612 8-12 Boomsville 10:12 106C0167064 4-12 David Thompson - The Great Mapmaker 28:00 106B0164 048 5-12 Family Down the Fraser 27:52 106C0178 547 4-6 First Winter 26:37 106C0181 018 4-12 The Forest 20:50 106B0165 108 6-12 Great Grand Mother 28:47 106C 0175 108 8-12 The Islanders 19:10 106C0174 155 8-12 The Last Voyage of Henry Hudson 27:51 106B0164 116 5-12 A Likely Story 17:05 106C 0177541 6-12 Northwest Passage 26:51 106C 0170005 8-12 The Other Side of the Ledger 18:17 106C 0172 130 5-12 Paul Kane Goes West 14:28 1 06C 01 72 095 6-12 The Ross Family Mystery 20:10 106C0180 109 4-7 Samuel de Champlain 14:43 106C0164 130 5-12 Settlement of the Western Plains 13:41 106B0165 120 8-12 Stefansson: The Arctic Prophet 15:56 106B0165 121 8-12 Viking Visitors to North America 22:55 106C 0179229 7-12 Ville-Marie 27:38 106C0165 128 8-12 The Vinland Mystery 28:59 106C0184030 6-12 A Visit from Captain Cook 15:22 106C 0180028 5-12 The 19:50 106C 0164032 5-8 The World Turned Upside Down 24:35 106C0185047 6-8

Paul Kane Goes West Images of the Wild

30 76 MM FILMS

grade FISHERIES length code number level The Atlantic Salmon 27:07 106C0178 501 5-12 Cries from the Deep 96:20 106C0181 616 7-12 Gulfstream 27:52 106C0181 032 7-12 North Pacific 26:43 106C0167 004 7-12 Oceans of Science 26:27 106C0174 544 7-12 Tomorrow Is Too Late 28:30 106C0174 545 7-12 Tomorrow's Salmon 24:45 106C0176 563 7-12 Trawler Fishermen 22:22 106C0166 117 7-12 Where the Bay Becomes the Sea 29:27 106C 0184 096 6-12 grade VEGETATION length code number level Above Ihe Timberline: The Alpine Tundra Zone 15:20 106C0160 004 7-12 Another Side of the Forest 20:00 106C0174 517 7-12 The Climates of North America 16:21 106C0162 004 7-12 Edge of the Barrens 13:40 106C0164 006 5-12 The Forest in Crisis 21:20 106C0181 010 7-12 Forest Regions of Canada 17:13 106C0166 150 7-12 High Arctic: Life on the Land 21:27 106C0158 035 5-12 Physiographic 1 18-19 min 9-12 Physiographic II (working titles - in production, scheduled release: 1985) 18-19 min 9-12 The Temperate Rain Forest 16:13 106C0183 002 6-12 •jiS&jËMÉ?

I* ^i \3ulBgnj 11 "^^S^^^^^^^^^^^^^^^BB •^llW ^T • ii I

Edge of the Barrens The Forest in Crisis

31 AUDIOVISUAL RESOURCES BY THEME

16 MM FILMS

grade RELIEF length code number level Canada: Landform Regions 15:08 106C0164031 7-12 The Canadian Shield - Saguenay Region 11:25 106C0164 155 7-12 Continental Drift 9:53 106C0168 107 7-12 Face of the Earth 17:02 106C 0175 109 5-12 Five Billion Years 7:07 106C0181 040 4-12 Glaciation 11:25 106C0165045 5-12 Physiographic I 18-19 min 9-12 Physiographic It (working titles - in production, scheduled release: 1985) 18-19 min 9-12 Temples of Time 26:45 106C 0373 006 5-12 grade CARTOGRAPHY length code number level The Contour Connection 27:30 106C0183569 7-12 Charting the Frozen Sea 25:05 106C0182025 8-12 David Thompson - The Great Mapmaker 28:00 106B0164048 8-12 Every Square Inch 23:25 106C0169507 8-12 To Make a Map 20:50 106C0177521 8-12

Above the Timberllne; The Alpine Tundra Zone Temples of Time

32 76 MM FILMS

grade WATER SYSTEMS length code number level The Great Clean-Up 52:10 106C 0176602 8-12 The Rise and Fall of the Great Lakes 16:40 1Û6C0168093 4-12 River (Planet Earth) 27:50 106C 0177519 5-12 St. Lawrence: Stairway to the Sea 96:17 106C 0182577 8-12 grade TRANSPORTATION ROUTES length code number tevel The Land That Devours Ships 58:15 106C 0184073 9-12 The Pacific Connection - Ties That Bound 22:46 106C0182063 7-12 Railroaders 21:22 106B 0158 008 The Rideau: Colonel By's Peaceable Waterway 20:30 106C0174 625 5-12 The Romance of Transportation in Canada 10:48 106C0153003 4-12 Seaway to the Heartland 29:47 106C0175700 5-12 Still in One Piece Anyway 15:40 106C 0175 003 5-12 The Story of the St. Lawrence Seaway 12:53 106C 0159008 5-12

