Grade 5 Unit

Columbia Connections Curriculum Project Grade 5 Unit

Columbia Connections Curriculum Project

Grade 5 Unit A Road of Memories

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

Table of Contents

Pre-Assessmen ……………………………………………………………………………….. i

A Road of Memories (story) ………………………………………………………………….1-5 Dictionary ……………………………………………………………………………………. 6

Relating Text Information to a Map …………………………………………………………. 7-8 Relating Text Information to a Map – Answer key ………………………………………….. 7a-8a World Map …………………………………………………………………………………… 9

Canada Map ………………………………………………………………………………….. 10

West Kootenay Region Map …………………………………………………………………. 11 West Kootenay Region Map teachers copy ………………………………………………….. 11a Finding Directions on a Map …………………………………………………………………. 12 Finding Directions on a Map (answer sheet) …………………………………………………. 12a The History of Our Area - Timeline (teacher's preview of activity) ………………………….. 13 The History of Our Area – Timeline ………………………………………………………….. 14 The History of Our Area - Timeline (answer sheet) ………………………………………….. 14a Kilometre Run: Scale and Direction ………………………………………………………….. 15 West Kootenay Region Map ………………………………………………………………….. 16 Using a Map Grid to Describe Position ………………………………………………………. 17-18 Using a Map Grid to Describe Position (answer sheet) ………………………………………. 17a-18a Voyage to Trail Creek Game …………………………………………………………………. 19 World Map (gameboard) ……………………………………………………………………… 20

World Map Game Cards ………………………………………………………………………. 20a-b Create a Post Card ……………………………………………………………………………… 21 Postcard Criteria (teacher) ……………………………………………………………………… 21a

Sketch Map (Extension Activity) ……………………………………………………………… 22 Sketch Map (Extension Activity) (Teacher's Guide) …………………………………………... 22a Criterion Referenced Test ……………………………………………………………………… I-V Criterion Referenced Test (answer sheet) ……………………………………………………… Ia-Va

Resources ………………………………………………………………………………………. Appendix

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

PRE-ASSESSMENT

A. What is an immigrant?

______

B. Name the provinces and territories of Canada

______

C. Name the rivers that were important to the growth of our area.

______

D. Why do you think Rossland was so important to the growth of Trail, Beaver Valley and Castlegar?

______

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

A ROAD OF MEMORIES

Today Miss Hendricks asked each of us to document the life of an older person who immigrated to Canada and be prepared to share what we learned with other members of the class. I knew exactly who I was going to get my information from. After school, I ran home checking in with my mom before heading off to visit my great-grandparents who told such wonderful stories of the "good o1' days".

My great-grandparents were just sitting down to their afternoon tea and cookies when I arrived and excitedly told them about my assignment. We settled in their comfortable living room and Great-grandfather and Great- grandmother relived their younger days.

Life for Great-grandfather and his young bride, my 90 year old Great-grandmother Delia, was hard in Italy. After many discussions, it was decided that they would emigrate to western Canada where they had cousins and where they hoped to make a better life for themselves. S.S. Nasookin "It was very sad saying good-bye to my only brother," my Great- grandmother recounts. "He took us to board me ocean liner Grampion at the port of Amsterdam, and we headed west across the Atlantic Ocean. When we arrived in Quebec City one week later, we boarded the Canadian Pacific Railway which brought us as far as Image Courtesy BC Archives I-60920

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

Kootenay Landing in British Columbia. After arriving at Kootenay Landing, we travelled on the S.S. Nasookin, a sternwheeler, up Kootenay Lake to Nelson. In Nelson, we boarded a train to Castlegar. I was very weary when I got off the last train in Trail. Neither of us spoke English and we had to find shelter. It was very hard.

Thanks to the discovery of gold and copper deposits surrounding Rossland in the 1890's, Great-grandfather told of how employment was easy to find in the early 1900's in Trail. Two men named Eugene Topping and Frank Hanna hoped mining in Rossland would be profitable and purchased land at the mouth of Trail Creek on the Columbia River at what was then called Trail Creek Landing. They divided the land into town lots. They hoped that they could get wealthy by selling the lots. The Rossland mines proved to be very rich in gold and copper ore and the lots in the Trail Creek town site sold quickly in 1895.

