Grade 4 Social Studies (Diversity and Development)

The history and images of architecture in Alberta is a clear way to see the development and diversity of the province.

The web pages in the Student Zone survey the history of both the development and diversity throughout Alberta’s history. This survey is supplemented with images that students may use in the activities they will be completing in this Edukit.

Activity 1

Images of Diversity Poster

After the students have reviewed the content in the Student Zone, they will make a poster. The poster will include the images and their own explanations about the pictures and how the buildings reflect the different ethnic groups that live in Alberta.

Student are encouraged to add images from their own communities.

The images of buildings can be printed from the website if the school or the students have the capability. Students can also draw their own images based on the photographs on the website.

Activity 2

Illustrated Timeline: Images of Development

Using the resources in the Doors Open Alberta Edukit, students will participate in making an illustrated timeline that chronicles the history of growth and development in Alberta.

The entire class will create the timeline, with smaller groups, partners, or individuals completing each part. Groups, partners, or individuals will be assigned a period for which to create a small poster. For example, one group would produce a poster of First Nations peoples, while another will complete a poster of the buildings from the period of settlement, until a poster of postmodern buildings is produced. Each poster would include images of the buildings from Alberta’s past to present and text describing what the poster illustrates.

These posters would then be displayed in chronological order in the classroom to form an illustrated timeline.

Using the timeline, a class discussion would review all the developments through Alberta’s history. The following discussion questions could be used in class or students could be asked to answer them in writing:

1. In what ways do the buildings from history tell us about growth and development?
2. Are Alberta buildings throughout history the only measure of development?
3. What other things have to be in place for buildings to be constructed?
4. Can you have development without the construction of new buildings?
5. What effect does development and growth have on people?

Activity 3

Illustrated Book that Documents Development

The students will review the content on the web pages about Alberta’s growth and development as seen through the architecture built at various times. They will then use the resources provided and write their own illustrated book that will chronicle Alberta’s development. Images from the various periods of development can be used.

When images are used the students should answer the following for each one:

1. What is the building?
2. Where is it?
3. When was it built?
4. What does the building tell us about the time it was constructed?

The book should end with a conclusion that briefly sums up the story of development in Alberta as seen through the building of its history.

An example of making a small book is given at the end of this document.

Activity 4

Illustrated Book that Tells the Story of Diversity

As the students review the web page that explores the images of diversity they will assemble the images and descriptions of buildings that will eventually form a book. Those students who can print the images they need from the website may do so. Other students may draw the images they want to use. Students are encouraged to include images and information about their own community that explore the diversity in Alberta.

Students will answer the following questions in their books.

1. What is the building in the picture?
2. What ethnic group uses this building?
3. What does this building tell us about the people who built it and use it?

The book will include a concluding statement about what these buildings tell use about Alberta and the communities in which we live.

Making a book

If the students want to make several copies of their book using a photocopying machine they will have to first take as many pieces of regular paper that are needed for the book and fold them in half. After the pieces of paper are folded into a book, the students will flip through the blank pages and number them. After the students take the book apart they will be able to see what the page sequence will look like. The numbering will allow the students to place the pages in the correct sequence so that when they take the pages and copy the content double sided, they will be able to assemble the book and staple it together with the pages appearing in the correct order. The students’ pages should look like the following example if they use four sheets of paper.

The students will prepare the text, pictures, and graphics and then place them on the pages as the following example suggests. The students will use their own ideas and approach to lay out the pages.

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