North Pacific The Romance of Transportation in Canada

33 AUDIOVISUAL RESOURCES BY THEME

MULTI-MEDIA PRODUCTIONS (Slides and Filmstrips)

NFB multi-media products are distributed by: Mclntyre Educational Media Ltd. 30 Ketiield Street Rexdale, Ont. M9W 5A2 (416) 245-7800

For a complete listing of NFB multi-media products consult the National Film Board of Canada: Learning Resource Materials Catalogue available from Mclntyre.

ss = slide set cfs = captioned filmstrip fs = filmstrip sfs - sound filmstrip mmk = multi-media kit grade EXPLORATION AND SETTLEMENT type level Jacques Cartier's Voyage Series mmk 6-12 Lord Selkirk: The Colonizer cfs, Teacher's Guide 4-9 David Thompson cfs, Teacher's Guide 4-9 Life in the Western Canadian (1770-1870) 30 slides, Teacher's Guide 7-12 The Fur Trade to 1784 30 slides. Teacher's Guide 9-12 The Fur Trade Since 1784 30 slides, Teacher's Guide 9-12 Western Odyssey: 1881 40 slides, Teacher's Guide 4-9 With Franklin to the Top of the World (1825-1826) 40 slides, Teacher's Guide 9-12 Alexander Mackenzie: Nor'Wester (1764-1820) sfs 4-9 New France: Exploration and Growth 6 cfs, Teacher's Guides 5-9 Jacques Cartier Samuel de Champlain Sa i nte-Marie-among-the-Hu rons Jean Talon Frontenac La Vérendrye New France: Seigneurial Systems Series 5 cfs, Teacher's Guides The Story of New France 4-9 Seigneurs and Seigneuries The Habitants The Habitant and His Land The Habitant and His Home A Century of French Colonization in Canada 30 slides, Teacher's Guides 7-12 Fur Trade in Canada Series 6 sfs, Teacher's Guide 7-12 Trade for Furs: The Beginnings Coureurs de bois: New France and the Fur Trade Indian Middlemen: Natives in the Fur Trade Rendezvous at Fort William: The North West Company in the Fur Trade Amelia Douglas: Women in the Fur Trade Upper Fort Garry: The End of the Fur Trade

34 MULTI-MEDIA PRODUCTIONS (Slides and Filmstrips)

grade VEGETATION type level Canada's Forests mmk Canada's Forest Regions 4 Cfs, teacher's support material 6-9 Deciduous and Boreal Forests: A Comparison Coast and Montane Forests: A Comparison The Forest Economy Canadian Trees ss, 30 slides 6-9 Canadian Trees 10 slides, Teacher's Notes 4-9 Provincial Wildflowers 10 slides, Teacher's Notes 4-9 Canadian Wildflowers 10 cfs 4-9 grade FISHERIES type level Canada's Atlantic Fisheries Series 1 sts 1 cfs 4-10 British Columbia Salmon sfs 6-12 Whaling in the Canadian Arctic 30 slides, Teacher's Guide 7-12 Grand Manan Island: Weir Fishing cfs 6-12 Grand Manan Island: Lobster Fishing cfs 6-12

Canadian Witdilowers Canada's Atlantic Fisheries Series

35 AUDIOVISUAL RESOURCES BY THEME

MULTI-MEDIA PRODUCTIONS (Slides and Filmstrips)

grade GEOGRAPHY type level General Our Canada Series 4 sfs 4-9 Introduction to Native People Introduction to History Introduction to Geography Introduction to Government Regional Canadian Shield Series 5 cfs, Teacher's Guide 4-10 Introducing the Canadian Shield Mining in the Canadian Shield Forestry in the Canadian Shield Transportation in the Canadian Shield Hunting and Fishing in the Canadian Shield Series 3 cfs, Teacher's Notes 4-10 A Broader View The Plains The Shield Newfoundland: The Country Back of My Place 4 sfs, Teacher's Guide 6-10 My Land The Peatlands The Barrens The Forests Atlantic Canada Series 7 cfs, Teacher's Guide 4-10 Economy Geography Newfoundland Labrador New Brunswick Nova Scotia