Rossland became the premier mining centre in North America. In 1895, Topping was really lucky and sold some of his land to F.A. Heinze. Heinze wanted to build a smelter just above the Trail Creek town site. The smelter would treat the ore from Rossland and it would be shipped to markets outside the Kootenays using railroad or river transportation. The smelter was sold and then came to be called Consolidated Mining and Smelting Company of Canada (CM&S) and is now known as Cominco. People came from all over looking for jobs. The city we now know as Trail was born. This area was busy with mining in Rossland and smelting in Trail. There were trains that ran daily between the two towns.

"By the time your great-grandmother and I arrived in 1928, jobs were not so easy to find. We rented a crude shack. I had difficulty finding work. We survived because I fished in the mighty Columbia River and hunted grouse by Sheep Creek. We would go down to the river and wade out to get logs that were floating by, haul them home and chop them. They would dry and we would use them to keep us warm in the winter. It was the Depression and instead of having people on relief the government made me and other men work at Oasis or up by China Creek where we widened the road between Trail and Castlegar. We worked with pick and shovel for our food plus ten cents a day. I was thankful.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

In we were so got a 1934, excited. I got a job on the CM&S Farm in Warfield. The workers got free milk. The CM&S Company believed that drinking milk would reduce the danger of the bad effects of lead dust. The pollution from the smelter was horrible in those days and breathing in lead dust could cause poor health. But me, I was happy. We had a family and I was quite comfortable with the English language. There were no conveniences of today. No electricity for our shack until later; we used gas lamps, had an outdoor toilet, and water for indoor use came from a well.

CM&S Farm in Warfield

Image courtesy BC Archives B-05032

Time passed and our family grew. I changed jobs and became a labourer in the lead refinery at CM&S. It was back-breaking work in poor working conditions; but we had money. Unfortunately, the air was so bad that the children were often sick. Small communities about 30 kilometres outside of Trail were springing up. It was 1946 and Delia and I discussed moving east to Beaver Valley or Columbia Gardens or north to the newly established Village of Castlegar.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

We chose Castlegar. It has real history, too. We purchased the very home we are in today. Across the river at Brilliant were immigrants from a part of Russia. They called themselves Doukhobors; they were peace loving, hard working people. They began coming to this area in 1912. Years ago, they cleared land for their farms and grew fruit and vegetables so they could keep their traditional vegetarian diet. Work was very hard. It was all hand labour using basic tools like axes, hand-saws and shovels. Some of Great Grandfather working in the lead furnaces Image Courtesy BC Archives I-28336 the wood cleared from the land was put on barges of logs tied together with wires and floated down the Columbia River to be sold to CM&S in Trial to fire the lead furnaces. That’s the area where I worked.

Image Courtesy BC Archives D-07005

Our old neighbours, the Silva family, were Portuguese descent from the country of Portugal. They came looking for a better life, too. I remember Mr. Silva telling us that they first arrived in Montreal and then came to the Nelson area to work for the Canadian Pacific Railway. He then took a job in the construction trade. Good people, salt of the earth folks!

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

We had good times. We would picnic at Syringa Creek. On special occasions like Labour Day, we would get on the passenger Wains and head to Nelson.The family always looked forward to these holidays. By 1950, passenger rail travel in the Kootenays came to an end because highways were improving and we bought our first car. What excitement!"

Our family takes the train to Nelson Image Courtesy BC Archives C-00577

Great-grandfather then stopped and thought for a moment. He continued by describing how important the Columbia River was to this area. “The Columbia River has been a major force here. It has always been respected, if not feared, by the people of our area. It became dangerous and destructive when its flood waters rose each spring. But, the river also gave us a natural playground in all other seasons. We would swim, fish and boat on the river. Oh, yes, I remember huge floods in 1948 and in 1961. Remember, Delia? Today, the Columbia is controlled by a series of dams and the annual spring flooding is not such a danger.

Ah, son, this is a wonderful country that gave us old people a good life - it fulfilled our hopes and allowed us to dream."

