DOCUMENT RESUME

ED 066 352 SO 001 945

TITLE Project Canada West. Small Town Canada: A Study ofLife Styles in Transition.

INSTITUTION Western Curriculum Project on Canada Studies,Edmonton (Alberta).

PUB DATE 71NOTE 92p.

EDRS PRICE MF-$0.65 HC$3.29DESCRIPTORS Community; *Community Characteristics; Community

Development; *Curriculum Development; CurriculumPlanning; Inquiry Training; Rural Areas; RuralDevelopment; *Rural Urban Differences; SecondaryGrades; Social Studies; student Participation;*Urbanization; *Urban Studies

IDENTIFIERS Canada; *Project Canada West

ABSTRACTThe team assigned to develop a unit of study on

Urbanization chose to examine a small town in Canada as a means ofcreating better understanding of urban growth, problems, andsolutions. The general purpose was to develop in students anincreased awareness of their own community by giving them anopportunity to observe, experience and participate in the affairs ofa small community. It was submitted that involvement through directobservation and experience enable students not only to discovercommon problems which now exist in most urban communities, but alsoto channel their energies into seeking solutions to those problems.Grade 11 students visited Chilliwack (near Vancouver, B.c.) to studyits characteristics, population, economic factors, and the generalway of life and attitudes of the residents. Four weeks were requiredfor planning, organization, field study, and classroom evaluation.Materials included show the development of the project. Expectedmaterials to be developed are listed: specific, practical suggestionson how to approach a similar study of their small communities;videotapes of the planning, organizational, and actual activities;sample multimedia kits illustrating the type of product possible fromsuch a Project. A main thrust was to develop meaningful aids towardinquiry training. Related documents are: ED 055 011-020. (JMB)

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PROJECT CANADA WEST

Western Curriculum Projecton Canada Studies

U.S. DEPARTMENT OF HEALTH,ED U CATION 81 WELFAREOFFICE OF EDUCATION

THIS 00CUMENT HAS BEEN REPRO-OUCEO EXACTLY AS RECEIVEO FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY.

Small Town Canada

A Study of Life Styles in Transition

Alpha Secondary School,

4600 Parker Street,Burnaby 2, B. C.

CURRICULUM DEVELOPMENT TEAM PERSONNEL CURRICULUM DEVELOPMENT CONSULTANTS

J. DOYLE T. DYKES

G. ONSTAD S. KING

DR. IL. ROBINSON

E. WONG

Resources once determinedstructure o f communities ,energy is no respecter ofis everywhere, waiting to

Success or failure is nowresponsibi lity..

the nature andbut electricgeography. Itbe pZugged in.

everyone's

R. Buckminster Fuller

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TABLE OF CONTENTS

Curriculum Development Team Personnel 1-2

Consultants to the Project 3-5

Problem Selected for Curriculum Material 6

Grade Level of Curriculum Material 6

Length of Unit 6

Program Development. 6-9

Research Development.. 9-13

Bibliography . . 14-15

Student Appraisal 16-17

Curriculum Material to be Developed 17-18

Transferability of Curriculum Material 18-20

The Conceptual Model. . 18A

Publicity for the Project 20

Budget Proposal 21

Appendices

Appendix A . 22

Appendix B 23-24

Appendix C 25

Appendix D 26-34

Appendix E 35-43

Appendix F 44-64

Appendix G . 65

Appendix H 66-73

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Curriculum Development Team Personnel

Judith Anne Doyle

(a) Educational Background

Elementary School in British Columbia and secondary school in NovaScotia, graduated from Mount Saint Vincent Academy, Halifax (1948);Bachelor of Arts, majors in History and Geography, University ofBritish Columbia (1951); One Year Program for Graduates, Faculty ofEducation, University of British Columbia (1965).

(b) Teaching Experience

Alpha Secondary School, Burnaby, B. C. (1965-71).

Subjects taught: Social Studies 8 - 11; Geography 12; Eommmics 11;English 8 - 10; Guidance and Counselling 8.

(c) Professional Organizations

Burnaby Teachers' Association - Staff Representative from Alpha Secon-dary School (1967-71); Ad Hoc Committee on Volunteer Teacher Aides(1970); Action Committee (1970-71); Elected to two-Tear term on DistrictResource Center Committee (June 1971); Nominated by Burnaby Teachers'Association to position of Curriculum Director, British ColumbiaTeachers' Federation (1971); Social Studies PSA (1966-71); Counsellors'PSA (1968-70).

(d) Other

Group Development Worker for the Association of Co-operative Pre-SchoolGroups (1962-64); Member of the Education Committee of the Society forPollution and Environmental Control (SPEC), (1970); Traveled extensivelyin Canada and the United States.

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Gary Stewart Ons tad

(a) Educational Background

Elementary and secondary education in Weyburn, Saskatchewan; Bachelorof Commerce, University of Alberta, Edmonton (1957); Bachelor of Law,University of British Columbia (1960); One Year Course for Graduates,Faculty of Education, University of British Columbia (19 63).

(b) Teaching Experience

Bacon Secondary School,High School, Invermere,London, England (1966);'65; 1966-71) ; Presently

(1967-71).

London, England (1960-61); David ThompsonB. C. (1961-62); Rutherford Secondary School,Alpha Secondary School, Burnaby, B. C. (1963-

Department Head, Social Studies Department

Subjects taught: Elementary Social Studies; English; Physical Educa-tion; Social Studies 8 - 11; Law 11; History 12;English 9 - 11; Commerce; Guidance; Band.

(c) Professional Organizations

Local - Immediate Past President, Burnaby Teachers' Association;Negotiated Learning and Working Conditions Contract; Served on variousAgreements, Learning Conditions Conunittees; Presently Chairman, DistrictResource Center Committee; Member Resolutions, Action Committees;Member, Burnaby Teachers' Association Executive.

Provincial - Member-at-large elect, B. C. Teachers' FederationExecutive; Geographical Representative for Burnaby to BCTF Represen-tative Assembly (1970-71); Member, Bargaining Rights of TeachersCommittee (1969-70); Member, Social Studies PSA (1966-71).

(d) Other

Has traveled extensively in Europe, visiting schools in England, France,Czechoslovakia and Hungary; Worked on Municipal Government Survey,Central Office of Information, London, England.

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Consultants to the Project

Torn Dykes Social Studies Teacher, Edward MilneSecondary School, Sooke, B. C.

Mr. Dykes is an enthusiastic Social Studies teacher who has been experimentingwith the use of video-tape and film in the study of urban problems. He hasused the field study as a major technique in his teaching approach. Withfull access to a video-tape portable camera,as well as Super 8mm cameras,his students have produced various programs relating to urban studies. Mr.

Dykes was invited to the school to a one-day workshop during which he dis-played the type of approach he has been using. Students and teachers weregiven many new insights into the use of such media and much valuable dis-cussion of the school project resulted in a clarification of aims and learningout comes .

Stanley King Dip . Arch. , M. Arch . , ARIBA , MRAICArchitect and Planner.

Stanley King brings a vast experience in urban planning and architecture tothe project. His imaginative approach to urban studies is being developedin the Participation Centre for Environmental Design at the Faculty of Edu-cation, University of British Columbia.

mr. King has worked with elementary and secondary students in numerousinnovative experiments designed to increase "user" awareness of the urbanenvironment. Such experiments have been carried out in Montreal, Vancouver,Kelowna and Burnaby. Through the use of "draw-ins," students are encouragedto respond to Mr. King's charcoal images in order to develop individual per-ceptions of the kinds of urban environments the students desire. Studentscontribute through verbal expression or through drawings of their own.

As consultant to the project, Mr. King has given valuable advice to teamleaders and students as they planned the first phase of the project. His

participation in meetings, seminars and initial planning visits has pro-vided project participants with a "seeing-eye architect." Indeed, as manyof the students discovered, a walking tour down any street with Stanley Kingalong is an "eye-opener." Analysis and criticism of the Student Preview Daywere also part of Mr. King's contributions.

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On-site sketches drawn by Mr. King provided the basis for a televised "draw-in" filmed at Channel 10 (Educational Television) studios in Vancouver on May28, 1971. The taping session was part of a series of television draw-inswhich Mr. King proposed. (See Appendix B.) An hour-long program involvedeight students who had participated in the project. Discussion ranged fromenvironmental concerns and recreational needs observed to values and lifestyles experienced during the visit to an agricultural service center.Reactions and perceptions were recorded for possible future broadcast.

Mr. King's impressions of the project can be found in Appendix A.

Dr. J. Lewis Robinson BA (Western Ontario), MA (Syracuse),PhD (Clark), Professor, Department ofGeography, University of British Columbia.

Dr. Robinson has helped the curriculum development team by providing a geogra-pher's point of view on urbanization. On his advice, activities were includedin the Chilliwack study that stressed geographic skills such as field mappingand graphing of statistics. He advised on and approved the "Study Guide forChilliwack -- An Agricultural Service Centre" (see Appendix E). His suggestionsfor background study material were a substantial help in the development of theconceptual framework for the program. The discovery by Dr. Robinson, that nopublished materials existed on the urban development of British Columbia com-munities, had an enormous effect as the project was forced to redirect itsthinking into a whole new field of research (see Appendix C).

Dr. Robinson has helped to keep the program academically sound and his advicewill be sought frequently in the future as the process of developing the actualmaterials continues. He hopes that we, in turn, can help him to validate theRobinson Law. (This law states that when a community reaches a population of10,000, it becomes large enough to support an urban-type "shopping center" inaddition to its commercial core arranged lineally along the main street ors treets. )

Edmund Wong Director, Learning Resources Centre,Simon Fraser University.

Mr. Wong has contributed his expertise in audio-visual education to the project.Through his co-operation: a) a media workshop onthe use of cameras was heldat the University with student group leaders, b) during production,arrange-ments were made for students to use the excellent equipment and facilities inthe Learning Resources Centre, and, c) a Student Preview Day was video-tapedand recorded at the school.

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Because of the proximity of the school to the University, students were ableto make individual excursions to the Centre where Mr. Wong and his colleaguesoffered valuable assistance to them as they learned how to handle the equip-ment. In a media-oriented project, it is essential to have the availabilityof both experts and facilities. Mr. Wong and his Centre have provided both.

Problem Selected for Curriculum Material

The quality of life is deteriorating in Canada's urban centers. The large

cities are suffering from run-away growth with all its attendant problems ofalienation of people and 1.ack of adequate finances to provide necessary ser-

vices. The small towns are being swallowed up in a characterless suburbansprawl or are being strangled by a lack of sufficient economic base. Future

planning and development must concern itself with containing the growth ofmetropolitan areas and controlling the growth of small towns so that they canprovide alternative life styles without the loss of the small town virtues of

friendliness and stability. . The Small Town Canada Program seeks to alert stu-dents to these problems and to help them to acquire the necessary skills to

help in their solution.

Grade Level of Curriculum Material

The specific materials being prepared for this program are designed for seniorsecondary students. The concepts and general organizational framework could beused by almost any grade level if the teacher were to adapt materials for his

own situation.

Length of Unit

A period of four weeks would be necessary for the student planning and organi-zation, the actual field study and the classroom evaluation of the study findingsand results. Some pre-planning would have to be done by the teacher, preferably

in consultation with a student planning committee. A unit of this sort could

provide the core material for a term's or year's work built around the majorconcepts and employing comparative techniques.

Program Development

The general purpose of this program is to develop in students an increasedawareness of their own community by giving them an opportunity to observe,experience and participate in the affairs of small communities. The program

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will provide students from a large urban area with increased knowledge of andsensitivity to other communities in their region, province and country.

It is hoped to develop socially responsive attitudes to the communities in whichthe student will eventually settle. Students are concerned about urbanizationand many express feelings of depression about it. This program is designedto broaden their understanding of the problems that do exist as well as toprovide opportunities to encourage students to play a constructive role insolving these problems in the future.

Through field research and classroom study, the students will be encouragedto form valid concepts about the present status of small communities in Canadaand to seek concepts of future developmental needs of communities of all sizes.Two major concepts, one concerning itself with the present status of smallcommunities, the "What is," and the other with future concerns and solutions,the "What ought to be," will be developed.

(a) Present Status of Canadian Small Towns

Urban growth in Canada has usually been haphazard, unplanned and de-pendent upon the whim of the resource-extractive nature of the economy

the country, such planning as has occurred has concerned itself'primarily with the needs of the major industries of the community.

Supporting Concepts

(1) These communities have features that are common to all.

a. functional zoning (e.g., commercial, residential, etc.)

that becomes more pronounced as the community grows insize;

b. a similarity of appearance as mass communications increase,super markets and motels look alike wherever they arelocated;

c. a level of prosperity that is related directly to state ofthe export market;;

d. a tendency towards a self-contained exclusiveness that per-ceives problems as related to the individual community onlyand, therefore, fails to recognize the interdependent natureof communities.

(2) These communities have features that are peculiar to the particularresources that each is dependent upon, therefore:

a. agricultural towns tend to have a settled appearance and astable population;

b. mining towns tend to experience a boom-bust type of develop-ment as the resource is depleted;

c. forest industries towns tend to have serious air and waterpollution problems;

d. tourist towns have a seasonal economy.

(3) The major industry is the domdnant feature in the community, per-vading all aspects of life in the community.

a. the location of the community itself and the buildings init are determined by the needs of the industry;

b. merchants and service personnel are dependent on the prosperityof the industry;

c. social life often tends to center around the hierarchy ofthe "company;"

d. local government often serves the needs of the industry.

(b) Continuing Concerns and Solutions

Once the chief characteristics of small communities are identified, itis necessary to encourage the development of a system of preferencesand values which can be applied to solutions of the problems raised.It is submitted that emphasis should be directed towards solutionswhich will reflect human needs rather than those solutions which tendtowards a subservience to technological systems. Thus the second majorconcept of this subproject is that future planning of towns must takeinto consideration the sensory and psychological needs of its residentsand must concern itself with the long, as well as the short-range ef-fects of planning. Resource industries should be developed with thehuman needs of the community as a vital priority.

This program will, therefore, develop some of the following major areasof concern.'

(1) Growth of an urban area should be controlled rather than random.The experience of most communities in Canada has been a haphazarddevelopment (often "urban sprawl" centered on a resource industry).Controlled growth in consultation with trained planners could pre-vent a recurrence of many of the problems which exist in suchcommunities.

(2) Urban communities need to be provided with a stimulating ratherthan a depressed aesthetic climate. Most urban communities havean austere atmosphere because the people in the community havenot emphasized human and sensory values in planning the growth ofthe community.

(3) Environmental concerns should be directed towards conservationand against pollution. The need for economic development in thepast has often been substituted for the need to protect and con-serve the environment. The environmental crisis facing mosturban communities today can only be solved by a major shift inemphasis on conservation measures.

1 Based in part on the "Elements of the Urban System" as outlined by Con-stantinos A. Doxiadis in "Order is Our COSMOS," Constantinos A. Doxiadasand Truman B. Douglas, The New World of Urban Man (Philadelphia UnitedChurch Press, 1965) pp. 17 ff.

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(4) The provision of invigorating cultural, social and recreationalfacilities for use in leisure time is as essential as the pro-vsion of a satisfactory place of work. Most communities havenot been concerned enough with provision of leisure time activitiesfor their residents. It is submitted that such facilities areessential to a happy urban environment particularly in view ofthe shortened work day and rising unemployment.

(5) Every community has an economic and social hierarchy which il-lustrates that certain members of the community are unable forreasons of age, poverty, or education, to take advantage of whatthe community has to offer. A democratic community should at-tempt to provide equal opportunity for participation in thecommunity for all its citizens.

The program will be developed at two levels and in two domains; the "what is"and the "what ought to be," the cognitive and the affective. The "what is"will look at the community as it is now and will operate prinarily in the cog-nitive domain. The "what ought to be" will attempt to examine the communityif it were restructured to meet human needs and will of necessity operateprimarily in the affective domain.

There are three distinct phases to the study:

- In the classroom "fact-finding" teams of students will assemble amosaic of the community as it presently is from pictures, pamphlets,maps, etc., collected by the Student Planning Committee on its initialvisit to the community.

- The field study will attempt to verify the accuracy of the mosaic andwill explore the life style of the community.

- A series of "preview" sessions in the classroom will correlate allthe impressions of the community and assemble a projection for thefuture.

Research Development

The necessary research for this program proved to be far more complex and in-volved then was originally realized. When initially conceived, the teamplanned to develop curriculum materials centered around comparative studies offour types of resource-based communities. The program stressed the importanceof field study and sought to produce analyses of resource-based communitiesas they are now. The year and a half of research and the experience gainedfrom an actual field study of a resource-based community (Chilliwack, an

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agricultural service center located in British Columbia's Fraser Valley,about sixty miles east of Vancouver)has subtly but profoundly changed the directionof the program. The concentration on study of only resource-based towns un-fortunately eliminated a number of towns such as transportation and servicecenters as subjects for study. By broadening the base to include all types ofsmall communities, the program will not often stray far from resource-based

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towns, because the generally extractive nature of the Canadian economy makesmany of its communities dependent on the local primary resources. It willmerely allow the inclusion of other categories to be included along with thefour types initially proposed.

In addition to the broader base of types of towns available for study theprogram has become more future oriented as the planning and research has pro-ceeded. To those cancepts drawn from history, geography and economics have beenadded some fram sociology, psychology, political science and aesthetics. There

has been a reduction in emphasis on those drawn from economics and physicalgeography. The reasons for the shifts in emphasis are many and varied andshould become evident as this discussion of the team's research programdevelops.