Geography of British Columbia 6 sfsT Teacher's Guide 6-10 Landforms Population Patterns Forest Industry Mining Fishing Farming Alberta Geography 3 sfs, Teacher's Guide 4-8 Landscape of Alberta Alberta's Natural Resources Human Impact on the Landscape of Alberta

Geography of Quebec w 14 ss, Teacher's Guides 4-6 1. Bas Saint-Laurent-Gaspésie-ïles-de-la-Madeleine 2. Saguenay-Lac-Saint-Jean 3. Québec-Charlevoix 4. Beauce-Appalaches 5. Mauricie 6. Bois-Francs 7. Estrie 8. Montreal 9. Richelieu-Rive-Sud 10. Laval-Laurentides-Lanaudiere 11. Outaouais 12. Abitibi-Témiscamingue 13. Côte-Nord 14. Nouveau-Québec The Bruce Peninsula sfs 4-8 The Bruce Trail sfs 4-8

36 MULTI-MEDIA PRODUCTIONS (Slides and Filmstrips)

Urban Geography Urban Development in Central Canada to 1850 30 slides, Teacher's Guide 6-12 Thunder Bay: Gateway Between East and West 30 slides, Teacher's Guide 6-12 Winnipeg: The Growth of a City 1874-1914 30 slides, Teacher's Guide 6-12 Vancouver's Early Development 30 slides, Teacher's Guide 6-12 Halifax 1749-1849: Garrison into Metropolis 30 slides, Teacher's Guide 6-12 London, Ontario: A Case Study in Metropolitan Evolution 30 slides, Teacher's Guide 6-12 Calgary: Police Post to Oil Capital 30 slides, Teacher's Guide 6-12 Saint John: The City and its Poor (1783-1877) 30 slides, Teacher's Guide 6-12 Canadian Cities from the Air Series ss, Teacher's Notes 6-12 St. John's, Newfoundland Halifax, Nova Scotia Québec, Québec Montréal, Québec Ottawa, Ontario Toronto, Ontario Calgary, Alberta Vancouver, British Columbia Charlottetown, Prfnce Edward Island Saint John and Fredericton, New Brunswick Winnipeg, Manitoba Regina, Saskatchewan Edmonton, Alberta Victoria, British Columbia Yellowknife, , and Whitehorse, Yukon Canadian Cities Series 3 cfs 6-12 Port City: Halifax Railway City: Winnipeg Timber City: Vancouver Map Skills Map Skills Series 4 cfs, Teacher's Guide 4-9 Introduction to Maps Introducing Map Scale Map Orientation Introduction to the Topographical Map Outline Maps Series 4 fs (trace maps) 4-9 Outline Maps of Canada The Americas Europe and Africa Asia and Australia Relief Glaciation mmk Glaciers 2 cfs, 20 slides, Glacial Landforms Teacher's Guide 7-12 Glaciation (ss) Canada's Physiographic Regions 20 slides, Teacher's Guide 7-12

37 AUDIOVISUAL RESOURCES BY THEME

MULTI-MEDIA PRODUCTIONS (Slides and Filmstrips)

grade CANADIAN ARTISTS type level

Artists of Canada Series 11 cfs( Teacher's Notes 7-12 Cornelius Krieghoff Alfred Pellan Artists of Pacific Canada David Milne Emily Carr Homer Watson Lawren S. Harris The Group of Seven Paul-Emile Borduas Jean-Paul Riopelle James Wilson Morrice Gerald Roach - A Maritime Painter sfs 7-12 Alex Colyille - Realist Painter sfs 7-12 Joyce Wieland - Artist in Many Media sfs 7-12 Goodridge Roberts - Painter sfs 7-12 Peter Pitseoiak - Image Maker sfs 7-12 Through Artists' Fyes - War Art in Canada 30 slides, Teacher's Guide 6-12

Corneiius Krieghoff Artists of Pacific Canada

3B MULTI-MEDIA PRODUCTIONS (Slides and Filmstrips)

grade CANADIAN WRITERS type level Pauline Johnson - Poet sfs 7-12 Margaret Laurence - A Sense of Place sfs 7-12 W.O. Mitchell - The Magic Lie sfs 7-12 George Ryga - Novelist/Playwright sfs 7-12 Susanna Moodre: English Winds, Canadian Currents sfs 7-12 Mordecai Richler - The Writer and His Roots sfs 7-12 Lucy Maud Montgomery - Those Cavendish Years sfs 7-12 Bill Freeman - Shanîymen of Cache Lake/ First Spring on the Grand Banks sfs 3-6 Christie Harris - Mousewoman and Porcupine Hunter sfs 3-6 Margaret Laurence - The Olden Days Coat sfs 3-6 Farley Mowat - Owls in the Family sfs 3-6