As I left my great-grandparents' home, I thought that tomorrow my classmates would be impressed. Miss Hendricks had asked us to The Mighty Columbia River document the life of an older person who immigrated to Canada. Image Courtesy BC Archives I-33431 I had stories to tell of two very special people who had opened my eyes to the colourful history of the Columbia River area.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit DICTIONARY

Keep a list of words related to our unit. Write a simple definition for each word. Where appropriate, illustrate the word.

Word Definition

______

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

NAME______RELATING TEXT INFORMATION TO A MAP

You will need the story, "A Road of Memories ", an atlas, and the following three maps: • a world map • a map of Canada • and a map of our area to answer the following questions.

The Earth is made up entirely of land and water. The largest areas of land are called continents. The largest areas of water are called oceans.

1. In our story, some of the immigrants to our area came from Italy and Portugal. These countries form part of the continent of Europe. Label the continent of Europe on your world map.

2. Some of the immigrants who settled in the Castlegar area originally came from Russia on the continent of Asia. Asia is the world's largest continent. Label Asia on the map.

3. Great-grandmother and Great-grandfather left Amsterdam, a city in the Netherlands on the continent of ______. They went across the Atlantic Ocean and came to the continent of North America. Label the Atlantic Ocean and North America on the map.

4. In North America, find Canada. Label Canada.

You will now need to use the map of Canada and an atlas to do questions 5 and 6.

5. Using an atlas, list all the provinces from east to west that Great-grandfather and Great-grandmother may have seen as they entered the Gulf of the St. Lawrence River on the Grampion, arrived at the port in Quebec, and then headed west on the train before reaching Kootenay Landing.

1. ______2. ______

3. ______4. ______

5. ______6. ______

7. ______8. ______

9. ______

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

6. On the map, label the province the Great – Grandparents immigrated to.

7. A map’s legend explains the meaning of the important symbols on the map. Another term for map legend is key. Why is this a good term?

______

8. Maps have symbols that stand for something. A map is a symbol of areas of the earth and on any map there are symbols for cities, rivers, mountains – depending on the type of map it is.

Many maps contain line symbols. Some lines represent natural routes, such as rivers. Other lines represent “people – made” routes, such as roads, highways, or borders. Maps can also include point symbols. The most common points represent cities or towns.

Using the map of our area, complete the following exercise.

a. On the map, name the cities represented by points 1 to 4. b. On the map, name the river or creek represented by line 5. c. Write the symbol used for railroad track: ______d. Complete the map legend to show the meaning of the other different lines and points.

9. All maps have titles that explain what the map is about. Give each of the three maps a suitable title.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

NAME ANSWER SHEET

RELATING TEXT INFORMATION TO A MAP

You will need the story, "A Road of Memories ", an atlas, and the following three maps: • a world map • a map of Canada • and a map of our area to answer the following questions.

The Earth is made up entirely of land and water. The largest areas of land are called continents. The largest areas of water are called oceans.

1. In our story, some of the immigrants to our area came from Italy and Portugal. These countries form part of the continent of Europe. Label the continent of Europe on your world map.

2. Some of the immigrants who settled in the Castlegar area originally came from Russia on the continent of Asia. Asia is the world's largest continent. Label Asia on the map.

3. Great-grandmother and Great-grandfather left Amsterdam, a city in the Netherlands on the continent of Europe. They went across the Atlantic Ocean and came to the continent of North America. Label the Atlantic Ocean and North America on the map.

4. In North America, find Canada. Label Canada.

You will now need to use the map of Canada and an atlas to do questions 5 and 6.

1. NOVA SCOTIA 2. PRINCE EDWARD ISLAND

3. NEW BRUNSWICK 4. QUEBEC

5. ONTARIA 6. MANITOBA

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

7. SASKATCHEWAN 8. ALBERTA

9. BRITISH COLUMBIA

6. On the map, label the province the Great – Grandparents immigrated to.

7. A map’s legend explains the meaning of the important symbols on the map. Another term for map legend is key. Why is this a good term? ANSWERS WILL VARY

______

8. Maps have symbols that stand for something. A map is a symbol of areas of the earth and on any ma there are symbols for cities, rivers, mountains – depending on the type of map it is.

Using the map of our area, complete the following exercise.

e. On the map, name the cities represented by points 1 to 4. f. On the map, name the river or creek represented by line 5. g. Write the symbol used for railroad track: ______h. Complete the map legend to show the meaning of the other different lines and points.