The planning, organization, execution and evaluation of the Chilliwack studymade it very clear to all those involved dbat it would be impractical toconsider attempting four such studies in one school year, certainly as theschool system is presently structured in most provinces. The typical secondaryschool teacher is meeting approximately one hundred and seventy to two hundredand twenty-five students per cycle and usually has at least three coursestaught at two or three grade levels (the team leaders had three courses each,one at two grade levels and the other at three). If the teacher is to giveadequate time to each of his students, his time to organize long-range fieldstudies is somewhat limited. Combined with the lack of teacher time is theproblem of getting students released from other classes to undertake extensivefield work. The subject "boxes" in many schools are quite rigid and exclusive.This type of program seeks to reduce and eliminate some of these boxes. Somenotable experiments have been attempted in a few B.C. schools and these shouldincrease in the future if the necessity of conforming to the requirements ofgovernment exams is removed but at present most subject fields are very jealousof their prerogatives and often seem willing to co-operate with other subjectfields only on their own terms.2 The problems of organizational time wereinitially underestimated by the team leaders. Even with a well-developed or-ganizational framework outlining who and what to see in a community, the indiliidualteacher must be prepared to put in a number of hours of preparatory work ifhe is to have an educationally useful field study. Many hours were wasted inplanning the Chilliwack study in seeing the "wrong" people and visiting the"wrong" places and this waste of time will be reduced or eliminated in future

2 The universities are often cited as the reason for this mutual exclusiveness.In fact, some strong leadership is coming from certain elements in the uni-versities in B.C. to break down the barriers. The Arts 1 Program at UBC isa notable example of this trend. The Biological Sciences Department atSFU is well along this road with its Environmental Studies program and isoffering extensive aid in the planning of elementary school Outdoor Schoolprograms. Some useful initial contact has been made by the team with Drs.Sadleir and McOlaren but this is still at too early a stage of developmentto include in this report.

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studies but the time required for planning and arranging interviews, etc., willstill be substantial. Very little educationally will happen if a teacherarrives in a community with a group of students for a three day study unlessthere has been adequate planning. Too much time would be wasted merely gettingoriented. At the same time that the time problem was becoming evident, manyother factors were developing that were changing the nature of the comparativestudy.

The discovery that very little urban research had been published about BritishColumbia communities (see Appendix C) put our studies into a whole new context.Our students would be doing original research instead of "gleaning" in the fieldsalready "harvested" by more qualified researchers at the undergraduate, post-graduate and professional levels of urban studies. We would not have theirwork for comparison and validation of our student work. This raised a questionin our minds - "Why had B.C.'s small communities largely been ignored assubjects for ufban studies?" We went back to our books and our consultants inan attempt to find answers.

The books on urban studies seemed to fall roughly into three categories. Thecategory that interested us least and gave us little useful information wasthe "laboratory" approach that treated urban areas as if they were laboratoryfrogs that could be dissected so that their parts could be analyzed. We foundthat these studies bore about the same relationship to living, breathing, noisy,smelly cities as did the dissected frog to dhat dweller of the local marsh whocroaks on summer evenings. Such studies are necessary when one wishes to analyzeone or two elements of urban life and the statistics that they produce are oftenessential if we are to, for example, gauge the impact of a new bridge on trafficpatterns. In other words, they should be used as tools but nothing more.Another category of very limited usefulness was the "doom, gloom and crisis"approach to urban studies. These books helped to quantify what we alreadyfelt instinctively, that cities were in trouble. Their statistics verifiedwhat our television sets were demonstrating, that "downtown was deterioratingphysically and morally" and that "suburbia was stultifying to the intellectand the soul." Most of these books outlined the problem but offered no solutionsor "solutions" so devastating that they seemed almost worse than the disease.Students need little more alerting to the fact that problems exist. All ourwork with them in the past two years has indicated that they know that pro-blems exist but they feel helpless to deal with them and consequently are verydepressed about the future.3 Again we found few answers to our problem in,this type of book. Fortunately there was a third category and here we began to

3 They will not express this concern and depression by verbal means, eitheroral or written, but given the opportunity to express themselves non-verbally,it is immediately evident that they are worried. We have found this consistentlywhen the students produced films or slide shows about urban life and in onesession when they made murals under Stan King's direction, they drew the cityas a crawded, inhuman environment.

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find some of the answers that we were seeking. This might be called the"visionary" approach to urbanization but in these visions we found someurban prospects that satisfied us and, far more important, communicated toour students.

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The visions book various forms and extended over a period of time extendingfrom Lewis Munford's rather idealized vision of the medieval city to "sciencefiction" visions of cities of the future suspended inside enormous geodesicdomes (Buckminster Fuller) or rising a mile into the sky in plexiglas towers

(Paolo Soleri). But despite all this diversity, there seemed to be twocommon elements: these visionary communities built in many opportunities forhuman interactions, both planned and chance, and they took into account man'satavistic need for frequent contact with nature, both visual and actual.Students have frequently expressed their unconscious need for these elementsin human communities. Whenever they plan cities or parts of cities, they alwaysinclude numerous "uneconomical" elements like parks and recreation facilities.Their apartment houses may devote as much as twenty-five percent of the areato facilities for common recreation facilities for the residents and theirshopping centers always include extensive gardens and numerous places forpeople to sit and talk, drink coffee or just rest. The visionary urbanologistshad bridged ehe "generation gap" and communicated with our students as the lab-oratory and doom-gloom urbanologists could not.

A major influence on our thinking was the results of the Chilliwack study.Time and again the students expressed interest with the opportunities for humaninteractions dhat existed in the small town. They liked its human dimensions,that you could walk from one end to the other and keep a horse in your backyard. In one notable "rap session" which, unfortunately is unrecorded excepton the team leaders memories,the students opened up and expressed their feelingsabout the whole experience. They marvelled at the sense of community thatthey enjoyed with each other as they went about the task of studying Chilliwack.Those who ordinarily ignored one another at school sought each other out inChilliwack. Students who had lived in three suburban houses in their fifteenyears talked to seventy-year olds who were still living in the houses theywere born in and could remember when there was nothing around them but greenfields. They discovered that people in small towns measured distances inhuman terms. "Turn right in front of Smith's house and walk for five minutesand you'll see it on your left." They had unconsciously learned that theGreek philosophy that man was the measure of all things still existed andthey liked it better than being a traffic statistic or a number on a computercard. Even in three days they became caught up in the community concern aboutthe future of the town. They are as worried as many long-time residents aboutwhether Chilliwack is to become another victim of the cancerous growth ofMetropolitan Vancouver. The reactions were not all positive. The studentsfelt concern for the fact that the small town had little or no "holding power"for its young people and they f9und a dearth of organized recreationalfacilities for the older teens.'

4 Percentagewise the smallest group in Chilliwack is the 15 - 24 age group.Chilliwack City Study, p. 5

At the same time that we were correlating all this information, we were awarethat trends in the outside world also had bearing on what we were attemptingto develop. The cancellation of the Spadina Expressway in Toronto and theprotests over the Four Seasons Development in Vancouver indicated a grawingpublic concern with the "quality of life" as opposed to the "standard ofliving." The CBC Weekend program on Sunday, February 7, entitled "Mid Canada"diagnosed some of the problems facing Canadian small towns. There appeared tobe a substantial portion of the population who were saying that towns andcities must change their emphasis from economic considerations to human ones.

Our basic research was now complete and after consultation with Stan King wehad the new direction that we were seeking for our program. The small town withits manageable size and its opportunities for human interaction could becomea laboratory for the students from large urban areas to investigate the pos-sibilities for new life styles which are based on human needs and values.Such a program would have to be grounded on a sound foundation of factual studyof the present status of the community but the main thrust of the major fieldstudy would be in the affective rather than the cognitive domain and would befuture rather than present oriented. The developing plans for an integratedSocial Studies, English and Mathematics program in the second semester ofthe next school year at Alpha opens wide possibilities for the growth of thisstudy over the next two years.

The integration program that will be attempted involves three previouslyseparate" departments in the school. The integrated program will attempt to

use the resources available in the different disciplines to encourage studentsto develop values which they can apply to an urban life style which they mightwish to adopt. The use of media to capture and express student feeling aboutthe urban environment will be integrated with an English Department which hasalready achieved distinction in the area for a successful experimental pro-gram in the use of film. Under the direction of Bob Aitken, English studentsin the school have experimented with a film program which has brought ehempositive recognition in film festivals. The theme of the English course,"Man's Search for Values" fits perfectly the aims of the Project expertment.Mathematics teachers could also contribute to the study. Under the capabledirection of Don Heise, an imaginative and resourceful teacher, it is hopedthat the integration of the three disciplines will broaden the scope of thestudy to an extent where we can truly say the students have experienced an"interdisciplinary approach." Timetable problems are presently being resolved to accammodate fifty students who will be on the integrated programfor one full semester. This will facilitate the problems inherent in "pullingstudents out of the classroom" for the purpose of field trips.

Bibliography

BOOKS

Carver, Humphrey, Cities in the Suburbs, University of Toronto Press, 1962.

Chisholm, Michael, RUral Settlement and Land Use, Hutchinson UniversityLibrary, 1962.

Clark, S. D., The Suburban Society, University of Toronto Press, 1966.

Fuller, Bnckminster, I Seem To Be a Verb, A Mentor Book, 1965.

Garnier, B. J., Practical Work in Geography, Edward Arnold, 1963.

Gruen, Victor, The Heart of Our Cities, Simon and Schuster, 1964.

Hoover, E. M. and Vernon R., Anatomy ofa Metropolis, A Doubleday AnchorBook, 1959.

Hunt, Herold C. (ed.), High SchooZ Social Studies Perspectives, Houghton,Mifflin Company, 1962.

Jacobs, Jane, The Death and Life of Great American Cities, Vintage, 1961.

Johnson, James H., Urban Geography, Pergamon Press, 1967.

Kaplan, Harold, The Regional City, Canadian Broadcasting Corporation, 1965.

Kohn, Herman and Wiener, A. J., The Year 20003 The Macmillan Company, 1967.

Liston, Robert A., Downtown, Our Challenging Urban Problems, Dell PublishingCompany, 1965.

Lorimer, James, The Real World of City Politics, James Lewis and Samuel, 1970.

Lowe, Jeanne R., Cities in a R'cLce with Time, Vintage Books, 1968.

Minghi, Julian V. (ed.), The Geography and the PUblic Environment, TontalusResearch Limited, 1966.

Morton, W. L., The Canadian Identity, University of Toronto Press, 1961.

Mumford, Lewis, The City in History, Harcourt, Brace, 1961.

Pirenne, Henri, Medieval Cities, Doubleday Anchor Books, 1956.

Scientific American, Cities, Alfred A. Knopf, 1969.

Siemens, Alfred H. (ed.), Lower Fraser Valley, Tontalus Research Limited, 1968.

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Smailes, Arthur E., The Geography of Towns, Hutchinson University Library, 1953.

Starr, Roger, Urban Choices, The City and Its Critics, Penguin Books, 1966.

Stone, Leroy 0., Urban DeveZopment in Canada, Dominion Bureau of Statistics,1967.

Tretten, Rudie W., Cities in Crisis, PrenticeHall Incorporated, 1970.

Winter, Eric, Urban Landscapes, Bellhaven House, 1969.

Wright, Frank Lloyd, The Living City, Mentor Books, 1963.

PAMPHLETS AND JOURNAL ARTICLES

"Chilliwack City Study," Municipal Planning Service, 1966.

"Chilliwack City Study," Lower Mainland Regional Planning Board, 1966.

"Chilliwacks's Early History," O. N. Wells, Chilliwack Historical Society.

"City of Chilliwack, Zoning ByLaw," 1966.

"District," by F. N. Sinclair, Chilliwack Historical Society.

"A History of the Sumas Drainage, Dyking and Development."

"Journal of Geography."

"Spatializing the Concept of a Neighborhood," February 1968.

"The College Town: An Urban Laboratory," March 1968.

"Land Use in the Central Commercial Area," September 1968.

"Cities and Urban Geography," January 1969.

"External Relations of Cities: City Hinterland," March 1969.

"Lessons from New Towns," March 1969.

"Making a Living in Cities: The Urban Economic Base," February 1969.

"Cities of Tommorrow," Life EducationaZ Aeprint, #20.

"The Arcologist," Newsweek, March 2, 1970.

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Student Appraisal

One of the basic objectives of the Project is to involve students at all levelsof planning. The following appraisal of the Project was written by Steve Sipos,one of the five elected Group Leaders ("Housing and Population") who was aparticipant on the Planning Committee.

The prime functions of a Social Studies course should not be to teach.

At the Grade 11 level, students are not yet ready to put any concretefactual material into a perspective from which any use can be made. Itis insight into the existence of these non-conformative, highly per-sonalized perspectives that must be awakened - and not a burial ofcreativity and involvement under a load of backwashed irrelevant detail.

What is the purpose of knowing history and geography if one cannot comrprehend that the enormous worlds of family circles and friendships areactually a small fraction of reality. To the majority of students,reality begins and ends with (1) school and (2) amusement - where theoutside world is irrelevant.

Can facts be taught before this relevance of reality can be realized?Should not the candle be lit before students are shown how to carry it?Learning material of Grade 11 level should be taught only when studentsare capable of relating the contents of the course to a more defined andacknowledged reality.

Efforts have been made this year to take students out of the classroomand into the world. Although we must accept the fact that, at first,students must be directed and given things to look for, the majorityof students adapted very quickly to the new freedom. We are now at thepoint where students are confident in the fact that they are learning,growing in responsibility and appreciating a new outlook into the otherschool subjects.

But no matter how hard both students and teachers have tried in thisProject, the damage has already been dune. Nine or ten years of sittingin rows, raising hands and reciting pre-programed answers has taken itstoll. But we, at least, have succeeded in cracking our shell.

Our efforts in Project Canada West have proven successful. A suggestedschedule was 'given to each student as an aid in collecting informationfor processing. Most students felt obliged to collect facts and figuresas they have been expected to do for years. But our success lies in thefact that the students felt free to "look and reaceafter the regular workhours were over. They felt the necessity for something besides "beingtaught." They went out and talked, looked, listened and enjoyed - theyfinally learned to learn.

Our study group was privileged in that they were actually discouragedfrom collecting facts. They were told to merely go and react, and to

collect reactions. It is sad but true that all but this exceptionalgroup created presentations which were nothing but an oral transcriptof collected facts. No one had any use for facts about specifics. Ifonly the groups could have fallen away from conformity and enjoyed thecontent of their presentations, they might have presented them in lessspecific, more realistic and relative terms.

The right attitudes were always present in these groups, but were dis-couraged by the system - the fact that to get good marks, one must makethe teacher happy. Most teachers are made happy by the wrong things.If only teachers could learn.

Curriculum Material to be Developed

Specific materials which will be developed from the Project include:

(a) Publication of relevant instructional plans for teacher and studentuse. Included in the publication would be specific, practical sug-gestions on how to approach a similar study of other small Canadianurban communities. Organizational and instructional strategieswould be heavily emphasized in order to attempt to give other class-room teachers the cognitive skills necessary to attempt a similarstudy. The instructional plan would concentrate on the successfulteaching methods used in the Project to stimulate student involvementand creativity. A well-organized but flexible step-by-step planwould be produced. Teachers would have a solid basic outline of aunit of study and would use it as a guide in planning their own study.The publication wfuld not refer to the specific study of the specifictown studied by the Project. Rather, the resource-based communitysuggested would be referred to in terms such as "an agriculturalservice center;" "a one industry town;" "a new tawn;" "a touristindustry town," etc.

(b) A half-hour video-tape of the pinning, organizational and actualactivities involved in such a Project for use of individual class-room teachers as well as teacher workshops, in-service education,Regional Resource Centers and Teacher Professional Libraries. Thetape would be a recording of the myriad of details which have to beconsidered in planning such a project. It would emphasize thestudent involvement aspect of the Project by showing students workingon various aspects of the study. Student and teacher reactions to theeducational value of such a study would be recorded. The tape couldbe used as a supplement to or in place of fhe published material.

(c) Video-tape recordings of television draw-ins (see Appendix B) withstudents who have participated in the Project. Such recordings couldbe used by individual classroom teachers as a stimulant for theclassroom discussions, Educational Television and for workshop andin-service education.

17

91.

(d) Production of sample multi-media student kits which would illustratethe type of product possible from such a Project. The kits wouldcontain selected sk.noles of film, tape and print media produced bystudents. Such kits could be used as a stimulant to other studentsand teachers who wish to embark on a similar project. Kits would alsobe available in District Resource Centers at workshops and for in-service education.

The main thrust of the curriculum material developed will be towards the pro-duction of meaningful aids which will encourage teaching for inquiry. Hintson creative teaching strategies which have proved successful in the experimentalproject will encourage teachers to attempt new teaching methods (such as studentinvolvement in curriculum planning). Students will be able to "take off" fromthe point students have reached in the video-tapes and kits. The publicationcan be used by Teacher-Student Planning Committees as a guideline for thetype of study they wish to undertake. The half-hour video-tape will encouragegroups of teachers to plan similar units. The series of "draw-ins" can serveas a direct classroom aid to discussion groups and seminars. While the materialproduced will be useful to any imaginative teacher it is recognized that...

In-service training for teachers who plan to use this method andthese materials may be necessary for those who might not have hadprevious experience with projects of this sort. Past experiencein the U.S. and elsewhere has shown that new materials are notnecessarily presented in a new way by teachers used to the oldermethods and, therefore, some teacher-training may be necessarybefore this type of study could be used creatively by some in-dividual teachers.

The actual development of the product has not yet reached any firm decision.Investigations of publishing firms have been tentatively made by Team Leadersand an interview with one publisher was held during the year. There was con-siderable interest on the part of the publisher in the Project. Contacts fortelevision production have been made with the Learning Resources Center atSimon Fraser University and Channel 10 (Educational Television). Productionfacilities also exist at the University of British Columbia and technicalhelp is available at nearby British Columbia Institute of Technology. Someinformal discussions have also been held with the National Film Board.

Transferability of Currkulum Material

To be truly effective, teaching strategies must be consistent with the aims ofthe study. A study that has as one of its aims to help students to becameinvolved in shaping more human communities must include involvement of studentsin the community as one of its teaching strategies. Thus, field study is anessential part of the methodology of this subproject as in the inclusion ofstudents at all levels of planning. Any use of the materials by other teachersthat did not include field study and student involvement in planning wouldfail to realize a major aim of the whole study.