Susanna Moodie: English Winds, Canadian Currents Farley Mpwat — Owls n the Family

39 NATIONAL FILM BOARD OFFICES IN CANADA

Atlantic Region: 315 King Street West. Ste. 3 Prairie Region: Regional Office Sherbrooke, Quebec J1H 1R2 Regional Office 1572 Barrington Street Office: (819) 565-4915 245 Main Street Halifax, Nova Scotia B3J 1Z6 Film Library: (819) 565-4931 Winnipeg, Manitoba R3C 1A7 Office: (902) 426-6000 Room 502. Pollack Building Office: (204) 949-4129 Film Library: (204) 949-4131 Film Library: (902) 426-6001 140 St. Antoine Street Sydney Shopping Mall Trois-Rivieres, Quebec 222 1st Street S.E. Prince Street G9A 5N6 P.O. Box 2959. Station M Sydney. Nova Scoïia B1P 5K8 Office: (819) 375-5714 Calgary. Alberta T2P 3C3 Telephone: (902) 564^7770 Film Library: (819) 375-5811 Office: (403) 231-5338 Film Library: (403) 231-5414 Terminal Plaza Building 42 Mgr. Rhéaume East 1222 Mam Street Rouyn. Quebec J9X 3J5 Centennial Building Moncton, New Brunswick Telephone: (819) 762-6051 10031 - 103rd Avenue E1C 1H6 Edmonton, Alberta T5J OG9 Telephone: (506) 857-6101 Ontario Region: Office: (403) 420-3012 Regional Office Film Library: (403) 420-3010 7 Market Square Mackenzie Building Saint John, New Brunswick 1 Lombard Street Suite 111 E2L 1E7 Toronto, Ontario M5C 1J6 2001 Cornwall Street Telephone: (506) 648-4996 Office: (416) 369-4094 Regma. Saskatchewan Film Library: (416) 369-4093 S4P 2K6 202 Richmond Street Telephone: (306) 780-5012 Charlottetown, P.E.I, C1A 1J2 First Place Hamilton Telephone: (902) 892-6612 10 West Avenue South 424 - 21 sl Street East Hamilton, Ontario L8N 3Y8 Saskatoon. Saskatchewan Building 205 Telephone: (416) 523-2347 S7K OC2 Pteasantville Office: (306) 975-4246 St John's. Newloundland New Federal Buitding Film Library: (306) 975-4245 A1A 1S8 Clarence Street Telephone: (709) 772-5005 Kingston, Ontario K7L 1X0 Pacific Region: Office: (613) 547-2470 Regional Office: 10 Mam Street Film Library: (613) 547-2471 Compr Brook. Newfoundland 1161 West Georgia Street A2H 1C1 Suite 205 Vancouver, British Colombia Telephone: (709) 637-4499 659 King Street East V6E 3G4 Kitchener. Ontario N2G 2M4 Office: (604)666-0718 Quebec Region: Office: (519) 743-2771 Film Library: (604) 666-0716 Regional Office Film Library (519) 743-4661 Complexe Guy-Favreau 545 Quebec Street 200 Dorchester Blvd. West 366 Oxford Street East Prince George, B.C. V2L 1W6 East Tower, Room 102 London. Ontario N6A 1V7 Telephone: (604) 564-5657 Telephone: (519) 679-4120 Montreal. Quebec H2Z 1X4 811 Wharf Street Telephone: (514) 283-4823 195 First Avenue West Victoria. B.C. V8W 1T2 72 Cartier Street West North Bay. Ontario P1B 3B8 Office: (604) 388-3869 Chicoutimi. Quebec G7J 1G2 Telephone: (705) 472-4740 Film Library: (604) 388-3868 -Telephone: (418) 543-0711 910 Victoria Avenue 350 St. Joseph Street East Thunder Bay. Ontario Quebec. Quebec G1K 3B2 P7C 1B4 Office: (418) 648-3176 Telephone: (807) 623-5224 Film Library (418)648-3852 National Capital: 124 Vimy Street 150 Kent Street. Suite 642 Rimouski. Quebec G5L 3J6 Ottawa. Ontario K1A OM9 Office (418) 722-3088 Office- (613) 996-4863 Film Library (418) 722-3086 Film Library (613) 996-4861

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