HERITAGE CHRISTIAN ONLINE SCHOOL

The Canadian Railway & The Underground Railway

Grade 5 Social Studies Kit
Aimee Imbeau B. Ed. 8/15/2008

This kit is a thorough unit on the Canadian railway and the underground railroad. The kit contains a variety of activities, games and projects. 8/1/2013 Revised

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The Canadian Railway & The Underground Railway

Grade 5 Social Studies The Canadian Railway & The Underground Railroad
The following items are included in the unit study and must be returned to HCOS: 1. Parent guide the guide and student pages are also available on the library website with live links. http:// www.onlineschool.ca/rooms/library/resource_kits/index.php 2. The Last Safe House 3. The Railways 4. The Kids Book of Canadas Railway andhow the CPR was Built 5. The Railway game Materials required: Internet access to download student pages Contact your teacher for a password for Discovery Education website so you can watch the video clips. Items for making a transit (page 30 of The Railways book)

More Resource available in the HCOS library:

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The Canadian Railway & The Underground Railway

Lambs of Hell's Gate : Chinese workers and the building of the CPR #9 All Aboard; Canadian Flyer Adventures The Great Railway Pierre Berton The National Dream: The Great Railway - Pierre Berton The Railway Pathfinders Pierre Berton Steel Across the Plains Pierre Berton Steel Across the Shield Pierre Berton A Ribbon of Shining Steel-the Railway Diary of Kate Cameron; Dear Canada Series
Canada A People's History: The Great Enterprise (1850 to 1867) / From Sea to Sea (1867 to 1873) [DVD]

Dear parents, This kit focuses on the Canadian railway and the Underground Railroad. There are several activities listed under each topic and it is impossible to do each activity. I have given an estimate on how much time may be spent on each idea; however, feel free to adjust the ideas to suit your family and schedule. Read through the guide and roughly plan your schedule with the activities you would like to do Each topic has a set of opening ideas. These ideas should be used to begin the lessons. Choose one idea to begin each lesson from the activity list. The beginning idea should take only 5-10 minutes unless otherwise noted. Most lesson activities take 45 minutes or longer if they are meant to cover more than one day. Feel free to divide the time up as it ts your family and schedule. With this arrangement, you will be able to make this curriculum work for you and your schedule instead of you working for the curriculum or arranging your schedule around the curriculum. The ideas are in sequential order and a suggested time schedule is offered for each activity. The
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main lesson for each theme will be reading from the books provided and using the activity ideas to reinforce what has been read. Most activities can be placed into a lapbook or some sort of unit display. If you have any questions, please email me [email protected] Aimee Imbeau, B. Ed. HCOS teacher

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Here are some options to use to record your childs learning and to submit for portfolios. There are many websites and yahoo groups which have a lot of information as well as free resourcesjust do a search!

Big Book of Books and Activities: an illustrated guide for teachers, parents, and anyone who works with kids! by Dinah Zike is available from the HCOS library
http://www.dinah.com/ About Lapbooks and Lapbooking Lapbooking is the term for taking a paper file folder and refolding it so that there are two covers on the front. It is held vertically, with the 11 inch long side being held in a vertical position. It is refolded so that one cover opens to the left and the other cover opens to the right. This lapbook is dedicated to one topic of study. The child then makes miniature books and little folded flaps about content of that subject area. Those little books are glued to the inside of this lapbook. Extensions can be made, with card stock paper or tag board paper, to make the lapbook have more surfaces in which to place books. The cover can be decorated. About Notebooks and Notebooking The big difference between notebooks and lapbooks is that in lapbooking the information is made into tiny books which are glued inside of a file folder. With notebooking a child may make little books but they are glued into pages which are 3 hole punched and put inside of a 3 ring binder notebook. With notebooking, regular pages can be added as well as pressed leaves or other objects. In other words the notebook pages might just be flat and not have "mini books" in them. Also some people use notebooks like scrapbooks and can add in things like pressed flowers, real dried leaves, photographs your family took, et cetera. Notebooking can cover a whole subject such as Ancient History and may hold an inch thick stack of papers, while lapbooking is smaller/thinner and holds less information. Subjects for lapbooking may cover smaller topics such as Ancient Egypt or Pyramids. Sites for lapbooks & notebooking: Homeschoolshare has many free resources! http://www.homeschoolshare.com/lapbooking_resources.php
www.knowledgeboxcentral.com Lapbooking 101

http://lapbooking.wordpress.com/ Lapbook lessons http://www.lapbooklessons.com/

Flapbooks http://www.unitstudies.com/books/index.aspx

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The Canadian Railway & The Underground Railway

The Railways (1836)