9. All maps have titles that explain what the map is about. Give each of the three maps a suitable title.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

WORLD MAP Page 9

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

Finding Directions On a Map

If you wanted to arrive at a certain location, you have to know which way to go. The four main direction are north, south, east and west. These are called cardinal directions. The easiest way to find the cardinal directions on a map is to look for the compass rose. The compass rose will look something like this:

↑ W← →E ↓ S On most maps, north is toward the top of the map. But, north is not always toward the top of the map. So it is important to find the directions arrow on any map before you try to use it. Once you know where north is on a map, you can easily find south, east, and west. South is opposite north. East is to the right of north. West is the left of north.

Sometimes, we need to know a direction that falls between the cardinal directions. These are called intermediate directions.

Intermediate directions Northeast (NE) - between north and east Northwest (NW) - between north and west Southeast (SE) - between south and east Southwest (SW) - between south and west

Fill in the compass rose with the missing cardinal and intermediate directions. N a. ______a c b. ______c. ______e. ______d. ______f. ______e f

b d

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit Finding Directions On a Map

If you wanted to arrive at a certain location, you have to know which way to go. The four main directions are north, south, east and west. These are called cardinal directions. The easiest way to find the cardinal directions on a map is to look for the compass rose. The compass rose will look something like this:

Sometimes, we need to know a direction that falls between the cardinal directions. These are called intermediate directions.

Intermediate directions Northeast (NE) - between north and east Northwest (NW) - between north and west Southeast (SE) - between south and east Southwest (SW) - between south and west

Fill in the compass rose with the missing cardinal and intermediate directions. N e. NORTHWEST a c b. SOUTHWEST c. NORTHEAST e. WEST d. SOUTHEAST f. EAST e f

b d

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

THE HISTORY OF OUR AREA – TIMELINE TEACHER’S PREVIEW OF ACIVITY

• Learn to put experiences and events in order of time. • Understand and make sample timelines.

A. The sentences on the following page describe some of the key events that make up the history of our area. Using the story, “A Road of Memories”, students will find the year the events occurred. Then number the years in chronological order to tell our history. B. Secondly, students will cut each strip out and glue the strips in order to make a timeline showing the order these vents occurred. Included is a blank sheet for students to complete this activity. C. Lastly, students will give their timeline a good title.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

THE HISTORY OF OUR AREA – TIMELINE

Chronological Year Order

The last time the Columbia River floods before the dams were built.

A year during the Depression. Many people were out of work.

Rossland prospers. Birth of Trail

CM&S gives employees free milk.

1890 Gold and copper were discovered on the face of Red Mountain in Rossland.

The Columbia River floods two years after the great-grandparents moved to Castlegar.

Passenger rail travel in the Kootenays comes to an end.

Doukhobors, who were originally from Russia, arrive in the Castlegar area.

The village of Calstlegar is established.

Today, the Rossland, Trail, Beaver Valley and Castlegar areas flourish.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

THE HISTORY OF OUR AREA – TIMELINE ANSWER KEY

Chronological Order Year

9 1961 The last time the Columbia River floods before the dams were built.

4 1928 A year during the Depression. Many people were out of work.

2 1895 Rossland prospers. Birth of Trail

5 1934 CM&S gives employees free milk.

1 1890 Gold and copper were discovered on the face of Red Mountain in Rossland.

7 1948 The Columbia River floods two years after the great-grandparents moved to Castlegar.

8 1950 Passenger rail travel in the Kootenays comes to an end.

3 1912 Doukhobors, who were originally from Russia, arrive in the Castlegar area.

6 1946 The village of Calstlegar is established.

10 Today’s Today, the Rossland, Trail, Beaver Valley and Castlegar areas flourish. Date

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

KILOMETRE RUN SCALE AND DIRECTION

IRP: Compare actual length of a block or a Kilometre, with that shown on a large scale map.

Need: • mark 1 km off in school yard • map of Greater Trail area and Castlegar area • map of British Columbia • map of Canada, optional

1. Measure out a route around the perimeter of the school yard that totals 1 kilometre. Have students run around the route.

2. On the wall map of the area determine how far a kilometre is. Total the distance run by all the students (i.e., 28 students in the class = 28 km run) and determine how far the class ran on the map using the distance scale on the map.