The curriculum material developed will be useful to teachers in other Canadian

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settings. It is submitted that the values which exist in agricultural ser-vice centers, for example, are based on the influences of the rural en-vironment in which the community exists. Thus, there are many similaritiesin the life styles of Chilliwack, B.C., Weyburn, Saskatchewan or Kentville,Nova Scotia. Numerous other examples come to mind: what similar or differentlife styles exist in tourist resource-based communities such as Banff, Alberta,Stratford, Ontario and Shediac, New Brunswick?

It is much easier for students to discover the broad underlying characteristicsof urbanization by first studying small, relatively simple urban communitiesand then to study extremely complex communities like Metropolitan Vancouverand Toronto than to plunge first into a study of a big city with all its "bigproblems." A study of this sort can also be, in a sense, a "time trip"backwards. Students of the Vancouver area could get some idea of what lifewas like when Vancouver was a growing frontier town by seeing what life islike in a growing frontier town like Prince Geotge. (Conversely, the studentsof Prince George could take a "time trip" into the future by seeing what rapidand relatively unplanned growth has done to Metropolitan Vancouver.)

First-hand experiences and field study work are essential if the full potentialof this project is to be realized. Too many opportunities for vicarious ex-periences exist today and too few opportunities to directly relate to ourenvironment. On a program such as we propose, students would develop skillsof enquiry and investigation that could be applied directly or indirectly inmany other life situations. In addition, they would discover at first-handhow other people live and work in their own section of the "global village."After all, with the increased leisure time, better transportation and de-velopment of diversified recreational facilities, the residents of metropolitanareas now move rapidly and frequently into the hinterland and residents of ruralareas and small towns come to the city.

One of the major objectives which the curriculum is seeking to accomplish is toinvolve the student in actual situations so that he will become concerned withsuch urban problems as poverty, planning, recreation, urban renewal, con-servation and politics. It is submitted that involvement through directobservation and experience will enable students not only to discover commonproblems which now exist in most urban communities, but also tochannel their energies into seeking solutions to those problems.

The ultimate purpose of this Project would be to make students aware of andsympathetic to problems which may appear to be local in nature but which are,in reality, of concern to all communities. It is further submitted thatstudents will discover that wherever man has formed an urban community, hisproblems are relatively similar. Thus poverty exists in Murdochville, Quebecas well as in slums of Winnipeg; the pollution of the Saskatchewan Riveraffects the quality of life in Prince Albert as well as Edmonton; old agepensions are as inadequate in Prince Edward Island as on Vancouver Island.Furthermore, the pace of urban life in Toronto is considerably different thanthat in Dauphin, Manitoba. It is hoped that in future, personal encounterscan be based on mutual understandings of ideas and problems and not on theage-old city-country hostility.

Moreover, it is submitted that there are some values which have traditionally

19

existed in smaller Canadian communities which must be preserved if we are toexperience a healthy growth towards on urbanized Canada. By discovering whatthose values are, students across the country can attempt to meet the problemsinherent in urbanization.

Publicity for the Project

During tile first year of operation, the Alpha Project generated some interest

in the press and radio. (See Appendix H.) The following list shows that theProject received some attention.

(a) Three articles of approximately two columns each appeared in theChilliwack Progress, the weekly which serves the area.

(b) A brief article in the Vancouver Sun on the first day of the trip.

(c) A full-page feature story by Jackie Wolfe, an award-winning columnistwith the Columbian, a daily which serves Burnaby, New Westminster,Delta and Surrey.

(d) Radio newscast items on the first day of the field trip an CKLG,CKWX and CKNW on the Lower Mainland and CHWK in Chilliwack.

(e) Interview and news items on CHWK during the stay.

(f) An article produced by team leaders for The School Progress, a pro-fessional journal.

20

25.

Budget Proposal

July 1, 1971- June 30, 1972

Field Trip Expenses

(including transportation, accommodation)

Planning Trips

(a) for students(b) for teachers and consultants

(a) students and teachers(b) summer pre-planning

Photographic Equipment

(Including 4 Super 8 mm cameras,5 35 mm cameras, 2 Super 8 pro-jectors, editors, etc.)

Photographic Supplies

Substitute Pay

$2,150.00700.00

1,000.00500.00

950.00

(Including film, splicing glue,etc.)

1,100.00

(For teacher release time) 700.00

Consultant Fees400.00

Office Expenses250.00

Automobile Transportation250.00

Sub Total

Add: Request for Video-tape Portable Equipment

$8,000.00

1 500.00

$9 500.00

Appendix A

AN ARCHITECT TALKS ABOUT THE PROJECT

In my concern to develop public design participation I see outstandingqualities in this study. The experience by the students of life in a differ-ent environment and the provision for them to express their experience areboth vital elements of participation. The prime objects of learning are forthem to know how they wish to live and to be able to say so.

The importance of this learning ranks it beyond a mere embellishment of urbanstudies. There is a parallel in the design of the home which has the processsimilar to that of a large environmental design. The architect designs wellwhen the members of the family know how they wish to live particularly whenthe knowledge is based on a consideration of alternatives. As a convenience,clients who do not have this knowledge but have instead a general knowledgeof structure and plumbing help us not at all. Our knowledge of these mattersis superior but we cannot pronounce on the way the family wishes to live andwe need to know how to display our skills.

by: Stanley King,Consultant to the Project.

22

Appendix B

PROPOSED TELEVISION DRAW-INS-Small Town Canada Project

THE PARTICIPATION CENTRE FOR ENVIRONMENTAL DESIGN,Faculty of Education,University of British Columbia,Vancouver 8, B. C.

Proposed television draw-ins with students of Alpha School Burnaby, followingtheir site study of Chilliwack, B. C. in May 1971.

Tapes of half-hour duration: Draw-ins with eight to ten Grade 11 students.

Drawing on newsprint. Half hour taping followed by quarter-hour break beforesecond half-hour taping. One-inch SONY tapes.

Session 1.

Tape 1.

Tape 2.

Session 2.

Tape 3.

"The Image of Change"Skyline City slides -- Street Corner Story Slides.Image of Chilliwack developed to an advanced stage of urbaniza-tion drawn before the students.Discussion of present trends towards this end there are nowvisible in Chilliwack.

Losses and gains in development -- special time considerationof top soil.

"The Image of Change" drawn by the students who contributeimages of all that an advancing urban development contains.

"Urban Future"New City Structures slides.Effect of present objectives of economic development.Repeating patterns of development and transit nodes.Omni -- Buildings and Mass Transit.

Tape 4. "Crown City"Crown City Slides.

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Session 3.

Tape 5.

Tape 6.

Session 4.

Tape 7.

Tape 8.

Session 5.

Tape 9.

General introduction.

Reference to planning ideas of Ebenezer Howard, andLe Corbusier and Ian McHarg.

"Rural Life Style"The special qualities of rural living compared with suburbanliving.

Comparisons between Burnaby and Chilliwack in the experienceof the students.

"Changing Life Style"Life Style slides.Description of life style in City, Suburb, Rural andWilderness environments.

"Architectural Evidence of the State of Society"The social values that can be seen in the architecture.Social and corporate evolution to be seen in architecture.

"The Balance of Perception''

The balance that we seek and the effect on design of theenvironment that follows our regain of balance.The city dweller seeks solitude and open air.The farmer seeks social gatherings indoors.The possible future effects of inbalance in perception.

"Guides to Perception"How to look at the design of the environment.How to listen to it and feel it.How to assess a place and its fitness for its purpose.How architecture can influence perception.

"The First Step into the Future"Personal Style slides.The significance of the objects in your home in relation toyour requirements for the future environment.

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Appendix C

COPY

February 9, 1971

Mrs. Judy Doyle,Alpha Secondary School,4600 Parker Street,Burnaby 2, B. C.

Dear Mrs. Doyle:

I have your letter of February 2 concerning the Canada West Project. I regretthat February 19 is not a suitable day to meet with you and Mr. Onstad.George Tomkins will be in Toronto that day for a meeting of the Canada StudiesFoundation, and I will also be away from the university because it is our midterm break and classes are cancelled:

Perhaps you could phone me, 228-3188, and we could find a suitable time in thefollawing week (except for Tuesday, February 23).

I regret that I have had little success inlocating geographical source material inpublished form for certain B. C. settlements.

Yours sincerely,

J. L. Robinson, Professor,Department of Geography,University of British Columbia.

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30

Appendix D

STUDENT QUESTIONNAIRES AND TRIP INFORMATION

Project Canada West Questionnaire

Name Division

Project Canada West, an experimental study of urban problems in singleresource-based communities in Western Canada, will be carried out by fiftyor more Alpha Grade Elevens. For most of the Project members the main featurewill be a two or three-day field trip to a B. C. community, followed byseminars, symposia and multi-media presentations. A committee of studentswill help to plan and organize the trip. Included in the preparation will beplanning trips to one or more B. C. communities, meetings and experimentationwith film and other media. The Planning Committee will consist of five stu-dents and two teachers. Meetings and trips will be carried out during schooltime and students will be given credit for their participation.

Please check the appropriate square below:

PLEASE CHECK ONE

I would be willing to participate on the Planning Committee

I would be willing to participate on the Planning Committeebut I may have "time" difficulties due to my course inBlock F/G

I would be unwilling to participate on the Planning Committee

The preparation for the Field Trip for the fifty or more students who willparticipate in Project Canada West this year will take place the week afterEaster. Tentative dates for the trip are around the April 28th period.

PLEASE CHECK ONE:

I would be interested in participating in the Field Trip

I would not be interested in participating in the Field Trip

26

31

Ruth Adair

Cathy Ashbury

Don Berdusco

Sheila Bertoldo

Al Blott

Robert Burnhatn

Mike Colpitts

Belinda Davies

Fern Fazackerley

Jill Gunn

Elaine Holoboff

Bruce Hunter

Bill Irvine

Darryl Jacobson

Jewel Jones

Sandy Laird

Shari Laszlo

Adria Lillbeck

Imogene Lim

Gail McKinnon

Cindy Miller

John Murphy

Dave Neuf eld

NAMES OF THOSE WHO WISHTO SERVE ON THE PLANNING COMMITTEE

FORPROJECT CANADA WEST

Craig Nick le

Marla Noga

Diane Olney

Dianna Pegg

Pat Rattenberry

Pete Richmond

Mike Robinson

Pam Sherst

Steve Sipos

Gerald Solven

Sandy Sparks

Gloria Taylor

Bob Van Feggelen

Jo Williamson

Frank Young

Bill Zadorozny

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32

ALPHA PROJECT

From the names listed, please select UP TO FIVE (5) students to participate onthe Project Canada West Planning Committee. Please print the names clearly.

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33(-

ALPHA PROJECT

Alpha Secondary School is one of fourteen schools in Western Canada selectedto take part in a project, Project Canada West, established by the CanadaStudies Foundation to prepare new teaching materials for Social Studies. TheAlpha Project plans to involve students in the planning and preparation of thematerials.

Your son/daughter was elected by the other students in Social Studies 11 tothe five-member Planning Committee. Between now and the middle of May theCommittee will be engaged in planning and executing a major field study ofChilliwack. These students will accompany us on several planning trips toChilliwack, the first to take place on Thursday, February 18th, and will playa major leadership role in the main field study that will involve about fiftys tudents .

If you would like more information about Project Canada West as a whole or theAlpha Project in particular, please contact us.

G. S. Onstad

J. A. Doyle

My son/daughter has my permission to take part in the Planning Committee for

the Alpha Project and to make the necessary trips to Chilliwack.

Parent or Guardian

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34

ALPHA PROJECT

CHILLIWACK FIELD STUDY

Please indicate in order of preference (1 - 5) which group you would like towork in:

Physical Setting

Population and Housing

Business and Industry

Transportation and Communication

Government, Educational, Socialand Recreational Facilities

Answer "yes" or "no" to the following questions:

Do you own or can you borrow -

a sleeping bag

a bicycle

Name

Div. Block

30

ALPHA PROJECT

STUDENT LIST

PHYSICAL SETTING

CHILLIWACK FIELD STUDY

TRANSPORTATION AND COMMUNICATION

1. Dave Neufeld -- Group Leader * 1. Adria Lillbeck -- Group Leader *2. Sheila Bertoldo 2. Al Blott3. Frank Young 3. Audrey Bagnall4. Bruce Hunter 4. Gayle Greaves5. Don Sheidow 5. Mike Robinson6. Dave Mackarell 6. Glenn Weed7. Brad Horne 7. Dave Etherington8. Sheryl Hoag 8. Rick Friesen9. Shari Laszlo 9. Marla Noga

10. Bill Brusic 10. Joanne Williamson11. Gary Wong 11. Pete Richmond12. Fern Fazackerley 12. Pat Rattenberry13. Belinda Davies 13. Bob Kohut

14. Dan McCaffertyPOPULATION AND HOUSING

1. Steve Sipos -- Group Leader2. Bill Butler3. Diane Corkum4. Dennis Dambroise5. Bruce Stewart6. Bob Thomson7. Gerald Solven8. Velma Reeve9. Robert Burnham

*INSTITUTIONAL AND RECREATION

1.

2.

3.4.5.6.7.8.9.

Cindy Miller -- Group LeaderAl McNeilMartin SpringAl WinningBill KennedyBev BradfordGail McKinnonBarbara ListerJoan Wilson

BUSINESS AND INDUSTRY 10. Pat Cressey11. Joanne Hoops

1. Imogene Lim -- Group Leader * 12. Cathy Ashbury2. Roger Lenzi 13. Elaine Holoboff3. Janet Epp ler

4. Mike Richards5. Roberta Kennedy6. Veena Mishra7. Sandy Laird * Students bring their own bikes8. Debbie Miller

9. Karen Lambert Total 6310. Guy Ricci Boys 31

11. Bob Van Feggelen Girls 32

12. Sandra Boyd13. Heather Graham Those with bikes 2414. Diane Olney

36

1/'

1 CHILLIWACK FIELD STUDY AGRICULTURAL SERVICE CENTRE

ALPHA PROJECT

THINGS TO TAKE WITH YOU

Some of the items listed below may seem obvious, but if you use this as acheck list, it may help you to avoid leaving home some essential item.Everything but your sleeping bag must fit into ONE suitcase (quite small).

1. A sleeping bag

2. A toothbrush and toothpaste

3. A towel and soap

4. One respectable outfit (girls -- this does not have to be a dress)

5 . Comfortable, s turdy, waterproof footwear

6. A warm sweater or jacket

7. A waterproof jacket or coat

8. A bag lunch for Tuesday's picnic at Cultus Lake

9. Enough money for lunch on Wednesday and Thursday and any otherincidentals.

10. A notebook or clipboard and paper

11. Several pencils and/or pens.

Your suitcase and your sleeping bag must be labelled with yOur name.

If you are bringing a bike, you are responsible for seeing that it is packedto your satisfaction in Mr. Hall's truck.

ALPHA SECONDARY SCHOOL

Dear Parents:

During Canada's Centennial in 1967 a study of Social Studies teaching inschools across Canada uncovered a generally deplorable state of affairs. Abook by A. B. Hodgetts, What Culture? What Heritage? revealed the results ofthe study. It was both an indictment and a challenge to schools across Canada.

It was an indictment about the present state of teaching about Canada -- it wasdiscovered, for example, that there existed more American and British materialsthan Canadian. Students expressed more interest in American studies thanCanadian. And so, the book issued a challenge -- that new curriculum materialsshould be produced with Canadian content and Canadian issues in the teaching ofSocial Studies in our schools.

Across Canada educators reoponded to Hodgetts' challenge.

The CANADA STUDIES FOUNDATION, funded by Canadian industry and government wasestablished to develop classroom oriented projects which would provide Canadianstudies. In Western Canada various educators formed a four-province studycalled PROJECT CANADA WEST based on a theme of "Urbanization and Urban Life inCanada." Schools across the west were asked to submit projects which wouldcontribute new approaches and materials for other Canadian schools.

Fourteen projects in Western Canada were selected from eighty applications.The Alpha Secondary School Project was one of four projects selected in BritishCo lumbia .

"A comparative study of urbanization in resource-based communities of WesternCanada" or, as it is more informally known, the ALPHA PROJECT is under way. The

Alpha Project utilizes field study trips and is designed to increase awarenessof students in their urban surroundings and in the dependence of WesternCanadian urban communities on resource extraction.

The emphasis will be on field study and first-hand experience so that studentscan become more involved in the life of the community. This year the AlphaProject will study CHILLIWACK as an example of "a Canadian agricultural service

center." During a three day visit to Chilliwack seventy Grade Eleven Alphastudents will study various aspects of urban life and the importance of agricul-ture to the community. The students will produce multi-media materials duringtheir field study by using super 8 film, slide cameras, tape recorders and

written materials. Planning over the last few months has helped to proAde ameaningful educational experience for every student who will take part in the

trip. A Student Planning Committee of five elected students has already visitedChilliwack four times to make contacts in preparation for the three-day trip.Orientation seminars will be held prior to the trip. Five separate group stud-

ies will be made during the stay in Chilliwack as well as full group tours to--farms, food processing, plants, Cultus take and the Canadian Forces Base. Afull program has been arranged while students are in Chilliwack.

If you have any questions, please contact us at the school (299-2648).

-- Mrs. J. Doyle, Mr. G. OnstadSocial Studies Department, Alpha Project

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38

TRAVEL:

ARRANGEMENTS

BUSES LEAVE ALPHA 8:00 a.m., Tuesday, May 4

BUSES RETURN ALPHA 4:00 p.m., Thursday, May 6

ACCOMMODATION: Billets have been arranged for Tuesday and Wednesday nightsin homes of Grade 11 students of Chilliwack Senior SecondarySchool.

LUGGAGE: A minimum of practical, casual clothing should be taken. Whereverpossible, for the convenience of our hosts, a sleeping bag should

be taken.

'MEALS:

COSTS:

On Tuesday, May 4, breakfast at home, bring a bag lunch, dinner

likely with hosts.On Wednesday, May 5, breakfast with hosts, lunch on own, dinner

with hosts.On Thursday, May 6, breakfast with hosts, lunch on own, dinner

at home.

There are NO travel or tour costs.

SUPERVISION: Mrs. Doyle, Mr. Onst ad, Mr. Hall.

