Grade 5 Social Studies (Growth and Development)
As students investigate "events and other factors that have changed the ways of life in Canada over time," they will be given examples of corresponding developments in architecture. Historians and commentators have pointed out that the architecture seen in any place is a reflection of the developments during times of economic boom. In Alberta, different periods of economic boom bring expansion and development that witness the construction of new buildings. Students will examine images of buildings and read about how and when they were constructed and discover that many were built during times of expansion. When there is a period of expansion and buildings are constructed, the patterns of life in a community changes, as do lifestyles.
The images of buildings from the history of Alberta show the stages of growth and development in the province. The First Nations Peoples who lived in the region that became Alberta lived in tipis made of wood and animal hides. The first members of the North West Mounted Police built forts from logs. The first settlers lived in houses made of sod. Soon, the newcomers to Alberta were building houses of logs and lumber.
With development came the use of clay bricks, concrete, iron, and steel. Each change was brought about because of technological changes. Each development in building technology caused a change in the type of buildings seen in Alberta.
Activity 1
Illustrated timeline with images of development
Using the resources in the Doors Open Alberta Edukit, students will participate in making an illustrated timeline that will chronicle the history of growth and development in Alberta.
The entire class will create the timeline, with smaller groups, partners, or individuals completing each part. The smaller 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 the First Nations Peoples, while another makes a poster of the buildings from the period of settlement, and another produces a poster of postmodern buildings. Each poster would include images of the buildings from Alberta past to present and text describing what the poster illustrates.
These posters would then be displayed in chronological order in the classroom, forming a long illustrated timeline.
Using the timeline, a class discussion would review all of 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:
- In what ways do the buildings from history tell us about growth and development?
- Are Alberta buildings throughout history the only measure of development?
- What other things have to be in place for buildings to be constructed?
- Can you have development without the construction of new buildings?
- What effect does development and growth have on people?
Activity 2
Illustrated Book
The students will review the content on the website about Alberta's growth and development as seen through the architecture of buildings built at various times. They will then use the resources provided to write their own illustrated book to 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:
- What is the building?
- Where is it?
- When was it built?
- 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.
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 pages of regular paper as they need for the book and fold them in half. When the pages are folded into a book, they 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 page numbering will allow the students to place their 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 they will use 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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