3. Using the map of British Columbia, ask students to determine the distance the class ran across the province. Estimate the distance across the province. .

4. Extend the activity by using a map of Canada to estimate the distance across Canada.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

NAME______

USING A MAP GRID TO DESCRIBE POSITION

The straight lines that cross or intersect on a map form a geographic grid. They make it easier to locate places on the map.

Use the grid to answer the following questions.

1. Find the places Great-grandfather and Great-grandmother passed through on their way from Kootenay Landing to Trail. Beside each place, state the grid position. a. Renata ______b. Nelson ______c. Robson ______d. Castlegar ______e. Trail ______

2. Using the grid co-ordinates, describe the position of:

a. The town in I 8 is ______b. the town in E 5 is ______c. the town in C 1 is______

3. Use the map grid to describe the position of a. Syringa Creek ______b. Kootenay Bay ______c. Deer Park ______

4. If you live in Castlegar are you closer to Syringa Creek or Trail?

______

5. a. If you are traveling from Trail to Castlegar you would be traveling in which cardinal direction?

______b. To Travel from Kootenay Bay to Pilot Bay you would be traveling in which cardinal direction? ______

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

6. Name the intermediate directions on the compass rose if you were traveling from:

a. Castlegar to Nelson ______b. Trail to Rossland ______

7. a. Balfour is ______of Nelson. b. Deer Park is ______of Syringa Creek.

8. The railroad tracks between Rossland and Castlegar pass through the following grids:

______

9. A bay is part of a sea or lake extending into the land. Describe the grid position of:

• Kootenay Bay ______• Crawford Bay ______• Pilot Bay ______

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

NAME ANSWER KEY

USING A MAP GRID TO DESCRIBE POSITION

The straight lines that cross or intersect on a map form a geographic grid. They make it easier to locate places on the map.

Use the grid to answer the following questions.

1. Find the places Great-grandfather and Great-grandmother passed through on their way from Kootenay Landing to Trail. Beside each place, state the grid position. f. Renata A5 g. Nelson G5 h. Robson D4 i. Castlegar D4 j. Trail D2

2. Using the grid co-ordinates, describe the position of:

d. The town in I 8 is Balfour e. the town in E 5 is South Slocan f. the town in C 1 is Rossland

3. Use the map grid to describe the position of d. Syringa Creek B5 e. Kootenay Bay J8 f. Deer Park B5

4. If you live in Castlegar are you closer to Syringa Creek or Trail? Syringa Creek

5. a. If you are traveling from Trail to Castlegar you would be traveling in which cardinal direction? North b. To Travel from Kootenay Bay to Pilot Bay you would be traveling in which cardinal direction? South

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

6. Name the intermediate directions on the compass rose if you were traveling from: a. Castlegar to Nelson northeast b. Trail to Rossland southwest

7. a. Balfour is northeast of Nelson. b. Deer Park is northwest of Syringa Creek.

8. The railroad tracks between Rossland and Castlegar pass through the following grids:

C1 D1 D2 D3 D4

9. A bay is part of a sea or lake extending into the land. Describe the grid position of:

• Kootenay Bay J8 • Crawford Bay K8 • Pilot Bay J8

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

VOYAGE TO TRAIL CREEK GAME (Culminating Activity)

2 to 4 players

Object: The object of the game is to use the direction cards to travel ocean from Italy in order to arrive at Trail Creek Landing.

Equipment • Gameboard (grid map of world) • set of direction cards • marker for each player

Preparation for Teacher: • Teacher will need to photocopy game board and direction cards. Cut cards

Preparation for Players: • Place the board on table between players. • Shuffle the game cards and place them face down in a pile. • All players begin in Italy. In turn, players take a card and read its directions. Each player may choose to follow the directions on the card, or remain in the same spot until the next turn. Used game cards are to be placed in a separate pile to be shuffled and reused when the original pile is depleted. If a player cannot move as directed, the card is placed in the used pile and a new card is drawn. • The first player to reach Trail Creek Landing (dot on map) wins.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