* * * * * * * * * * * * * * * *

ALPHA SECONDARY SCHOOL

SOCIAL STUDIES DEPARTMENT PROJECT CANADA WEST

CHILLIWACK FIELD TRIP

If you are willing to give permission for your son/daughter to participatein the Alpha Project on a three-day field trip to Chilliwack on May 4, 5, and

6, 1971, please sign below. We hope thatwill have a meaningful and enjoyable educational experience. Thank you.

Orientation to the community will include a fifteen-minute flight on a KentAviation commercial aeroplane.

Signature of Parent/Guardian

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39

Appendix E

OUTLINES GIVEN TO STUDENTS

ALPHA SECONDARY SCHOOLJANUARY 1971

The Alpha Project is one of fourteen sindlar projects in Western Canada and itsultimate purpose is to provide new materials and methods for teaching abouturbanization in Canada. You will have an opportunity to take part in theactual planning of the materials and your opinions will play a major role indetermining the methods of presentation. The formal name of this project is"A COMPARATIVE STUDY OF URBANIZATION IN CANADA." Don't let that name intimi-date you. It is just a fancy title to impress university professors and otherswho know more Chan we do and really means that we will be comparing severaldifferent communities that draw the basis of Cheir economies from primaryresources, e. g., timber, mines, etc.

This year we will only get a start on the project and we will study oneresource-based community, pefhaps Chilliwack, an agricultural distributioncenter. When the project is complete, it is intended to compare:

(a) an agricultural distribution center(b) a "one-industry" town (e.g., Port Alberni)(c) an "instant" town (e.g., Gold River)(d) a tourist town (e.g., Penticton).

Each community will be examined in much the same way as we studied the localneighborhood. Groups will study the present development of the cammunityunder the following headings:

sitetransportation and cmmmmicationshousingindustrial and/or commercialhistorical backgroundrecreationgovernmentpopulation

and will attempt to discover if the type of resource that Che community isbased on influences Che development of the community.

Field trips will be taken to the various communities because it is basic toChis project that students have an opportunity to observe first-hand andmake judgments from Cheir observations. A small group of students (perhapsfive) will, together with the teachers, take an initial trip to the communityto get background information, take pictures, schedule interviews and arrangebilleting for students. Following this, Che larger group of students (perhapsforty to fifty) will visit the community for a period of about three days to

35

gather the information listed above. While away, students will be billeted in

private homes. This reduces the overall cost of the trip and allows studentsto obtain another viewpoint about life in that community.

After the field trip the students will be very busy sorting and assembling theinformation obtained on the field trip. This will include 8mm films, 35:mnslides, cassette tapes, maps, field sketches and notes. The material will be

shared with all the other students in the course by means of symposia, seminars,uedia presentations, etc.

We feel that there are two basics to our project: the involvement of studentsat all levels of planning and execution of this program and the direct involve-ment of students in field studies. This should be an interesting experiencefor you also because you will have a major hand in determining the outcomesof this project and you will have an opportunity to study at first-handanother community in British Columbia at practically no cost to you.

STUDY GUIDE FOR CHILLIWACK,AN AGRICULTURAL SERVICE CENTER

In each section of this study you must concern yourself with the past, thepresent and the future of Chilliwack. The prime concern must be with thepresent, the "what is," because this is the only tangible reality that canbe directly studied. The "what is" cannot, however, be adequately understoodwithout a knowledge of the history and development of the community. It is

in a study of the past that the roots of the conditions that presently existare to be found. It is in a projection into the future, the "what ought tobe," that informed planning can provide rational solutions to today's problems.A realization of the continuity of time must be one consideration that guidesyour researches.

You must also keep in mind that a major base of the economic and socialdevelopment of Chilliwack is its dependence on agriculture. Agricultural

Service Centers have certain characteristics and a thorough study should leadto the discovery of what those characteristics are. Good research does notignore or discount factors that do not support the major premise. There are

other factors that have helped to shape and now help to support Chilliwackand they should not be ignored. They should be investigated and weighed inrelation to the agricultural base.

Bearing these general ideas in mind, each group should pursue its investigationsalong the lines set out in the individual sections. You will not get a complete

picture until all the parts are put together and the whole can be assessed andanalyzed. You cannot get a complete picture unless each group pursues its ownstudies and researches thoroughly.

The group research areas are:

1. Physical Setting

2. Population and Housing

3. Commerce and IndustryFUNCTIONAL ZONING

4. Transportation, Communication and other Networks

36

5. Government and Educational, Cultural and Recreational Facilities

GROUP 1 PHYSICAL SETTING

Communities exist in space and this space limits the choices available fordevelopment. An understanding of the land that Chilliwack occupies isessential to the development of the complete picture of the community. Youshould discover what the physical setting of the area is like. In the study

of the physical setting, consider the whole area, not just the urbanizedsection. You should study in some detail the climate, topography, etc.,and discover what opportunities for and what limits to development thesepresent. The physical setting has been sonewhat altered by over one hundredyears of settlenent by white men. Have these alterations been desirable?

Has good use been made of the setting? What stresses will the land be subjectto when the population of the Lower Mainland doubles or triples? Is the area

adequately protected to absorb these changes?

Temperature -- warm season, cold season -- highest and lowesttemperatures recorded -- frost free period

Precipitation -- annual average -- percentage in snow -- problems(e.g., drought freezing rains, etc.)

Topography -- highlands -- lowlands -- areas subject to flooding

vegetation -- that present now -- what was there before extensivesettlement -- what changes may occur

Soils -- types -- suitability for agriculture -- need for fertilizers,drainage, etc.

Waterways -- rivers, lakes, sloughs, -- problems of drainage andflooding -- Fraser River, Sumas Lake, Cultus Lake

Resources -- soil and other resources -- degree of utilizationand development

Land Use -- how is the land being used -- is efficient use being made of it

Urbanization -- adaptation of urban development to physical setting --alteration of physical setting by urbanization

Pollution -- are there any problems of environmental pollution -- air, water,or land

Aesthetics -- is the area scenic -- is the development arrarged to make themost of the scenic beauties

This is an inclusive, not an exclusive list. This is just a basic outline of

the type of information necessary for an overall picture of the physicalsetting. You may add any further information on the physical setting thatyou feel would be of interest or value Lo your report. Information gathering

is only a first step; it is when you have analyzed and interpreted the materialthat you have come to grips with the problem.

37

42

Suggested sources of information:

1. weather office

2. files of the Chilliwack Progress

3. City Hall

4. Municipal Hall

5. 1/25,000 topographic maps

6. air photos of the area

7. Historical Society

8. Public Library

9. Chilliwack Museum

10. intervims with "old timers" in the area

11. car and foot tours of the area

12. books, pamphlets, etc., in school file

GROUP 2 POPULATION AND HOUSING

Your group has a most vital area of study because a knowledge of the backgroundof the community is absolutely essential to the understanding of the communityas a whole. You will need to gather some facts about the earliest settlers --their origins and where they settled -- as well as the present day inhabitants.Since housing is closely linked with population, your group should investigatethis factor and should, together with the Commerce and Industry group, under-take a study of the funCtional zoning of Chilliwack. You will be concernedonly with residential zoning.

Population Statistics -- population of city and municipality at present andat census dates in the past -- percentage growth rates of population --reasons for periods of unusually rapid or slow growth -- projected populationfigures.

Ethnic Origins -- influences of ethnic origins on occupations, settlementpatterns and types of dwelling of early settlers significant ethnic groupsthat have settled in the area in the intervening years.

Native Population -- importance of Indian residents of the area -- numbers ofpeople -- location -- contributions to community.

Socio-Economic Groupings -- categories of occupations -- income groupings.

Length of Residence -- percentage of population that has ties with early days --

percentage that are relative newcomers -- average length of residence in thearea.

Population Densities -- where nodes of settlement developed -- patterns ofspread of pcpulation -- present population densities.

Housing -- types of houses prevalent at various periods of history -- presentday location of these types.

38

Zoning -- areas of high, middle and low income housing -- development of highdensity housing zones -- laws governing residential zoning.

Attitudes -- a very nebulous area and one that should be approached with greatcaution but nevertheless one with a potential of interest, and you could attemptto determine if there are attitude differences between segments of the popula-tion directly dependent on agriculture and those who are not; between thosewhose roots go back to the early days in the community and newcomers.

Feel free to pursue any other aspects of population, housing and residentialzoning that interest you. Some suggested sources of information:

1. Canada census figures

2. Voters lists, especially federal

3. City Hall

4. Municipal Hall

5. Chilliwack Progress microfilm files

6. Public Library

7. Chilliwack Museum

8. Historical Society

9. Regional Planning Office

10. Driving and walking tours of the area

11. Interviews with "old-timers" in the area

12. Books, pamphlets, etc., in the school file

13. Attitude inventories and/or interviews with statistically validsamplings (only after approval from both teachers).

GROUP 3 COMMERCE AND INDUSTRY

Your group will study the economic base of Chilliwack and will primarily beconcerned with the business community. Your work will include tours of majorindustries and should include an attempt to assess the economic health ofthe community. The commercial growth and present status of commerce inChilliwack are also major areas for investigation. Remember farming is anindustry. You share with the Population and Housing group a responsibilityfor a study of functional zoning; your area of responsibility being industrialand commercial zoning.

The Central Business District -- "Five Corners" -- reasons for its growth anddevelopment -- inventory and analysis of businesses in the area -- does theCBD reflect the agricultural base of the area.

Other Commercial Areas -- shopping centers -- linear development alongarterial highways -- other cOmmercial areas -- degree of dependence ofcommerce on agriculture.

Parking -- availability and convenience to commercial areas -- reasons forneed for large parking areas -- present controversy and future development.

Importance of Commercial Development -- dollar value to community -- numberof people employed.

Primary Industry types -- locations -- relative importance of each --relationship to primary industries -- dollar value to community -- number ofpeople employed.

Assessment of the Importance of Agriculture -- is Chilliwack primarilydependent on agriculture?

Functional Zoning -- areas zoned for commerce and industry -- historicaldevelogment of these areas -- reasons for present location of these zones --laws governing zoning -- areas for future development.

Your group will find its time quite fully occupied in industrial tours,interviews with plant officials, etc., and you will probably not be able toundertake any other studies than those listed. If, however, you find thatyou can pursue other fields of study, feel free to do so. Some suggestedsources of information:

1. Provincial and Federal Department of Agriculture

2. Chilliwack Chamber of Commerce

3. City Hall

4, Municipal Hall

5. Regional Planning Office

6. Chilliwack Progress microfilm files

7. Public Library

8, Chilliwack Museum

9. Historical Society

10. Interviews with officials of local industries

11. tours of plants, farms, etc.

12. walking tours of commercial areas.

The first three topics are relatively concrete and easily identifiable; land,people and jobs. The last two are not so definite. They are functions whichare essential to the operations of communities but, since they produce noreadily visible product, they are sometimes ignored or given token support bysociety. These functions are given the name infrastructure by economists andinclude such functions as transportation, communication, and education. Forthis study we will divide this large area into two areas of study: one dealingwith transportation, communicationstype functions and another dealing with thesocial functions such as government, education, health care and recreation.

GROUP 4 TRANSPORTATION, COMMOICATIONS AND OTHER NETWORKS

Your group is concerned with all the networks of the community from roads tosewers, railroads to radio stations that connect residents with each other and/orthe outside world. You must discover not only what networks exist now, butalso when they were constructed, what effects their construction had on the

40

45

life of the community, how efficiently they operate now and what additions andextensions may be necessary to accomodate future growth of the community.

Railroads -- lines that serve the community -- when built -- effects oneconomy of construction -- present services offered -- types of freighthandled -- relative importance today -- possible future developments.

Highways -- what ones serve the community -- when first built -- how have theyaffected the growth of the community -- what types of highway transit and

nsport presently serve the community -- what types of goods are handled --r etive importance of this form of transportation -- possible future growth.

Streets and Roads -- street patterns -- reasons for their development -- presentconditions of streets, sidewalks, lanes, curbs, etc. -- adequacy of road system --future expansion needs.

Public Transit -- what exists -- is it adequate?

Telephone and Telecommunications -- internal and external networks -- wheninstalled -- present size and importance of services.

Radio and Television -- what stations and channels serve the area -- types ofprograming presented -- suitability of programing to special needs of thecommunity -- adequacy of service -- future expansion needs.

B. C. Hydro -- electricity and natural gas systems -- extent of services --when installed -- expansion since -- present adequacy and efficiency ofservices -- expansion needs for future.

Waterworks, Sewers, etc. -- what facilities exist -- how long have they beenin service -- are they adequate for present needs -- what are future expansionneeds?

There will be a temptation for your group to become "bogged down" in informa-tion gathering as you have a large area to cover and lots of facts on "milesof sidewalk" and "tons of freight hauled" to accumulate. Remember that yourreal work begins when youtake these facts and analyze them in terms of thequality of these services and their role in facilitating the growth anddevelopment of Chilliwack.

Some suggested sources of information:

1. Canadian National Railway

2. B. C. Hydro

3. B. C. Telephone

4. B. C. Department of Highways

5, City Hall

6. Municipal Hall

7. Chamber of Commerce

8. Regional Planning Office

9. Chilliwack Progress

10. Station CHWK

11. Local waterworks company

12. Chilliwack Museum

13. Books, pamphlets, etc., in school file

GROUP 5 INSTITUTIONAL AND RECREATION FACILITIES

Your group is concerned with some of those facilities that affect the qualityof life. You should discover what facilities exist in the community, and,more important, how adequately and efficiently these facilities meet the needsof the people of the community. You should attempt to assess whether theagricultural base of the community is reflected in these facilities and whetheror not they are responsive to the legitimate demands of the people. Bear thesepoints in mind while conducting your research so that you will avoid merelycompiling a list of organizations and/or calendar of events.

Government -- city and municipal -- structure of the government bodies -- howlong members have held office -- what sections of the community they represent --when they meet -- how they conduct their business -- what civil service existsto assist their work.

Health Facilities -- hospitals, clinics, nursing homes, etc. -- waiting liststo get treatment -- number of doctors, dentists, etc., available -- types oftreatment obtainable in the community.

Community Welfare Facilities -- what facilities exist to help pensioners, thepoor, deserted mothers and other groups unable to function without help --are they adequate -- what groups use these facilities?

Subsidized Housing -- what facilities are available -- what groups of peopleare served?

Education -- schools, colleges, etc. -- what courses are offered -- whatpercentage of the population is served by the educational facilities -- newregional college.

Cultural Activities -- art, music, books, drama, etc. -- what facilitiesexist for learning and participating in these activities -- how much use dothey get -- what people use them?

Recreation -- spectator and participating -- parks, community centers, icerinks, swimming pools, etc. -- what facilities exist -- how well are theyused -- are they adequate -- do they serve needs of all groups in the community?

Some suggested sources of information:

1. City Hall

2. Municipal Hall

3. Office of the Regional Planner

-v

4. Library

5. Museum

6. Files of Chilliwack Progress

7. Community Services Council

8. Chilliwack School Board

9. Interviews with community officials

10. Books, pamphlets, etc., in school file.

January 25

February 2 (a.m.)

(p.m.)

February 8

February 11

February 18

February 19 (a.m.)

(p.m.)

February 24

Appendix F

STUDENT SCHEDULES

TENTATIVE SCHEDULE 1971

(February)

Team Leaders' Conference

Planning Committee Conference

Visit of Planning Committee toLearning Resources Center, SFU

Team Leaders' Field Trip toChilliwack for Pre-Contacts

Planning Committee Meeting --Report from Team Leaders

Planning Committee Field Tripto Chilliwack

Team Leaders' Conference

Team Leaders' Meeting withUBC contacts

Planning Committee Conference

* * * * * * * * * * * * * * * * *

POSSIBLE DATES COMING UP:

Alpha (P.C.W. Office)

Alpha/SFU(Ma. Seminar)

Chilliwack

Alpha (Ma. Seminar)

Chilliwack

Alpha (P.C.W. Office)

UBC

Alpha (SocialsResource Center)

1. Actual Field Trip to Resource-Based Community -- April 28-30

2. Seminars, Symposia, Media Presentations -- May 17-21.

* * * * * * * * * * * * * * * * *

44

49

PLANNING COMMITTEE CONFERENCE LOCATION: a.m. Math Seminarp.m. SFU

AGENDA

MORNING SESSION: 10:15 a.m.

1. Introduction of Committee Members

2. Outline of Alpha Project -- Mrs. Doyle

3. Purpose and Function of Planning Committee -- Mr. Onstad

4. Tentative Schedule

5. Explanation of Role of Consultants

6. Election of Student Coordinator

7. Questions, Discussions, etc.

8. Adjournment of Morning Session

* * * * * * * * * * * * * * * *

AFTERNOON SESSION: 12:30 p.m.

An informal visit to the Learning Resources Center at Simon Fraser University.

* * * * * * * * * * * * * * * *

February 25

March 11

March 12

March 17

March 31

April 1

TENTATIVE SCHEDULE 1971

(February - March)

1. Conference with Dr. R. Sabey,Executive Director, ProjectCanada West

(a) with Team 8:30 a.m.Leaders

(b) with PlanningCommittee 9:00 a.m.

2. Planning Committee visit to"Centennial History Display"12:00 noon -- Mrs. Doyle

3. Conference with representativesof Central Mortgage andHousing Corporation1:00 p.m. -- Mr. Onstad

Planning Committee Meeting1:30 p.m.

Planning Committee Field Tripto Chilliwack -- 8:30 a.m.

Planning Committee Meeting withConsultant, Mr. Stanley King10:00 a.m.

Planning Committee Meeting9:00 a.m.

Planning Committee Field Tripto Chilliwack -- 8:30 a.m.

TENTATIVE DATES COMING UP:

1. Actual Field Trip to Chilliwack -- April 28-30

Isabel Reid Room,

Library, Alpha

Evergreen Hall,Chilliwack

BCTF Building,Vancouver

Resource Center,Alpha

Chilliwack

Isabel Reid Room,Library, Alpha

Isabel Reid Room,Libraiy, Alpha

Chilliwack

2. Seminars, Symposia, Media Presentations -- May 17-21.

April 6

April 21

April 23

April 26

April 28

April 29

'May 3

May 4,5,6

SCHEDULE 1971

(April - May)

Consultation -- with Dr. J. LewisRobinson, Department of Geography,UBC -- with Team Leaders --1:30 p.m.