Opening ideas: Read the introduction of The Railways on page 1. Look at photos of steam locomotives and others. Spend about 10-15 minutes on this activity. Kids book of Canadas Railway read pages 4 -5 http://en.wikipedia.org/wiki/Steam_locomotive has some great pictures and diagrams for exploring for a few minutes before each lesson. http://www.6060.org/ is the Rocky Mountain Rail Society and has some fantastic pictures of an old steam engine that is still used today! There are also samples of the trains whistle! This idea can be used several times to begin lessons. Discovery Education website watch this series Greatest Journeys on the Earth: Canada: Journeys through the Rockies

Lesson Ideas: 1. Kids book of Canadas Railway read pages 6 -7 Read The Railways book. The introduction discusses the Victoria Tubular Bridge. Research the history of that bridge further and make a model of a bridge using spaghetti, toothpicks, etc. Spend one lesson on this activity (about 45 minutes), with the model building taking more time, use art lessons for this activity as well.

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The Canadian Railway & The Underground Railway

On page 13, there are instructions for building a paper locomotive. Follow the instructions in the book and then display your train! To make it a little sturdier, glue onto cardstock. This will take about 10-15 minutes, or for the child who likes adding more detail, like background, train station, etc. it will take a bit longer! If that is the case, art time can be used as well.

2. Kids book of Canadas Railway read pages 8 -11 The Railways read pages 19 -24 Using a large map of Canada, track the railway as it was being built. Use string as a 3-D path and attach a little paper train to it so it can move along. Make sure you place appropriate symbols (make your own) where certain events or milestones took place. Examples: Kicking Horse Pass, the last spike, etc. Do this activity throughout the unit. This would be a good ending for each lesson.

3. Kids book of Canadas Railway read pages 12-15 The Railways read pages 25-32 Page 24 discusses when Sandford Fleming put a message in a bottle for his parents. Try doing the same thing; put a generic message in a bottle and put it in a creek, river, lake, etc. Or try a helium-lled balloon. Be sure to put your message in the balloon before it is lled up! This can be completed in one lesson with sending your message afterwards.

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The Canadian Railway & The Underground Railway

Page 24 also mentions a postage stamp. Create your own postage stamp and use it on mail (youll have to use real postage in addition to your own, though). This should take one lesson, about 15-20 minutes, more if you write a letter.

4. Kids book of Canadas Railway read pages 16-17 The Railways read pages 33-40 You can build a Surveyors Transit (page 31) and put it together following the instructions on page 30. **You will need a compass, piece of wood, wooden dowel, drinking straw, small nails, thread, glue, a compass saw, a drill and a ruler. Plan to spend about 2-3 hours or more putting the transit together and playing with it. Do the mind puzzle on page 41. If you want, make a simple paper model with pieces of rectangular cars. Colour two black and use them to work out the puzzle. Make a track as well and place in your unit display or lapbook.

5. Kids book of Canadas Railway read pages 18-19 The Railways read pages 43-49

Some people opposed the railway. What are the reasons for opposing the transcontinental railway? Pretend to be a journalist during the time the railway is being built and write a newspaper report of the people who oppose the railway. Spend one lesson on this activity. Information on the opposition is on page 43. What would Canada be like today if the railway hadnt been built?
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Play the Race to the Pacic Board game. The game board is included in the kit and the instructions for play are on page 50.

6. The Railways read pages 54-65 Kids book of Canadas Railway read pages 20-25 Watch clip on Discovery Education: Canadian Pacic Railway and the Opening of the West [04:55]

Create a Newspaper with headlines on the historic events and articles about the new trains. Search for old newspaper articles on the internet.

7. The Railways read pages 66-85 Kids book of Canadas Railway read pages 26-47 Read as much of the above as you have time for. If you are creating a lapbook or notebook, you can make mini books to include information about types of trains, engines, maintenance of the track, disasters, interesting facts, etc.

Copy the crossword puzzle on page 87 and complete it using the clues on page 86. Spend 20 minutes on this puzzle.

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The Canadian Railway & The Underground Railway

The Underground Railroad (1856)

Opening ideas: 8. Discuss slavery and what it means to be a slave (10-15 minutes). Read the synopsis for the Underground Railroad historica minute and then view the minute. http://www.histori.ca/ minutes/minute.do?id=10166 Discuss the characters and how they may be feeling about their situation. Why was Pa in the bottom of a pew? How do you think the slaves got to Canada? (10-15 minutes) http://passagetofreedomohio.org/ also has a short movie clip about Ohios Underground Railroad. (10 minutes) Watch Discovery Education video clip: The Underground Railroad: Escape From Slavery

Lesson Ideas: 9. Read The Last Safehouse. The story is from the perspective of Johanna, pick a chapter and rewrite it in Elizas perspective or choose another character from the story. Continue on with the story for each lesson and use the questions/ideas below to reinforce what was read. Make the cornhusk doll on page 108 of The Last Safehouse.