Move Move Move 1 Space 1 Space 2 Space NORTH EAST SOUTH

Move Move Move 1 Space 1 Space 2 Space WEST EAST SOUTH

Move Move Move 1 Space 1 Space 1 Space WEST NORTH WEST

Move Move Move 1 Space 2 Space 1 Space SOUTHWEST EAST WEST

Move Move Move 1 Space 1 Space 1 Space SOUTH NORTH WEST

ONE FREE Move Move MOVE in any 1 Space 1 Space direction of your choice SOUTH WEST

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

Move Move Move 1 Space 1 Space 2 Space SOUTHEAST WEST SOUTHWEST

MISS Move Move ONE 1 Space 1 Space TURN WEST NORTHEAST

MISS Move Move ONE 2 Space 1 Space TURN WEST NORTHEAST

ONE FREE Move Move MOVE in any 2 Space 1 Space WEST NORTHWEST direction of your choice ONE FREE Move Move MOVE in any 1 Space 1 Space direction of your SOUTHWEST NORTHWEST

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

CREATE A POSTCARD (Student Criteria)

Materials: • Atlas • Story, “A Road of Memories” • One 5 ½” x 8 ½ piece of lined paper • One 9” x 12” piece of white construction paper • Glue • One 2” square of white paper • Coloured pencils • Pinking shears Steps: 1. Pretend that you have left your home in Italy to start a new life in Trail Creek Landing, just like great-grandmother and great-grandfather. 2. Write a post card to your family or a friend in Italy to tell them about your journey across the ocean and the hardships and experiences that your endured in getting to Trail Creek Landing after arriving in Quebec. Criteria: Describe your journey with as much detail as you can. Include information about

• How long the journey took • Your methods of transportation • The direction you traveled • Food • Sights you saw (include geographical features – i.e., Oceans, Great Lakes, Prairies, Mountains) • The job you find in your new land • Your housing where you live • Weather

Proofread and edit your information. Then copy it onto the 51/2'' x 81/2'' sheet of paper.

Glue the note onto the left hand piece of construction paper.

Write the person's name and address on the right half of the postcard.

Create a stamp on the small piece of paper. Draw a picture to show some of the Columbia River Basin. Include the cost of the stamp. Use pinking shears to trim the edges to resemble a stamp. Glue the stamp on the upper right corner of your post card.

On the other side of the post card, draw and colour a scene from part of your journey.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

POSTCARD CRITERIA- TEACHER (Evaluation)

Criteria for Postcard Project:

• Students will demonstrate an understanding of - why immigrants came to Canada - the challenges they faced - their contributions to Canada - the relationships between development of communities and their available natural resources - the major physical features of Canada - world geography

• Students will relate experiences to geographical area.

• Events will appear in logical sequence.

Suggestion: Create a structured criteria form.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

NAME______

SKETCH MAP (Student Criteria)

1. Draw a sketch map of the area that we are studying in the Columbia River Basin

2. Include the following: • Title • Compass Rose • Legend

3. Show the following: • Kootenay River • Columbia River • Lower Arrow Lake • Nelson • Rossland • Kootenay Lake • Trail • Castlegar • Kootenay Landing

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

SKETCH MAP - TEACHER'S GUIDE (Extension Activity)

1. Draw a sketch map of the area that we are studying in the Columbia River Basin.

2. Include the following: • Title • Compass Rose • Legend

3. Show the following: • Kootenay River • Columbia River • Lower Arrow lake • Nelson • Rossland • Kootenay Lake • Trail • Castlegar • Kootenay Landing

Note to teacher: Discussion prior to this assignment.

Students must include a legend and use appropriate symbols to indicate cities, etc.

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

A. Look at the above map of Canada. Write the name of the province of each corresponding number.

1. ______2. ______

3. ______4. ______

5. ______6. ______

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

7. ______8. ______

9. ______

______9 marks

B. Write the definition for the following (1 mark each):

1. legend ______

______

2. geographic grid ______

______

3. symbols ______

______

4. compass rose ______

______

5. bay ______

______

______5 marks

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School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

WEST KOOTENAY REGION

C. All the information you need is on the map.

1. Which river, city, or lake is indicated by the letters on the map?

a. ______b. ______

c. ______d. ______

______4 marks

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2. Find the symbol on the map that is used to show the following: School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

a. railway ______b. river ______

c. city or town ______

______3 marks

d. Now, complete the legend to make the map readable.