(a) Team Leaders Meeting -- 9:00 a.m.(b) Consultation -- Mr. Ray Frost,

Assistant Co-ordinator,Professional Development Program,SFU -- 9:30 a.m.

(c) Planning Committee Meeting --11:00 a.m.

(d) Team Leaders Meeting -- 1:00 p.m.

Planning Committee Field Trip toChilliwack -- 8:00 a.m. - 4:00 p.m.

Consultation -- with Mr. Tom Dykes,Edward Milne Secondary School, Sooke

Planning Committee Field Trip toChilliwack -- 8:00 a.m. - 4:00 p.m.(Final Trip)

UBC

Resource Center,Alpha

Project Office AlphaIsabel Reid Room,Alpha LibraryProject Office Alpha

Chilliwack

321-23, Alpha

Chilliwack

Planning Committee Meeting -- MO a.m. Resource Center,Alpha

Planning Committee Meeting andWorkshop -- all day

Field Trip to Chilliwack

47

Resource Center,Alpha

ALPHA PROJECT CHILLIWACK FIELD STUDYAGRICULTURAL SERVICE CENTER

GENERAL SCHEDULE

I Tuesday, May 4 I

MORNING 8:00 a.m. Leave Alpha Secondary School

9:15 a.m. Arrive Canadian Forces Base-Chilliwack

9:15 - 10:30 a.m. Tour of CFB Chilliwack (Vedder Crossing)

(Tour includes briefing by Major A. Derrick,followed by bus tour of base)

10:30 a.m.

11:00 a.m.

Leave CFB Chilliwack

Arrive Cultus Lake Entrance BayProvincial Picnic Site

11:00 - 12:00 Noon Lunch at Cultus Lake

AFTERNOON 12:00 noon

12:30 p.m.

12:30 - 1:00 p.m.

1:00 p.m.

1:00 - 2:30 p.m.

2:30 p.m.

Leave Cultus Lake Picnic Site

Arrive Chilliwack Senior Secondary School

Unloading and storage of luggage at school

Leave school for downtown

Orientation walking tour of Chilliwack

Arrive at CSSS for billet placement andluggage pick-up

ALPHA PROJECT CHILLIWACK FIELD STUDYAGRICULTURAL SERVICE CENTER

GENERAL SCHEDULE

Wednesday, May 5

MORNING 9:00 a.m. Arrive CSSS with billets

9:15 a.m. Leave school by bus for farm visits

9:45 am. Arrive at farms

9:45 - 1115 a.m. Tours of two typical farms in Chilliwack-Sardis Area -- (Farms visited with Mr. G.Cruickshank, District Agriculturalist willinclude the Jake Stobbe farm and the AlanToop farm)

11:15 a.m. Leave farms

11:45 a.m. Arrive at CSSS

AFTERNOON 12:00 - 12:30 p.m. Lunch in Chilliwack

12:30 - 3:00 p.m. Group Field Studies (see separate GroupSchedules)

EVENING 8:00 - 11:00 p.m. Folk singers with Chilliwack SeniorSecondary School students hostingAlpha Students

I Thursday, May 6]

ALPHA PROJECT

MORNING 9:00 a.m.

9:00 - 9:15 a.m.

9:15 - 1:45 p.m.

AFTERNOON 1:45 p.m.

2:15 p.m.

2:30 p.m.

2:30 - 3:00 p.m.

3:00 p.m.

4:00 p.m.

CHILLIWACK FIELD STUDYAGRICULTURAL SERVICE CENTER

GENERAL SCHEDULE

Arrive CSSS with billets and luggaRe

Storage of luggage at school

Group field studies (see separate GroupSchedules -- make own arrangements forlunch during this period)

Arrive CSSS to pick up luggage and bus

Leave school by bus

Arrive Fraser Valley Frosted Foods Ltd.

Tour of Fraser Vale Foods Plant

Leave Fraser Valley Frosted Foods Ltd.

Arrive Alpha Secondary School

GROUP I - PHYSICAL SETTING I

ALPHA PROJECT

Tuesday, May 4

Wednesday, May 5

Thursday, May 6

CHILLIWACK FIELD STUDYAGRICULTURAL SERVICE CENTER

GROUP SCHEDULE

DAVE NEUFELD

MORNING With full tour to 1:00 p.m. (See GeneralSchedule)

AFTERNOON 1:00 p.m. Leave Chilliwack SeniorSecondary School by bike

1:30 p.m. Arrive Chilliwack Airport

1:30 -2:15 p.m.

Air flight over Chilliwack

2:15 p.m. Leave airport

2:30 p.m. Arrive at CSSS for billetplacement and luggage pickup

* * * * * * * * * * * * * * * *

MORNING With full tour to noon (see General Schedule)

AFTERNOON 1:00 -3:00 p.m.

Various group activities:Visit to Museum and LibraryMeeting with Town Planner (2)1:30 p.m.Bike Tours

EVENING 8:00 - With full tour for folk singers11:00 p.m. at CSSS (see General Schedule)

* * * * * * * * * * * * * * * *

MORNING 9 :00 - Various Group Activities:1:45 p.m. Interview with District Agri-

culturalist 10:00 a.m. (3)

Bike ToursPhotographs

AFTERNOON With full tour (see General Schedule)

* * * * * * * * * * * * * *

51

ALPHA PROJECT

Tuesday, May 4

Wednesday, May 5

Thursday, Nay 6

CHILLIWACK FIELD STUDYAGRICULTURAL SERVICE CENTER

GROUP SCHEDULE

'GROUP II PEOPLE AND HOUSING'

STEVE SIPOS

MORNING With full tour to 1:00 p.m. (see GeneralSchedule)

AFTERNOON With full tour to 2:30 p.m. (see GeneralSchedule)

* * * * * * * * * * * * * * * *

MORNING With full tour to noon (see GeneralSchedule)

AFTERNOON 1:00

3:00 p.m.

EVENING 8:00

11:00 p.m.

Various Group Activities:People: Visit to Museum

Contact Indian AgentCity Hall

Housing: Field Research (Bikes)MuseumMeeting with TownPlanner (2) 1:30 p.m.

With full tour for Folk Singersat CSSS (see General Schedule)

* * * * * * * * * * * * * * * *

MORNING 9:00 a.m.

9:30 a.m.9:3010:15 a.m.

10:15 a.m.10:30

1:45 p.m.

Leave CSSS for airportArrive Chilliwack AirportAir flight over Chilliwack

Leave Airport

Various Group Activities:People: Interview with

Member of MennoniteCommunityInterviews at CSSSwith students andteachers

Housing: Field Research (Bikes)Visit local realestate insuranceofficespersonal interviews

AFTERNOON With full tour (see General Schedule)

* * * * * * * * * * * * * * *

52

5.7

STUDENT PREPARED STUDY OUTLINE

HOUSING AND POPULATION

SUB TOPIC - Population

This topic is concerned with:

- the general history of the people- populat ion trends- statistical reports (can be done at school)- problems and their solutions W.R.T. population- relating trends in population to progress of agriculture- study of ethnic groups

Indian population: history - future acceptance problemsReligious influence: Mennonite influenceExtent of Dutch population

One team will be occupied with the mechanics of understanding thepopulation growth trends. To do this properly you will have toknow about the historical growth to date, the problems of thecommunity (what brings people?), and the close ties between thesetrends and agricultural development in the area. Chilliwack beganas a supply town, and in the past years has dangerously threatenedthe agriculture. What can be done about it? Is Chilliwack readyfor such growth as is predicted? Do the people want this change?The museum is a good source of historical facts; but the best placeto learn is from an established resident. Don't be afraid to talkto people. The people that the facts effect don't read the reportsof population. They have seen and reacted to the change. How is thechange affecting the younger population? Must they still leaveChilliwack after finishing school due to the lack of employment?Find people who know:

The second team should study the population in less general terms.You will be asked to cover the study of ethnic groups in Chilliwack.History is an important aspect of your topic but don't get away withfacts. Look for an understanding of the situations during thedevelopment and of present circumstances of the different ethnicgroups.

The Indians were once an important part of the community. Where arethey now? What are they doing? How are they accepted? What aretheir problems?

Religious groups have also had great influence on the area in thepast. The Mennonite religion was introduced during the 1920s and

53

immediately set about causing changes in the attitudes of the people.Is religion a controlling factor in Chilliwack? Do the people tendto clan together as in some small towns, or is the population of 8,700too large to be influenced this way?

There was also an introduction of Dutch farmers in the Valley. Are

they a factor to be considered, or has their day also receded alongwith the Indians and Mennonites?

While following your schedule, it should be kept in mind that thepeople who know most about your topic are the people, both residentsand professionals of Chilliwack. You should try to talk to anyone andeveryone who is willing to talk to you; but be careful not to takeeverything you hear as gospel - be critical and inquisitive - thenmake your own conclusions. Interviews should be made with the IndianAgent and/or at the reservation.

Both topic groups should be reminded of two things:

- Try not to get bogged down in facts and irrelevant details.Try to react to the town and then to analyze what you feelabout it and why you feel it.

- Feel free to record your impressions in whatever media youthink suitable.

- If you can find an aspect of your topic which you feel ismost important and you wish to concentrate on one thing -it could be arranged. The introductions to your topic aremerely aids in helping you to get involved in your topic.They are only suggestions to help your creativity andunders tanding.

- The project title is still "A Study of a Resource-Based Town -An Agricultural Distribution Center."

- Whatever your doing, keep in mind that almost everythinghas some relationship to agriculture - past or present.

- Everyone has been asked to look into the history of hisor her topic, in order to better understand this relation-ship to agriculture.

- Is Chilliwack losing its "Agricultural Distribution Center"title?

- Keep your eyes open and look around! Always look around andlook to the future.

A Few Words on the Chartered Flight

Out of a zeal for your education, and because the money is someoneelse's - everyone on the field trip will be taken on a fifteen

minute plane tour of Chilliwack and the neighboring area.

This is an ideal situation for housing and even population because ofthe unique view of Chilliwack in a different light.

Physical expansion is visible everywhere - and yet there are stillvast expanses of farmland literally next door.

This would be our chance to make proper use of our photographyequipment, to illustrate the housing situation and confirm Chilliwackas being an Agricultural Distribution Center.

Note: Use fast film and think light.

55

60

'GROUP III - BUSINESS AND INDUS TRY1

CHILLIWACK FIELD STUDY

AGRICULTURAL SERVICE CENTER

GROUP SCHEDULE

IMOGENE LIM

Tuesday, May 4th MORNING With full tour to 1:00 p.m. (See General Schedule)

AFTERNOON With full tour to 2:30 p.m. (See General Schedule)

****************

Wednesday, May 5th MORNING With full tour to noon (see General Schedule)

AFTERNOON 11:45 a.m.

12:15 p.m.12:15-1:00 p.m.1:00 p.m.

1:15-300 p.m.

Leave for AirportArrive Chilliwack AirportAir flight over ChilliwackLeave AirportVarious Group ActivitiesVisit to Museum and LibraryChilliwack Progress (Microfilms)Interview with Town Planner (2)

(1:30 p.m.)Street Mapping, Interviews with

Businessmen

EVENING 8:00-11:00 p.m. With full tour for Folk Singersat CSSS. (see General Schedule)

****************

Thursday, May 6th MORNING 9:00-1:45 p.m.

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61

Various Group ActivitiesTour of Cattermole Timber Logging

Operation 9:00-noon (4)Chamber of CommerceIntervied with District Agri-

culturalist 10:00 a.m. (2)

Tour of Bowman's Sawmill, SardisBus Leaves 10:45 a.m. (6)Tour of Vedder River Shake andShingle Co. 12:00 noon (3)Tour of hop farm 12:00 noon (3)

AFTERNOON With full tour (see General Schedule)

****************

WEDNESDAY, May 5th

1:30 p.m.

GROUP III BUSINESS AND INDUSTRY

Interview with town planner

Sandy, Debbie, Janet- areas of expansion- reason of present location of zones- laws governing the zoning- parking availability- lack of tall buildings- redevelopment of run-down areas

1:15-3:00 p.m. Field Mapping, interviews with businessmen (informal)

(1) Roger and Mike(2) Bob and Guy(3) Sandy, Debbie and Janet(4) Roberta, Karen and Diane(5) Sandra, Heather and Veena

Include things such as:

Wellington Avenue,Young Street NorthYale Road EastYale Road WestYoung Street South

type of business, number of people employedlength of occupancytype of consumers (income bracket)does it reflect agricultural base of area?does Canadian Armed Forces Base affect sales?

RESEARCH WORK: Chilliwack ProgressSandra, Heather, Veena- any information pertaining to development of

Five Corners, industries....

RESEARCH WORK: Library, Chilliwack's historyRoberta, Karen, Diane

INFORMAL INTERVIEW: unemployment officeRoger, Guy, Bob, Mike- unemployment - summer employment

job availability for graduates

MUSEUM: everyone

58

THURSDAY, May 6th

9:00 a.m.-1:00p.m. Cattermole - Timber Logging Operation

9:00 a.m.

10:00 a.m.

Roger, Mike, Bob, Guylocationrelative importancedollar value to communitynumber of people employed

Informal interview with Chamber of Comnerce

Roberta, Karen, Diane

Interview with District Agriculturalist

Roberta, Karen, Diane- types of farms (acreage)- dollar value to community- location

10:45 a.m. Bus leaves for Sardis - tour of Bowman's Sawmill

12:00-1:00 p.m.

12:00-1:00 p.m.

Sandy, Debbie, JanetVeena, Sandra, Heather

Tour of Vedder Shingle and Shake Company

Sandy, Debbie, Janet, Veena

Tour of hop farm

Roberta, Karen, Diane, Sandra, Heather

CHILLIWACK FIELD STUDY

AGRICULTURAL SERVICE CENTER

GROUP SCHEDULE

'GROUP IV - TRANSPORT ATION & COMMUNICATION

ADRIA LILLBECK

Tuesday, May 4th MORNING With full tour to 1:00 p.m. (see General Schedule)

AFTERNOON 1:00-3:00 p.m. Orientation to Chilliwack

****************

Wednesday, May 5th MORNING With full tour to noon (See General Schedule)

AFTERNOON 1:30 p.m. Arranged InterviewsBus Lines - Bill MillsStreets and Roads - Gordon HeathB.C. Hydro - Mr. MacDonaldChilliwack Progress - Brian McCristall

3:00 p.m. Air flight over Chilliwack

EVENING 8:00-1 1:00 p.m. With full tour at folksingers

****************

Thursday, May 6th MORNING 1 000 a.m. Interviews and tour at CHWKGene Ross

AFTERNOON With full tour (see General Schedule)

****************

GROUP IV

RADIO, NEWSPAPER, TELEPHONE, TELECOMMUNICATIONS

Dan McCaffertyPete RichmondAl Blott

Remember

- think for yourself- know what your going to ask before the interview- don't stay within sample questions, explore on your own- bring back any maps and information you can gather

Interview

- Brian McCristallChilliwack Progress - tour and interviewWednesday at 1:30 p.m.

- Gene Ross, Bill Coombers or Harold RobertsStation CHWKThursday at 10:00 a.m.

Sample Questions

- mthat stations and channels serve the area- types of programing presented- suitability to community needs- adequacy of services - future expansion- internal and external networks (television)- when installed - present size - importance- cost to people - party lines - number of people served

Sources of Information

- B.C. Telephone- CHWK- Newspaper files- Municipal Hall- City Hall- Chamber of Commerce

Public Transit, Railways, Airport, Road Transport

Bob KohutGlen Weed

Mike Robinson

Remember

-- Chink for yourself-- know what you're going to say before the interview-- don't stay within the questions given -- explore on own-- bring back any maps and information you can gather

Interview

Bill Mills

Chilliwack Bus LineWednesday 1:30 p.m.

Sample Questions

-- what exists -- is it adequate-- scheduleslines Chat serve community- - when built -- effect on economy-- present services offered-- types of freight hauled-- relative importance today-- possible future developments- - what types of highway transit and transport serve comummity?-- relative importance of different transporting-- possible future expansion-- Airport schedule -- airlines charters -- costs-- facilities

Sources of Information

-- Bus lineC N station

-- Chamber of Commerce-- Regional Planning Board-- Airport-- Freight Hauling Company

STREETS, ROADS AND HIGHWAYS

Marla NogaAudrey BagnallJo Williamson

Remember

Ni

think for yourselfknow what you are going to ask before the interview

- don't stay within the sample questions, explore on your own- bring back any maps and information you can gather

Interview

Mr. HealthStreets and Roads, City HallWednesday at 1:30 p.m.

Sample Questions

- street patterns, reason for their development (five corners)- present condition of streets (paving)- sidewalks, lanes, curbs, crosswalks, etc.- adequacy of road system, future expansion- difference between city and municipality roads- funds spent- what highways serve the community- when first built, future expansion- have they affected the community- accidents (highways, roads)- patrol of streets and highways

Sources of Information

B.C. Department of HighwaysCity HallMunicipal HallChamber of CommerceRegional Planning BoardPolice Department

63

438

ALPHA PROJECT CHILLIWACK FIELD STUDYAGRICULTURAL SERVICE CENTER

GROUP SCHEDULE

IGROUP V - RECREATION, GOVERNMENT, ETT.-1

CINDY MILLER

Tuesday, May 4 MORNING With full tour to 1:00 p.m. (see General Schedule)

AFTERNOON 1:00 -3:00 p.m.