10. Use the character Venn diagram in the student packet to compare Johannas and Elizas characters. (15-20 minutes)

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How do you think Eliza felt as she lived with the Reid family? (10 minutes)

11. Research Harriet Tubman, the leader and organizer of the Underground Railroad. Your local library will have several books telling her story. A brief overview of her life is on pages 20-21 of The Last Safe House. Rewrite her story using the story board sheet in the student packet. YouTube (http:// www.youtube.com/ ) has many video clips on Harriet Tubman, preview before showing to children. This can take about 3 lessons. http://www.nationalgeographic.com/railroad/ is an interactive site. It also has recordings of the songs used in the Underground Railroad. (15 minutes) 12. Canada was called The Promised Land and Harriet was referred to Moses compare to the Biblical story of Moses and the Israelites in Egypt. Why do you think Harriet was called Moses and Canada the Promised Land? Read the Exodus story in the Bible and compare and contrast with the Underground Railroad. Do you think that God chose Harriet? (one lesson)

13. Pretend you are a slave and consider your choice to participate in escaping through the Underground Railroad or not. Then write a letter to a friend trying to persuade them to join you. Use the persuasion map in the student packet to get you started. (up to 2 lessons)

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14. Read the lyrics to the Underground Railroad secret message song Follow the Drinking Gourd and try to gure out what it all means. Come up with your own song and/or secret code to help the escaped slaves. See page 17 of The Last Safe House for secret codes that may have been used and ideas on creating your own. (1-2 lessons can be spent on this)

Closing Activities: 15. The story ends with Elizas mom being rescued and the family heading to Toronto. Write what you think would have happened in Toronto. Where did Leah, Elizas mom nd work? What did Eliza and her brother do? Continue on with the story. (Spend 3-4 hours on this idea, consider using some language arts time if necessary) Why was Johannas house called a safe house and why the LAST safehouse? Make up a drawing of a safehouse (like the one shown in the book). Where would you hide the slaves? Make up a plan to avoid being caught. Begin with how you would transport slaves to your house, keep them secret, hide them when slave catchers come, etc. Try out your plan with family and/friends to see if it works. If it doesnt, revise your plan. This activity can take several hours. What does Gods Word say about slavery? Were the slave traders sinful or righteous in their beliefs about slaves? (Spend one lesson on this) Pretend you are an abolitionist and make yers, brochures, posters, etc supporting your cause.

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Many abolitionists were Quakers. Research the religion and compare to the beliefs you and your family have. (Spend one lesson on this) Read The Hiding Place by Corrie TenBoom. This is another story of hiding people who were being persecuted.

****For a closing activity on any unit above, try radio drama. The kids have so much fun with this and love searching for items to use as the sounds in their drama. Radio drama uses the voice, music and sound effects to help the listener imagine the story being told. It would be wonderful for students to hide behind something like a sheet, so the listener does not see them. Or students may wish to record their drama on a podcast. Spend several hours discussing people on the radio and how they use their voice to convey a message, script reading for dramas, how different items around the house may be used for sound effects (allow students to come up with their own items and what sound effect it could be used for), coming up with a story or use on from a unit/book, practicing the drama and recording it. This project may involve the whole family! http://www.knowbc.com this website has a lot of useful information in regards to the units above. Play Professor Noggins History of Canada card game. Play any game from the above units again.

Portfolio Submissions In each portfolio, provide a minimum of 3 samples including at least two samples from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Please include the students outline if the student created an outline when writing. If an oral report is completed please submit a recording of the report.
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A written or oral report that shows the student can identify and clarify a problem, issue or inquiry in their community, province, or within Canada. (eg. A local stream may have an issue with erosion or pollution, a local park may have an issue with graffiti or littering, etc.) A written or oral report that shows the student is able to defend a position on a regional issue in light of alternative arguments. A written or oral report that develops alternative interpretations from various sources. A project where the student designs, implements, and assesses strategies to address community problems or projects. A written sample that shows the students understanding of one or more of the above topics researched from a variety of primary and secondary sources. Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions) A list of books, audio-visual materials, or multi-media that the student has learned from. A eld trip log. Map work

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Provincial Learning Outcomes

Economy and Technology analyze the development of transportation systems in BC and Canada analyze the relationship between the economic development of communities and their available resources Identity, Society, and Culture assess why immigrants came to Canada, the individual challenges they faced, and their contributions to Canada describe the contributions of signicant individuals to the development of Canada's identity describe the signicance of key events and factors in the development of BC and Canada, including - the fur trade - the railroad - the gold rush Human and Physical Environment describe the major physical regions of Canada Skills & processes of social studies apply critical thinking skills including hypothesizing, comparing, imagining, inferring, identifying patterns, and summarizing to a range of problems and issues create a presentation on a selected topic defend a position on a selected topic gather a body of information from a variety of primary and secondary sources

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use maps and timelines to locate, interpret, and represent major physical, political, and economic features of BC and Canada

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