______3 marks

3. Fill in the blanks: a. Where do the Slocan River and the Kootenay River meet?

______

b. What is the most northern city on the map? ______

c. What is the most southern city on the map? ______

d. Name the directions on the compass rose if you are traveling from:

i) Kootenay Landing to Rossland ______ii) South Slocan to Ainsworth ______iii) Deer Park to Syringa Creek ______

e. Use intermediate directions to compare two cities (for example, southwest of Procter):

i) Robson is ______of Rossland ii) Deer Park is ______of Balfour iii) Kootenay Landing is ______of Renata

______9 marks

Page IV

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

4. Use the geographical grid to answer the questions. Beside each place, describe the grid position:

a. Robson ______b. Renata ______

c. Procter ______d. Pilot Bay ______

______4 marks

5. Cloze Activity

The Great-grandparents left Italy. They traveled to the coastal city of Amsterdam in the

Netherlands. The Netherlands and Italy are on the continent of ______. They went

across the ______Ocean and came west to the continent of ______.

They continued to travel west and arrived in Trail where they found work thanks to the discover of the following ore deposits/resources: ______and ______. They

eventually settled in the Castlegar area and met friends who originally came from Russia on the

continent of ______.

______6 mark

Good luck! Be sure to check your work over carefully.

Page V

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

1. Nova Scotia 2. British Columbia 3. Manitoba 4. Prince Edward Island 5. Saskatchewan 6. Ontario

Page Ia

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

7. Alberta 8. New Brunswick

9. Ontario

______9 Marks

B. Write the definition for the following (1 mark each):

6. legend ______

______

7. geographic grid ______

______

8. symbols ______

______

9. compass rose ______

______

10. bay ______

______

______5 marks

Page IIa

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

WEST KOOTENAY REGION

C. All the information you need is on the map.

2. Which river, city, or lake is indicated by the letters on the map?

a. Kootenay Lake b. Nelson

c. Castlegar d. Trail

______4 marks Page IIIa

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

2. Find the symbol on the map that is used to show the following:

a. railway ______b. river ______

c. city or town ______

______3 marks

d. Now, complete the legend to make the map readable.

______3 marks

3. Fill in the blanks: a. Where do the Slocan River and the Kootenay River meet?

South Slocan

b. What is the most northern city on the map? Ainsworth

c. What is the most southern city on the map? Rossland

d. Name the directions on the compass rose if you are traveling from:

iv) Kootenay Landing to Rossland southwest v) South Slocan to Ainsworth northeast vi) Deer Park to Syringa Creek southeast

e. Use intermediate directions to compare two cities (for example, southwest of Procter):

iii) Robson is northeast of Rossland iv) Deer Park is southwest of Balfour Kootcnay Landing is southeast of Renata

______9 marks Page IVa

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

4. Use the geographical grid to answer the questions. Beside each place, describe the grid position:

a. Robson ______b. Renata ______

c. Procter ______d. Pilot Bay ______

______4 marks

5. Cloze Activity

The Great-grandparents left Italy. They traveled to the coastal city of Amsterdam in the

Netherlands. The Netherlands and Italy are on the continent of Europe. They went

across the Atlantic Ocean and came west to the continent of North America.

They continued to travel west and arrived in Trail where they found work thanks to the discover of the following ore deposits/resources: gold and copper. They

eventually settled in the Castlegar area and met friends who originally came from Russia on the

continent of Asia.

______6 marks

Page Va

School District #20 (Kootenay-Columbia) Columbia Connections Curriculum Project Grade 5 Unit

RESOURCES

Castlegar News. Thursday, September 23, 1971.

Forbes, Jamie, Historical Portraits of Trail. Trail, Trail City Archives, 1980.

Trail B.C. A Half Century 1901-1951. Trail, Trail Golden Jubilee Society, 1980.

Trail of Memories, Trail, B.C. 1895-1945. Trail, Trail History & Heritage Committee, 1997.

Turnbull, Elsie, Trail ... An Invitation to History. Trail, Trail City Archives, 1961.

www.bcarchives, gov.be, ca/index .htm

Appendix

School District #20 (Kootenay-Columbia)