Tour of Recreation Facilities,including fairgrounds, Coliseum,Evergreen HallInterview with Mr. Dick Cave,Recreational Co-ordinator

* * * * * * * * * * * * * * * *

Wednesday, May 5MORNING With full tour to noon (see General Schedule)

AFTERNOON 1:00 p.m. Tour of City Hall and CouncilChambers: Interview withAlderman Jim Pritdhard andMunicipal Clerk

2:00 p.m. Tour of Chilliwack General HospitalInterview with Mrs. Nutter,Superintendent of Nurses

EVENING 8:00 - With full tour for Folk Singers at11:00 p.m. CSSS (see General Schedule)

* * * * * * * * * * * * * * * *

Thursday, May 6 MORNING 9:00 - Various Group Activities:10:15 a.m. Visits to School Board Offices,

Senior Secondary School, Museum,Library, Women's Institute

10:30 a.m. Tour Chilliwack Community Chest andServices with interview withMiss S. Thompson, Assistant Director

11:15 a.m. Leave for Airport11:30 a.m. Arrive Chilliwack Airport11:30 - Air Flight over Chilliwack12:15 p.m.

AFTERNOON With full tour (see General Schedule)

* * * * * * * * * * * * * * * *

696 4

APPENDIX G

'A FEW

OF MATERIALS

USED BY STUDENTS'

*NOT INCLUDED

IN THIS APPENDIX

IS A MAP OF CHILLIWACK

SOLID PAST PROSPEROUS PRESENT * ASSURED FUTURE

Market? Industrial Site? Distributing Centre?CHILL/MACK OFFERS EWRYTHING!

LOCATION:60 miles from deep-seaon B.C.'s first freewayon Trans Canada Railon Trans Canada Highwayon navigable river

SERVICES:

on oil-lineon gas-lineon B.C. Hydroairportrail, river, rood

CLIMATE:

fog-freeadequate rainfallmild wintermoderate summerno extremes

Broad-based development potential

rr HERE arm t toomany communitiesin Western Canada that can look

back on a full century of development.The. Chilliwack area, located 60 wiles

inland from Vanronvel in the lushFraser Valley, is one such comninnity:and it is maing into a second centuryon a solid basis createdduring the first.

First settlers canie to the Chilli-wack area in the 1860's. recognizingit as On excellent source of food forminers who were seeking gold fadher

71

the Fraser and in the Cariboo.'file farming basis laid then has per-sisted through 10 decades and has ledo some of the most intensive dairy,poultry, small fruit, and cash cropproduction in Canada. On that basis,too, has developed a variety of food-pro.:essing plants from which emergesonw of Canada's most-respected foodImand names: "Pacific", "De lnor"."llairyland", "Fraser Vale", "RoyalCity", "York" to mention a few.

And while farm ,production andfood prbcessing have grown with thetimes and with the demand.s of hungrymetropolitan Vancouver. urban Chilli-wack continues to be the "servicecentre" for a large portion of B.C.'sLf.Aver Mainland. Much of the service!s provided in a core area adjacent toChilliwack's unique "Five Corners",a hub of activity that dates back tothe intersection of roads at "Centre-velle" in pioneer days, and which nowprovides goods and services for closeto. 60,000 people in 20 communities.

Growth of Chilliwack's urban areahaf; not been as rapid or as spectacularas that in areas adjacent to Vanconver;

but it has been steady and well-con-ceived, and it has resulted in some ofWestern C .nada's most attractive resi-(iential districts, with amenities tomatch.

It is this combination of naturalattributes and sound development thathas prompted the claim: "Chilliwackoffers everything!" Whether the de-m:tial is for an industi.a site, marketprospects, or a Pleasant place in whichto live, Chilliwack offers location, ser-vices, climate, and amenities secondto none in Canada.

As it has for a century, agriculturecontinues to provide th e sound econom-

base for Chilliwack area develop-ment; but the economy is substan-tially complernented by extensiveneighbouring forest 'activities, by theservice-oriented activities at CanadianForces Base at Chilliwaek, and by theincreasing number of visitors who likethe Chilliwack area's scenery, climate,and recreational facilities,

Actually, a check of consumer re-ports and sales indices will reveal thatthe Chilliwack area consistently rates'among the top communities in Canada

72

. -- . .

in per capita market and purchasestatistics. On the other hand, Do-minion Bureau of Statistics indicatesthat Chilliwack has fewer than 10,000people; and that does not sound likea sizeable market. However, Chilli-wack city is only part of the picture:the rest of it comprises thesurroundingChilliwhack municipality with M,000people, and a bevy of adjacent com-munities, within 30 miles, that addup an additional 30,000 people.

The Chilliwack area is and hasbeen a recognized leader among FraserValley communities for several dec-ades; and it plans to stay out front,despite the rapid development of Met roVancouver to the west.

Actually, there are two "Chilli-wacks", city and municipality.

Chilliwack city's progressive coun-cil works actively with its business andprofessional people to create and main-tain a progressive amid attractive busi-ness community: And the larger, sur-rounding municipality of Chilliwhack,source of the agricultural wealth andcentre for most of the potential de-velopment, is facing the future withimaginative new plans that were fiveyears in the making, and are nowbeing implemented through the ser-vices of a full-time professional planner.

For the area, the township's newplans are doubly exciting. Not onlydo they promise sound future develop-ment, but they mark a progressiveapproach to the second century. In1973 .Chilliwhack Township will ob-serve its 100th anniversary of incor-poration. And in that same year, theCity of Chilliwack (without the sec-ond "h") will be 65 years of age.Economically, the two Chilliwacks arecomplementary. Administrativel y, theywork together through inter-municipalcommittees and through a variety ofcommon bodies.

Enquiries about the area can bedirected to the city, the municipality,or to the Chamber of Commerce. Thelatter has been providing an unofficiallink between the two Chilliwacks fortwo thirds of a century, working co-operatively with both councils froma full-time office. Confidential enquir-ies may be directed to the chairmanof the Chamber's Industrial Commit-tee, K. H. McCaw, A.C.I., R. 1 (B.C.)Box 210, Chilliwack.

There have been predictions thatthe productive farms and rural vistasof the Chilliwack area will eventuallybe obliterated by the relentless east-ward expansidn of Metro Vancouver,But Chilliwack planners see that timeas a long way off and are planning topreserve attractiveness while making

provision for mansion. It's true thatthe province's first freeway links Chi llwack and Vancouver, and places Chil-liwack's produce and people only anhour from downtown Vancouver. Butnow, and into the foreieeable future,Chilliwack residents enjoy a combi-nation of the best in rural and urbanliving and "enjoy- is the right word.The combination provides excellentroads, but none of those frustratingmorning and evening traffic jams. Infact, few Chilliwack area residentstake as long as 10 minutes to getto work. The combination contains,too, a climate that is mild, with win-ters reasonably snow free, It providesrecreation that is only minutes away:two fine golf courses, excellent lakes,a nationally famous hot springs, ahockey rink, four curling rinks withina half-hour's drive, a community swim-ming pool, an uncluttered airportand one of the continent's best-knownsteelhead streams, With an assortmentof fine churches, good schools, and anexcellent hospital, Chilliwack has mostof the pluses of big city life, with fewof minuses.

But for those who are industry-minded or market-oriented, the Chilli-wack area has much more to' offerthan pleasant amenities. A partial listof the economic pluses includes: lotsof good land, all adjacent to trans-continental rail, transcontinental high-way, and even adjacent to potentialriver transportation; both the naturalgas line and the oil pipe-line pas;through Chilliwack; there's abundanthydro and water supply; there's com-munity awareness through weeklynewspaper, local radio, and cable tele-vision, all service-oriented; and there'sstable municipal government servingindustrious responsible people, Manyof these stable, industrious and re-sponsible people will be available tocomplement your staff.

Chilliwack area people and plan-ners do not envisage huge industrialcomplexes developing on thei r pleasantand productive acres; but they can seefuture expansion along the lines ofsecondary industry, related to farm andforest, and to service industry andacitivity. The crystal ball is not clearas to wbat the future holds for Chilli-wack industrially, economically, andcommercially; but a century of pleasantliving suggests that Chilliwack willcontinue to be a wonderful place inwhich to work, live, and bring up afamily. Anyone interested in the po.tential and prospects is invited to en-quire, by letter or in person, or bothways with a leisurely visit highlyrecommended. That is a pleasant wayto discover that "Chilliwack offerseverything.

iculture prese----tspollution chalk- g

By JOHN DAVIES'Regional News DirectorOne of the inevitable head-

aches of most Fraser Valleycouncils is trying to keep thepeace between urban-dwellersand farmers . . . especiallywhen the centre of the argu-ment is the homely old man-ure pile.

It is a familiar story. Resi-dents complain about fliesand odor. The farmer firesback that he is doing his levelbest to keep the nuisance toa minimum.

He w ill sometimes add,with a mite of irritation inhis voice, that his farm wasthere before the houses wereever built, and new residentsmight reason-My have fore-seen that farm animals pro-duce manure.

What both sides often over-look is that agriculture todayis a far cry from what it was.

Sheer economic necessityand the need to keep foodcosts down have revolution-ized farming. Fewer farms areproducing more food thanever before from less acre-age.

Twenty-five years ago, oneft.rn. worker produced enought'ood for himself and 12 oth-ers. Today he feeds himselfand 48 others.

Larger herdsIn dairying, the trend has

ieen to fewer producers andarger herds. Hundred-cowierds are not uncommon to-lay; some approach 200.

In the poultry industry,wildings on small acreagesnay house up to 250,000girds. The National Hog Corn-way near Abbotsford builtacilities to market 24,000togs a year. Some commer-lel feed lots market between.,000 and 10,000 head of

cattle a year.Waste disposal problems

confronting some of thesemammoth operations arestaggering in their dimen-sions.

Agricultural engineer TomWindt of the department ofagriculture, Abbotsford, citesthese figures:

Disposing of wastesfrom a 100-cow dairy herdand related young stock isequivalent to the disposalproblem from a town of 3,000people.

Marketing 24,000 hogs ayear (which means theremight be 10,000 hogs at anyone time) creates a disposalproblem equivalent to a cityof 25,000 people.

A 10,000 head feeder lotis equivalent to the disposalproblem from a city of 150,-000 peop:e.

"Can the agricultural in-dustry support waste disposalsystems equivalent to thatrequired by a city of 150,000people?" Mr. Windt asks. "Iwould guess not not unlessthe price of the product goesup considerably."

Agriculture on this scaleposes challenges which havenot al ways been resolved, butprogress is being made.

Dezpite research, Mr. Windtsays, there is no single meth-od universally satisfactoryfor the treatment and dis-posal of animal wastes ori-ginating from confinementlivestock operations. Fieldspreading, incineration, la-gooning and dehydration haveall been tried, but no onemethod has been found to bea widely applicable solution.

"In this modern day tech-nology that is an awfut state-ment to make," Mr. Windtconfesses, "but it is basicallytrue."

These problems have mush-

roomed as and when farmingoperations have grown farbeyond the point 'where theavailable land can support thelivestock. With large numbersof animals confined in a smallarea, huge quantities of feedare purchased because thepasture itself would be com-pletely inadequate. But thispractice means that the landcan no longer use the quan-tities of manure produced.

In the dairy industry, thisis not yet a critical problem,Mr. Windt points out. Al-though the trend is to largerherds, there is generallyenough langi to absorb themanure if it is applied at theright time.

Spreading of manure whenthe land is already saturatedwith rain-water is, obviously,just asking for pollution prob..lems. .

Poultry operations are in adifferent category. Sometimesthere is very little land apartfrom the building site Itself,so disposal of manure at thesite is out of the question.It has to be stored until itoan be hauled to someoneelse's field. Ability to storemanure for prolonged periods,to keep it dry, and to excludeflies from the building areobvious needs in today's largepoultry buildings.

Odor and pollution prob-!ems will depend to a largeextent on the type of buildingand the housekeeping prac-tices of the operator.

Mr. Windt said the wetflush cage system, whiz!, in-volves sluicing out the man-ure, is highly unsatisfactoryfrom the odor point of view.

Deep pit desigaIt was to reduce odor and

flies, as well as providing

73

an efiiiient manure-hindlingsystem, that Mr. Windt ad-apted a design developed inMaine for a deep pit cagehouse. This system, whichuses forced air ventilation tohelp dry the manure, hasbeen adopted (in some caseswith minor adaptations) byat least 35 Fraser Valleypoultrymen at the presenttime, an impressive record ofacceptance since it was intro-duced less than two yearsago.

At present the poultrymanoften gives the manure away.All he asks the farmer ob-taining it is to come andclean it out.

To avoid pollution at theNational Hog Company oper-ation, an oxydation ditch isbeing used. Design and test-ing of this system has beena .caoperathlavoroject of. thecompany, provincial and fed-eral departments of agricul-ture, agriculture and civilengineering departments ofthe University of British Col-umbia, and B.C. Hydro.

It consists of a large gutterdesigned in the shape of arace track and installed rightunder a conventional confine-ment-type 'hog finishingbuilding. Waste falls througha slotted floor and is treatedin the ditch, which has anelectrically - driven pa ddlewheel type aerator. This in-troduces large amounts ofoxygen into the effluent andcreates favorable conditionsfor aerobic bacteria to breakdown organic matter.

Tests with this particularsystem have shown that odorhas been eliminated, BODreduction is about, 90 percent, there are no foamingprobleins, and there is somereduction of nitrate nitrogen.

Extent of the agriculturalpollution problem I. far frombeing Wily measured. Mr.Windt comments that there

./

is very little monitOring offarm ditches and streams. Anexception is the Krahn dairyfarm at Sardis, which has co-operated with the departnlentof agriculture in allowingmonitoring to o take placethere. Water samples are sentto the University of BritishColumbia for analysis and sofar there has been no indica-tion of any significant pollu-tion, Mr. Windt says.

Examining the overall pic-ture, Mr. Windt sees littleroom for 'complacency.

"The agricultural industry,"he stresses, "has a responsi-bility to find answers to thesewaste disposal problems. Theconcept that agriculture washere first and should be leftalone no longer holds. Urban-ization is spreading and ifagriculture is to co-exist andremain a vital part of oureconomy, immediate stepsmust be taken.."

Received and filed apetition asking for the com-plete abatement of odorsand nuisance from the Evers-field Poultry Farm on HazelStreet. Previous investigationindicated that Mr. Eversfieldwas complying with all regu-lations and council had sug-gested that a civil court actionappeared to be the only re-course for the petitioners.Alderman Dorothy Kostrzewaread a letter from C. W.Wood, a poultry specialist inAbbotsford, which indicatedthat the Eversfield Farm wasconsidered by poultry special-ists as a good example of hownuisance factors from thepoultry business can be elim-

Must still find money

Mali idea appealsto city council

Proposal to establish a mallon Mill Street has foundstrong support in city coun-cil, now 'all council has to dois find money for its share ofthe cost and get the go-aheadfrom Mill Street merchants.

At its meeting on Mondaynight council decided to referthe matter to the administra-tion committee to determineexact costs involved and also,whether or not money is avail-able for the project.

Alderman Dick Smith, pu-blic works committee chair-man, said that necessarywork for a mall would costabout $I9,500 (give or takefive per cent). This amount,he said, is above and beyondnormal improvements plan-ned for the street.

City council share of the

74

additional work would be 35per cent and in rough figuresamounts to about $7,000.

Alderman Jim Pritchard, acouncil member on the Advi-sory Planning Commission,said he would like to haveseen council approve the ex-penditure so "we can get go-ing on this. The planningcommission would like tomeet with Mill Street proper-ty owners and present an of-fer," he said.

Mayor A. B. Holder com-mented, "I'm very much in fa-vor of this project and I don'twant to dampen it, but wehave to make sure the moneyis available. I don't think itis fair to approach them un-til we have figures and cantell them that. we are defin-itely prepared to go ahead,"

%.011 I I 0%0 I I \No %No Nue Old 014.011 I ,seriqw

advisory commissionsAdvisory planning com-

missions should be set up ineach electoral area in theFraser - Cheam regional dis-trict and interim controlsbrought in until a develop-ment plan for the entire re-gion can be introduced, h isrecommended by J. S. Dhil-Ion, Chilliwhack township'sdirector of planning.

These are some of the plan-ning steps urged by Mr. Dhil-Ion in a report to regionaldistrict .directors. But, hewarns, there is no sidestep-ping the need for a compre-hensive development plan.

"There is no escape," hedeclares. "A well thought outdeveldpment plan for the re-gional district is a 'must' and1 reconunend that the Re-gional District of Fraser-Cheam invest generously toensure the completion ofsuch a plan. But let's not kidourselves. Preparation of adevelopment plan involvesyears of continuous work fora large staff."

Interim controls envissgedby Mr. Dhillon are seen astop-gap measure to keep ex-isting problems in check.

Most of the growth, hepoints out, Is taking place inthe southern 10 per cent ofthe regional district, includ-ing the areas of Chilliwack,Kent, Harrison Hot Springsand Hope.

However, he stresses, thereare certain areas in the dis-trict where land is being pre-empted and "commercial andothar..cnutentious Jacid usett"are cblning ilL fees! indludeLindell and Chilliwack Lake,Popkum and Laidlaw, SilverCreek and Kawkawa Lake,along the Trans - CanadaHighway between Hope andYale, Harrison Lake, BostonBar and North Bend.

"It is considered desirable'that, pending the develop-.inent of a long range plan fororderly growth of the regionaldistrict, some interim meas-ures should be adopted toprotect the available usableland, to forestall unscrupul-ous subdivision and contenti-ous land development activ-ity in the areas of immediateconcern," says Mr. Dhillon.

To get to work on theseproblems, Mr. Dhillon sug-

gests, the problem areas mustbe defined, some knowledgeof the local problems mustbe acquired, and a certainamount of land use data ob-tained.

"Once this has been done,"he declared, "then necessaryinterim regulations could besuggested for adoption a n denforcement. Public educationon the advantage of planningcontrols will be necessary toenlist public support. It is ne-cessary that the people, forwhom we are planning, be in-volved in all stages of theprogram."

Action recommended b yMr. Dhillon includes:(1) Establish advisory plan-

ning commissions in elec-toral areas.

(2) Regional district planningstaff to conduct surveyof areas of immediateconcern so as to getfirst - hand informationon the type of develop-ment and its extent. Lo-cal assistance would beuseful here.Planning staff shouldmeet with advisory plan-ning commissions ineach area to get opinionson local problems, goalsand aspirations.

(4) Area priorities should beestablished.Interim controls shouldbe developed for theareas of concern in orderof their priority.

(6) Develop a 'blanket con-trol' for the rest of theregional district.

(7) ,Enforcs, the conteeLatt Is zecomtelistated that

the regional district adoptthis practical planning pro-gram designed to solve thoseimmediate problems whichare not only publicly visiblebut are vital," says Mr. Dhil-Ion. "This program will en-courage local participation,and will set the stage formore sophisticated futureplanning work."

At last week's meeting ofregional district directors,Mr. Dhillon's report w a sadopted in .principle.

Executive committee willstudy implications of the re-port and report back to thenext meeting on how the rec-ommendations can be carriedout.

(3)

(5)

Plan to operatesawmill near Sardis

Plans to operate a sawmillat 8186 Mill Road, Sardis,were approved in principle bytownship council on Mondaynight.

In a letter to council FienLumber and Veneer Ltd. ofR.R. 1, Sardis indicated, "thiscompany'is now repairing andmodernizing the present milland will do some expandingat .a later date. When com-pleted it will be a non-pol-luting operation." "Presentlyeight men are employed atthe site and when repair workis completed there will be be-tween 15 and 20 employees."

Chief reason for the letterT.-

was the fact that the pro-perty in question has beenzoned for aviculturei pur-poses and the zoning must bechanged to general industrial.

On the recommendation oft h e director of planning,council approved in principlethe idea of rezoning. Applica-tion for rezoning must gothrough the Lower Mainlandreview panel before it can begrantei

Mill has been in operationat the site for 38 years. Ori-ginally it wss operated byFreeland and Macken andlater the name was changedto Frazier Hardwoods.

_

Five stores in first stage

ork nowu d yfor hoppingce t e-.- .- .

Work has started on thefirst phase of a shopping cen-tre project near the intersec-tion of Cheam Avenue andYale Road West.

. It will consist of some 30,-000 square feet of storespace, including an 18,000square foot supermarket andfour other stores. Secondphase will include another30,000 square feet of storearea.

There will be parking spacefor 185 cars. Construction ofthe first phase is expected tobe complete by the beginningof June, while it is hoped tofinish the second phase bythe end of the year.

75

DeielOpers -IC a mHoldings Ltd., principtwhich are Art Harms, predent of Buy Rite Market, a!Fred Boehme, proprietorSouthgate Garden Shop.

Contractors for the projeare Harry 'Rudolph Constrution Ltd., who were this weipouring the foundations.

There will be three errances to the stopping cetre. One will be from CheaAvenue, directly across froHope Street. From Yale Rcsthere will be an entrance oposite Hottgins Avenue aialso beside the SouthgaGarden Shop. Contraryprevious plans, the gardishop will not be relocatec

PROJECT CANADA WEST

ALPHA PROJECTCHILLIWACK 11ELD STUDY FOOD MOCESS J NG PLANT

F RASER VALLEY FROSTED FOODS LTD.BOX 240

CHILLIWACKB.C.

LANGLEY FRUIT PACKERS LTD.MONTAGUE

P.E.I.

ACROSS THE NATION4

r -`2 FASTEST FROM/ FIELD TO FREEZER

,

ChilIiwack

.

* PROCESSING PLANTS+ BROKERS

DISTRIBUTORS

1

,tet

rerjn

LI It.'"

Montague P.E.I.

Fraser Volley Frosted Foods Ltd.

Leading Producer of Frozen ProduceRecovers from flood to build coast tocoast name for Fraser Vale frozenfoods. Adds east coast plant to meetdemands of domestic and exportmarkets.

"A fortunate combination of fact-ors such as fertile soil, level tope).graphy, and a moderate climate,have made possible the high degreeof agricultural development whichhas tal:en place in the FraserValley."

This is the somewhat matter-of-fact wording of a B.C. departmentof lands bulletin. Because it is anofficial publication, it steers clearof superlatives and Madison Avenuephraseology.

But how would the MadisonAvenue boys phrase it? Rich blackloam nurtured in the rampart-pro-tected hinterland and washed downby the mighty Fraser River waters

. . succulent peas . . juicy straw-berries ripening under blue skies. . .

In the midst of this rich and pro-ductive land is Fraser Valley Frost-ed Foods Limited which harveststhe ripened crops, processes andfeezes them, and offers them, inkright packages, to thc consumer'rom the grocers' freezer compart-nwnts.

But. let us, for a moment, go backto the provincial bulletin, mainly forbackground material:

"Spring comes early in thc FraserValleyoften in March. Tempera-tures increase gradually as the sea-son advances, and with summercome warm sunny days and coolnights."

"The production of peas and cornfor freezing and canning has becomean important industry. ."

"The growing of vegetables is animportant agricultural activity, anda wide variety of crops are grownboth for fresh use and for canning."

P.E.I. OPERATIONIn Prince Edward Island, rapidly-

conditioned soils bring abundantharvests to the hardy residents who

rely on farming to bring them alarge percentage of the island's totalincome. Much of the land is underfield crops. growing potatoes, vege .tables and small fruits.

Here Langley Fruit Packers Limit-cd. a company fully-associated withFraser Valley Frosted Foods, is inthe midst, with a processing plantat Montague in the heart of thegrowing area.

FORMED IN 1915.

The products from the plants atopposite ends of the country are thenow - famous Fraser Vale frozenfoods. sold across Canada, and nowexported to several countries over-seas.

The idea of starting a frozen foodsplant in Chilliwack was conceived byGeorge Williams in 1945 who withfive other investors formed thecompany directorate. Production was

started in 1946. with George Wil-liams as president, and his son, Jack.as superintendent.

Subsequently, Jack Williams put%chased the shares of those whowished to drop out, and in 1956acquired controlling Interest in thecompany.

Jack Williams relates that back in1945, the directors met and madea forward-Marching decision to order150 tons of strawberries for theseason's pack. There likely weresome qualms about so big a purchasebecause 150 tons is a lot of straw-berries!

Today, it is not unusual to rim150 ton5 lo one day.

In 1945, the plant could freeze 15tons a day while storing 120,000pounds. Today it can freeze 150 tonswhile storing 15 million pounds.

The plant had a small begiiming;but the rich vegetables and fruitsit processes, and the progressivepolicy of management, especially inthe area of quality control, hasmade the company a leader in thefrozen foods industry in Canada to-day. But, according to Jack Williams.it nearly didn't make it. During 1948.the Fraser River flooded, cpveringmuch of the plant with five feet ofwater. The directors looked at thcflooded-out plant and passed a resolution to wind up the business.

The following day the water start-ed to recede. They took a secondlook and decided to rescind their pre-vious motion. But it was. for a time.touch and go.

Today, the two plants-- -one inChiliwack and one in Montague-produce a large portion of frozenfruits and vegetables produced inCanada.

Some of the vegetables pukedare: asparagus, green beans. waxbeans, b r o c c oil spears, hrusselsprouts, carrots, cauliflower, cutcorn, onions, peas and carrots. frenchfries, hash browns.

Fruits include: blueberries, rasp-berries, strawberries.

Other items pr oduce d are:Chinese Foods, Fish and Chins andprepared foods.

ft& VilleitoPoistimrritsox mo, S.C.

PHONE: (604) 793-7781TELEX: 04-3613

'Prottissoes of FraserVale F nFrvfttandV oitibikkis

:?:i!St G PLANTS LOCATED AT MONTAGUE, P.E.I. AND CHILLIWACK, B.C.

FROZEN FOOD PRICE LIST

Effective January 4, 1971

CODE COMMODITY Size orPacked

Price PerDoz/Lb.

Pricepc:r C/S

10011034

ASPARAGUSF.V. Fcy. Spears K. LokF.V. Fcy. "Econo Pack"

BEANS - GREEN - Reg. Cut

24/1012/2

6.45

.75

$12.9018.00

1201 F.V. Fcy. K. Lok 24/10 2.55 5.101204 F.V. Fcy. Opaque Poly 12/2 .24* 6.121205 F.V. Fey. Poly 6/5 .23* 7.051206 F.V. Fcy. 20 lbs. .23 4.6o1207 F.V. Fcy. 45 lbs. .22Y2 10.131254 Frozo Choice Poly 12/2 .21Y4 5.10

BEANS - GREEN - Fr. Cut1301 F.V. Fcy. K. Lok 24/10 2.35 4.701304 F.V. "Econo Pack" 12/2 .24 5.76

BEANS - BABY LIMAS1401 F.V. Fcy. K. Lok 24/12 3.30 6.601404 F.V. Fcy. Opaque Poly 12/2 .32 7.681407 F.V. Fcy. 50 lbs. .27 13.50

BEANS - WAX1504 F.V. Fcy. Opaque Poly 12/2 .26 6.241507 F.V. Fcy. 45 lbs. .24 10.80

BROCCOLI SPEARS1702 F.V. Fcy. K. Lok. 12/10 3.60 3.601204 F.V. Fcy. "Econo Pack" 12/2 .31 7.44

BROCCOLI - CHOPPED1802 F.V. Fey. K. Lok 12/10 3.00 3.001804 F.V. Fcy. Poly 12/2 .21 2/3 5.20

BRUSSEL SPROUTS2002 F.V. Fcy. K. Lok. 12/10 3.30 3.302004 F.V. Fcy. Opaque Poly 12/2 .33 7.922017 F.V. Fcy. 50 lbs .32 16.002054 Frozo Choice Poly 12/2 .29 6.96

F.O.B. CHILLIWACK, B.C.Terms 1% - 10 Days Net 15

PRICES SUBJECT TO CHANGE WITHOUT NOTICET.O.S. - Temporarily out of Stock.

FRASER VALLEY

CODE COMMODITY

CARROTS2204 F.V. Fcy.2205 F.V. Fcy.2218 F.V. Fcy.2304 F.V. Fcy.2305 F.V. Fcy.2308 F.V. Fcy.2404 F.V. Fcy.

Diced OpaqueDicedDicedSlicedSlicedSlicedWhole Poly

PolyPoly

CAULIFLOWER2602 F.V. Fcy. K. Lok2604 F.V. Fcy. "Econo Pack"2654 F.V. Frozo Choice Poly2656 F.V. Choice

280128042805280628072854

290429052955

CORN - CUTF.V. Fcy. K. LokF.V. Fcy. PolyF.V. Fcy. PolyF.V. Fcy.F.V. Fcy.

Frozo Choice Poly

CORN ON COBF.V. Fcy. PolyF.V. Fcy.F.V. Choice

MIXED VEGETABLES3101 F.V. Fcy. K. Lok3104 F.V. Fcy. Opaque Poly3105 F.V. Fcy. Poly3106 F.V. Fcy.3107 F.V. Fcy.3154 Frozo Choice Poly

FROSTED FOODS LIMITED

Size or Price PerPacked Doz/Lb.

Poly

ONIONS3301 F.V. Rings3302 F.V. Chopped Junior Poly3303 F.V. Ring Inst. Layer Pack

PEAS

3501 F.V. Fcy. K. Lok3504 F.V. Fcy. Opaque Poly3505 F.V. Fcy. Poly3506 F.V. Fcy.3507 F.V. Fcy.3554 Frozo Choice Poly3555 Frozo Choice Poly3556 Choice3557 Choice

12/26/5

55#12/26/545#12/2

12/1012/212/225 lbs.

24/1212/26/520 lbs.50 lbs.12/2

12/44 doz.4 doz.

24/1112/26/520#40 lbs.12/2

. 14h

.14

. 13

. 183

. 17h

.17

.33

PricePer C/S

3.504.207.804.4o

5.257.657.92

3.30 3.30.27 1/12 6.50.23 5.52.21 5.25

2.4024.1

.20

.19

.18

1.20

.95

. 50

2.10.227

.202

. 19

.18

.19

12/4 2.1512/10 2.354/2Y2

4.8o

5.806.003.809.00T.O.S.

4.8o3.802.00

4.205.456.053.807.204.56

2.152.35T.O.S.

24/12 2.30 4.6o12/2 .24 5.766/5 .22 6.6020 lbs. .21 4.2050 lbs. .20 10.0012/2 .20 4.806/5 lbs. .19 5.7020 lbs. .17 3.4050 lba.. .164 8.25

F.O.B. CH;LLIWACK, B.C.Terms 1% - 10 Days Net 15

PRICES SUBJECT TO CHANGE WITHOUT NOTICET.O.S. - Temporarily out of Stock. 79

- 3 -FRASER VALLEY FROSTED FOODS LIMITED

CODE COMMODITY

37013704

37053706

3707

PEAS AND CARROTSF.V. Fcy. K. LokF.V. Fcy. PolyF.V. Fcy. PolyF.V. Fcy.F.V. Fcy.

POTATOES (FRENCH FRIED)4101 F.V. Fcy. "Reg. Cut" K. Lok4104 F.V. "Reg. Cut" Opaque Poly4105 Frozo Choice "Reg. Cut" Poly4156 F.V. Fcy. "Reg. Cut"4204 F.V. Fcy. "Crinkle Cut" Poly304 F.V. Foy, Shoestring

POTATO PRODUCTS4601 F.V. Hash Brown K. Lok4604 F.V. Hash Brown Opaque Poly4605 F.V. Hash Brown Poly

SPINACH (LEAF)5002 F.V. Fcy. K. Lok5004 F.V. Fcy. "Econo Pack"

TURNIPS5104 F.V. Fcy. Poly

APPLES6004 F.V. Fcy. Poly6006 F.V. Fcy. Carton

BLUEBERRIES6201 F.V. Fcy. K. Lok6204 F.V. Fcy. Opaque Poly6206 F.V. Fcy. Caxton

BOYSENBERRIES6404 F.V. Fcy. Poly6405 F.V. Foy. Carton

CHERRIES (5+1 Pitted)6606 F.V. Fcy. Pails

PEACHES (SLICED)6801 F.V. Fcy. "Canco"

Size orPacked

24/11

12/26/5

20 lbs.40 lbs.

24/9

12/212/230 lbs.12/212/2

12/1212/26/4

12/1212/3

12/2

12/2

35 lbs.

24/11

12/2301bs.

12/225 lbs,

30 lbs.

12/15

Price Per PriceDoz/Lb. per C/S

F.O.B. CHILLIWACK, B.C.Terms 1% - 10 Days Net 15

PRICES SUBJECT TO CHANGE WITHOUT NOTICET.O.S. - Temporarily out of Stock.

80

2.05.21.18

.16

.15h

1.65

4.105.04

5.40

3.20

6.20

3.30.19 4/10 4.65.17 4.08.16 14.80

.19 4/10 4.65

.19 4/10 4.65

1.50 1.50.15 3.60.141 3.40

2.65 2.65.22 7.92

.15 3.60

.25 6.00

.16 5.6o

3.67Y2 7.35.38/2 9.25.38 11.40

.44 10.56

.40 10.00

.31 9.30

3.90 3.90

- 4 -

FRASER VALLEY FROSTED FOODS LEMITED

CODE COMMODITYSize orPacked

Price PerDoz/Lb.

Priceper C/S

RASPBERRIES7001 F.V. Fcy. "Canco" 24/15 4.471/2 8.957004 F.V. Fcyr "Econo Pack" 12/2 .53 12.757006 F.V. Pail (Unsweetened) 28 lbs. .33 10.647051 Frozo Choice "Canco" 24/15 4.271/2 8.55

RHUBARB (CUT)7104 F.V. Fey. Poly 12/2 .195 4.707106 F.V. Fcy. 30 lbs. .17 5.10

STRAWBERRIES7201 F.V. Fey. "Ganco" 24/15 4.47Y2 8.957204 F.V. Fcy. "Econo Pack" 12/2 .40 9.607206 F.V. Choice (Sliced) 4+1 (Pail) 30 lbs. .29 8.707251 Frozo Choice "Canco" 24/15 4.275 8.557306 F.V. Choice Whole 4+1 (Pail) 30 lbs. .29 8.707354 Froze Choice Whole Econo Pack 12/20 .373 5.607356 F.V. Fcy. I.Q.F. 30 lbs. .36 10.80

FISH AND CHIPS7704 F.V. Fish and Chips Cod 12/24 5.80 5.807804 F.V. Fish and Chips "Greenland Turbot"

(Formerly "Greenland Halibut") 12/24 6.20 6.20

F.O.B. CHILLIWACK, B.C.Terms 1% - 10 Days Net 15

PRICES SUBJECT TO CHANGE WITHOUT NOTICET.O.S. - Temporarily out of Stock.

81

CHILLIWACK COMMUNITY CHESTand SERVICES

organized to seek out and meet the Chilliwack area's unmet social needs.

HOMEMAKERS SERVICE

Helping in Valley homes for

the past four years

PHONE 792-1042

VOLUNTEER BUREAU

Providing purposeful jobs for

those wanting to help others

PHONE 792-4267

COMMUNITY CHESTAND SERVICES

Headquartersand

Information

PHONE 792-4267

CHWK RAFilD ADS FUND

HELPING PROJECTS

GET STARTED

INFORMATION SERVICE

Files provide communityinformation of all kinds

includingCommunity Calendar

PHONE 7924267

MEETING AREA

Many organizations use

the centre forsmall meetings

PHONE 7924267

COMMUNITY SERVICESCENTRE

HEADQUARTERS FOR A

VARIETY OF

COMMUNITY SERVICES

.IN THE BARBER BLOCK

PHONE 792-4267

SERVICES STEM

FROM STUDIES AND

RECOMMENDATIONS

OF THE SOCIAL

PLANNING COMMITTEE

MEALS ON WHEELS

Volunteers deliver

hot meals

PHONE 792-6587

FAMILY COUNSELLING

Qualified Counsellors providefree family counselling

daily

PHONE 7924267

FINANCED THROUGH

GRANTS AND

DONATIONS

CHRISTMAS ACTIVITY

Co-ordination of

Pre- Christmas Services

PHONE 792-4267

COMMUNITY SERVICESDIRECTORY

Annual 100 - page bookprovides details about

all Chilliwack areacommunity services

PHONE 7924267

ASSISTANCE FORVedder CentreTeen PowerOpportunity WorkshopCentennial MedallionsTeachers' Aides

Providing Community SERVICES ThroughVolunteer Activity 82

gens oN WHEELS

isals Oa wheels Is a voluntary

ernes which was started In the

°malty Is January, 1989, with

feeds for thw total cost of

e giipmemt and administration

prOvided by the Ooroptimist Club

of Ceilliwack.

It provides hot,

n utritious meals three tines per

week t elderly, handicapped,

cohvalescent and chronically ill

pebple who are "shut-in" snd

eakaot cook.or shop for them-

selves.

The eals are provided

e i the Chilliwack General Hos-

el at a cost of 'Po{ to the

recipient.

They are delivered

log Volasteers between 5 6 6 p.m.

Tlie Volunteers to date have come

:ros totary-Amns, Job's Daughters,

moo sad tom of the United Church

had vomits of the Evangelical Church.

Sack case mast be a referral throigh

kite Family Physician, Public Health

Morse. Social Worker, or Minister

to the Director: Mrs. Roy Winch.

telephone: 762-6517.

COMMUNITY CHEST

Wats to be of. service to the

Community.

Sono of the Services

mentioned have already-bees in

oberation.

Sy having these

ssordimated through ome office,

variety of service is offered

to this area. nth piddle

financial.Sapport from Individuals,

organisations end goverameats,

these conmemdable areas of servicO

are offered to all.

The Community Chest

and Services is your

organisation.

It is

here to be of service.

We count on your

interest and support.

Together we can al/

help in waking this

.Connunity a better

place in which to

live.

11/

CHILLIMACK

COMMUNITY

SERVICES

CENTRE

IS, 9 /ale Road, last

CHILLIVACK. B. C.

Phone

792-4267

Services provided

through

CRILLINACK

COMMUNITY CHEST

& SERVICES

ZIE

NN

ISal

tpag

gES)

rtA

BIG BROTUERS

VOLUNTEER BUREAU

FAMILY LIFE INSTITUTE

CHILLIKACK MOMENAKERS SERVICE

VEDDER DROP-IN CENTRE

COMMUNITY INFORMATION SERVICES

WEALS OK WHEELS

OX

INU

NIT

Y C

HE

ST

BIG

BR

OT

HE

RS

A local chapter.of the Inter-

national organization has now

been established.

It is a

service whereby a an volunteers

some of his spare time develop-

ing a."friendship" with a

fatherless boy.

Applicants

(both men and boys) ere care-

fully screened and atched. On-

going counselling is provided. -

Anyone with a few hours per week

to spare, who is interested in

becoming a Big Brother, may con-

tact the Community Services

Centre,

VOLUNTEER BUREAU

There are any people in the

Chillivack area with unused time

or talents.

By better utilization

of these, greater service can be

offered to the community.

Your

Community Chest & Services is

ready to receive offers of help

end requests for the assistance

of volunteers.

Let us know

where you need help and let us

know where you can be of

assistance.

Miss Sadie Thompson,

telephone 792-4267,

Is the co-ordinator.

FAM

ILY

LIF

E I

NST

ITU

TE

This has been organized to

pro-

vide opportunity for help in

better family living and to less-

en family breakdowns.

Counsell-

ing and consultation will be

available through the office of

the Community Chest Services.

Family Life Education Courses

will be developed.

The services

of the Institute are available to

anyone regardless of race, colour

or religious beliefs.

We are

grateful to a large number of

volunteer counsellors and other

professional people who will be

available for consultation.

MUDPACK flOMEMARER SERVICE

Trained, capable women are avail-

able to assume responsibility for

the care of a household

where

there is illness or emergency.

Our Homemakers care for the aged,

'children and convalescents.

Our

Homeeakers do the housekeeping

and aintain family life until

the emergency has passed.

This

service is assisted financially

by Chilliwack Rotary Radio

Auction.

For information contact

mrs. Richard Trott, phone 792-1042

VEDDER DROP-IN CENTRE

This is a pilot project recently

Initiated under the Community.

Chest and Services. .It is

progra. for the residents of the

Vedder Auto Court, Vedder Cross-

ing; providing recreational,

social, and learning opporten-

ales for all embers of the

family from pre-schooler to

adult.

Both parents and

Volunteers will be involved

in the organization of its

further activities.

COMMUNITY INFORMATION SERVICES

Information is oer business.

Community Information Services

will be prepared to provide

information concerning Health.

Welfare, Education and Recreat-

ional facilities and service

in the coanunity.

In addition to this the Comm-

unity Chest et Services mates

available for purchase a list-

ing of the variety of services

that ars offered through clubs,

church., and organisations.

This detailed listing lb pre-

pared anmeally.

Let es kmon

whore we can be of service

to you.

Appendix H

What Makes an Agricultural Community Tick?

The Columbian Saturday, May 1,1971

What makes an agriculturalcommunity tick? How importantare its roads and physical set-ting? What are its local powerstructures? And how does it re-act to urbanizing change?

The answers to those ques-tions and more are being soughtby 70 North Burnaby secondarystudents involved in a studycalled Project Canada West.As part of their investigation,they will be spending three

By Jacke WoZfColumbian Staff Reporter

days -- May 4-5-6 -- In Chilli-wack, studying that communityand its people.

The young people are stu-dents in a grade eleven socialstudies class at Alpha Secon-dary School, taught by Mrs.Judy Doyle and Gary Onstad.Along with 13 other groups ofsecondary students in the fourwes tern provinces , they aretrying to build a uniquelyCanadian social studies curri-culu:n for secondary schools.

PROJECTS SET

Project Canada West is anoutgrowth of a Centennial Year

66

85

study by A. B. Hodgetts, headof the history department atUpper Canada College. During1967 and 1968, he studied theteaching of Canadian studies inCanadian high schools, and re-ported the results in a bookcalled What CuZture? What Heritage?

Hodgetts discovered the ob-vious -- most study materialswere prepared in the U.S. orBritain. In a subject area whichdemanded a native approach,allthe approaches were foreign.

After Hodgetts' book was pub-lished, a series of conferenceswas held across Canada to try todetermine what could be done toremedy the situation. Out of thisgrew a western consortium for cur-riculum development in the area ofCanadian studies: Project CanadaWest.

The project is controlled by aboard of trustees, which includesthe senior professional developmentofficers from the teachers' organi-zations of the four provinces, andis funded partially by Canada Coun-cil and the Canadian Studies Foun-dation.

Teachers from the four provinceslast year submitted project outlines,and a final 14 were selected, allof them concerned with urbanizaticnand urbantli fe.

There arethree

otherpro-

jects inBritish

Columbia.Powell

Riverelementary

stu-

dents arestudying the

atti-

tudes of

kindergartenstu-

dentstoward

theircommunity.

(How do thelittle

kids seetraffic,

smog,change,

ten-

sion and

pressures?),Nanaimo

secondary students

ares tudy-

ing thepolitical

structure

ofmunicipal

politics,iden-

tifyingpower

sourceswithin

the

community.And

students

atBritannia

Secondary inVancouver are

studying theinner-city

community, itsethnic

divisions and thedecision-makingprocess.The

projects are notjust

one-yearefforts.

Theywill

extendover

four orfive

years.

AtAlpha, for

instance, thestudy of an

agriculturaldis-

tributioncenter

likeChilli-

wack isonly the

beginning.

Theschool in

comingyears

willstudy a

one-industrytown

(likeTrail), an

"instant

town"(like

GoldRiver or

Houston) and atourist

town

(like

Penticton).The

object of theexercise

is toprepare a

multi-media

kit --films,

slides,pamph-

lets and

organizationalsug-

gestions,showing how to

study

such acommunity.

"While thespecific

informa-

tionabout

Chilliwackwill

notreally be of any

interest

tostudents in

Regina, itwill

givethem

somedirection and

materials sothat

they can

godown to

Weyburn and do asimilar

study, andcompare it

with theChilliwack

results,"

Onstadexplained.

67

86

MISTAKES SEEN

"Wealso

hopethat our

kids

canbegin to see a

sort of're-

versetime

trip," hecontinued.

"Forinstance, if we

studyPrince

George, thekids can see how

Vancouver was ahundred

years

ago, and whatmistakes

could be

avoided forPrince

George."Already, in our

planningcommittee

trips to

Chilliwack,

thekids

haveseen the

samepro-

blems, on a

mini-scale,that we

havehere --

withgrowing

traffic

andparking

congetion."Theearly-May

fieldtrip is

no

spur-of-the-momentscheme.

Inprevious

classes, thekids

havedone

similarstudies on

localproblems.

"We've hadindividual

studies

coming in ondrug

problems inthe

city, the

disappearingfarmland

inRichmond,

housing of allsorts,

theproblems of the

Chinese and

Indians in thecity -- you

name

it,"Mrs.

Doylesaid.VERY

INVOLVED

"Wehave a

couple ofboys

whohave

reallybecome

involved

instudying the

ecological andpolitical

aspects of theFour

Seasons

Development inVancouver,"

shesaid.

"Theyhave

beenattending

all

thecouncil and

protestmeetings,

talking topeople in the

street --

everything."

Some of thekids

lastyear

did astudy on

sidewalkproblems

alongParker

Street infront of

theschool,

afterseveral

students

hadbeen

involved in

accidents.

"After surveying all the resi-dents, they found that, contraryto what everyone else semned tothink, including council, all theresidents did favor better side-walk provisions and were willingto pay for them on a local improve-ment basis," Mrs. Doyle said.

The current project is beingconducted in a somewhat experimentalmanner, both teachers said. Anew social studies curriculumis expected for grade eleven stu-dents next year, and the Alphaclass is trying to operate underthe new program a year ahead oftime.

Mrs. Doyle and Onstad thinkthey made a good teaching team.She has a degree in geographyand is aware of the physical in-fluences upon society, and thepressures of population concentra-tion or other demographic factors.

Onstad is a graduate in com-merce and law and is more inter-ested in the sociological andpolitical aspect of the commu-nity.

"Our approach on this projectis called 'co-operative learning'--which is just another name forteam teaching with a lot of stu-dent involvement," Onstad said."We're trying to move the kidsinto a very heavy demoncraticchoice -- they have elected theirown planning committee and deter-mine a lot of what they are goingto do.

"We give them an outline ofhow to conduct an urban studyand what things to look for andask, but they arrange their owninterviews and put the whole thingtogether with our consultation."

NOT A SENTENCE

Mrs. Doyle added, "We tryto get the kids to feel that theyare involved in what happensin the community.

"School should not be a 12-year sentence, where the kidsare locked up from 9 to 3 everyday and expected to mature like agood wine."

So far, she said, the kidshave had good "vibrations" fromthe community.

"Most adults and often veryimportant people like municipalofficials and cabinet ministerswill take a great deal of timeto talk and explain things tothe kids," she said.

"Mind you, as more and morehigh school social studies classestake this approach, all this goodwill may vanish," she laughed.

SPU INVOLVED

"But it's good for the kids'self-concept to know that theycan communicate with the adultcommunity on very important sub-jects."

This year's project budget isabout $2,500, Onstad said, and mostof it goes for materials and, ofcourse, for the Chilliwack fieldtrip. Expenses for the field expe-dition will be low, though, becausestudents at Chilliwack Junior Secon-dary School have ofi -P-d to billet

the Alpha students.

The Learning Resources Centreat SFU also has provided facili-ties for splicing film and pre-paring many media presentations,

and the B.C. Teachers' Feder-ation has done much of the pro-ject's printing.

Dr. J. Lewis Robinson, headof the UBC geography department,and Stanley King, an architectand planner, also have acted asconsultants on the project.

While in Chilliwack, the stu-dents will study five differentaspects of the community; itsphysical setting, population andhousing; business and industry;transportation and communication;and government, education, socialand recreational facilities.

The group studying the physicalsetting will be on bicycles duringtheir three-day jaunt, and willhave a brief plfme flight overthe area. They will consider theinfluence of temperature, preci-pitation, topography, vegetation,soils, waterways, resaurces, landuse, urban adaptation, pollutionand aesthetics.

GROUP STUDIES

The population and housinggroup will study populationstatistics, ethnic origins,native population, socio-economic groupings, averagelength of residence, populationdensities, types of housing,zoning and attitudes.

The business and industry groupwill survey the central businessdistrict and other commercialareas, parking, the importanceof commercial development, pri-mary industry, functional zoning-- and they will try to assessthe importance of agricultureon the comnmnity.

The transportation and com-munication group will be con-

cerned with railroads, highways,streets and roads, public transit,telephone and telecommunications,radio and television, B. C. Hydro,waterworks and sewers and any othersimilar areas.

The fifth group will considerhealth facilities, political andadministrative government services,community welfare, subsidized hous-ing, education, cultural activitiesand recreation.

NATIONAL UNITY

"As high schools all over thecountry study such communitiesmore, we think they will begin tosee some of our national unities,"Mrs. Doyle explained.

aillivvack Gets-

Student Going - OverSun Staff Reporter

BURNABY - Seventy studentsfrom Alpha Secondary School hereare attempting this week to findout what makes Chilliwack tick.

The Grade 11 students, armedwith cameras, tape recorders andnotebooks, are taking part in anexperimental project designed toincrease awareness of Canadianissues in schools across Canada.

Vancouver Sun

May 5, 1971

The experiment grew out of a1967 study which showed thatthere was more emphasis in schoolson U.S. and British content thanon Canadian materials.

Alpha received a $2,500 grantthis year for its participationin the project.

A three-day field trip, whichstarted Tuesday, will include air-plane rides over the Chilliwackarea, tours of farms, food pro-cessing plants and other industriesand interviews with communityleaders.

Slides, films and othermaterials produced by studentsand teachers will be made avail-able to other schools in Canada.

The Alpha project ties in witha new social studies course on ur-banization and will be continuedby other groups from the schoolfor the next three years in otherresource-based B. C. communities.

The Burnaby school is one of14 in Western Canada to take partin Project Canada West, which isfinanced by the Canadian StudiesFoundation.

70

89

Chilliwack Progress, March 30, 1971.

Chilliwack has been chosen foran Urban Study by high school stu-dents from Burnaby as part of Pro-ject Canada West, a Social Studiescurriculum development project nowin operation in the four westernprovinces. Project Canada West isan outgrowth of the Canada StudiesFoundation which was organized todevelop more meaningful Canadianstudies in the education systemsacross the country. The theme forthe fourteen sub-projects is "theimpact of urbanization on the en-vironment in the Canadian context."

The Chilliwack study, which isone of four sub-projects in BritishColumbia, is being carried out bystudents and teachers from AlphaSecondary School in Burnaby. The

Alpha sub-project involves a four-year study of "resource-basedWestern Canadian communities."Chilliwack was picked as an exampleof a Western Canadian agriculturaldistribution center.

The purpose of the Alpha sub-project will be "to develop instudents an increased awareness oftheir own community by giving theman opportunity to observe, experienceand participate in the affairs ofsmaller, resource-based canmunities."The program will provide studentsfrom a large urban area with "in-creased knowledge of, and sensitivityto, other communities in their region,province and country."

A Planning Committee of studentstsand teachers from Burnaby has been

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visiting Chilliwack over the pastmonth to make contacts with variouspeople in the community with aview to a major three-day fieldtrip by up to eighty grade elevenstudents in early May. Mrs. JudyDoyle, one of the Alpha Team Leaders,has been most impressed with thefriendly co-operation received bythe Burnaby group in Chilliwack.

Students from Burnaby will bestudying such topics as the history,transportation, communications,housing and recreation facilitiesin Chilliwack during their three-daystay. Films, slides, tape inter-views and field trips in the cityand surrounding area will contri-bute to the study. Materials andideas on the uses of such a studywill be made available to otherschools in Canada.

Students Studying Chilliwack

Bikes, buses, aeroplanes and"plenty of walking" are featuredin a three-day study of Chilli-wack by 70 Burnaby high schoolstudents which started Tuesdayand concludes Thursday. The stu-dents are participating in anexperimental project designedto "increase awareness of Cana-dian problems" in schools acrossCanada.

Project Canada West -- whosetheme is urbanization -- isfinanced by the Canadian StudiesFoundation, which is dedicated tothe development of Canadian con-tent and Canadian materials foruse in the schools.

The Burnaby Alpha Project ispart of a four-year study ofvarious resource-based BritishColumbia urban communities thoughtto be "somewhat typical" of simi-lar communities across Canada.This year the Alpha students arestudying Chilliwack as "an agri-cultural service center." Thepurpose of the three-day fieldtrip is to provide students fromtwo large urban areas with "in-creased knowledge of, and sensi-tivity to, other communities intheir region, province and country.

During their stay in Chilli-wack the Burnaby teenagers willuse a variety of media, includingfilms, tapes and slides to re-cord their impressions. Fieldtrips to farms, food processingplants, saw-mills and other in-dustries, as well as interviews

Chilliwack ProgressMay 5, 1971.

with civic, social and recreationalofficials will help the studentsto "get the feel" of Chilliwack.

A unique feature of the AlphaProject is the modes of transpor-tation the students will utilize.Aeroplane rides over the city andsurrounding countryside, bike toursof the region, as well as the usual"bus and walk" tours have beenarranged.

As an experiment in "participa-tory education," a democraticallyelected student Planning Committeehas been working out the details ofthe activities. Chilliwack highschool students will billet theBurnaby tourists and will entertainthem at a folk-singing concert onenigh t . Student Committee leader,,Adria Lillbeck, 17, said that theBurnaby students "should come awayfrom Chilliwack with a much broaderknowledge of Canadian small townsthan they had before."

Chilliwack Progress

May 12, 1971.

t -.11[ 1.

The students and teachersof Alpha Secondary School inBurnaby would like to extendtheir thanks to the citizensof Chilliwack for their warmhospitality and co-operationduring our stay. Particularthanks to Doug Steinson stu-dents and teachers at CSSSwho provided accommodation.As part of Project CanadaWest, our study of "CanadianAgricultural Service Centre"provided us with many newinsights. Above all was con-firmation that Chilliwack haswarm, friendly people. Manythanks for helping to makeour study a sucess.

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