Houses in History Activity

Recommended Levels: Grade 9 or 10 Social Studies. Early Canadian Settlement or Western Settlement units.

Objectives:

SWBAT –

1. Demonstrate an understanding of early colonial settlement patterns and adaptations to new world environments.

2. Demonstrate an ability to critically analyse the early Canadian settlement through an examination of early technologies.

Rationale:

The concept behind this activity is one where, either individually or in groups, students are assigned a particular structure in early North American settlement history and then will be required to build the structure out of paper after which it will be subjected to a series of environmental tests. The students will gain a greater understanding of some of the difficulties behind building houses in an era free of many of the modern structural technologies of today. As well, by creating and then personally observing a tangible example of settlement technology they will better understand the factors that influenced Canadian settlement. In addition, by incorporating technology education into the social studies classroom, one creates a framework for more practical applications than just bookwork. By using their hands and their minds in order to build a three dimensional object, students will be developing cognitive spatial skills that are often left undeveloped by conventional schooling.

Activity Framework:

Step 1 –

Students are assigned a house from colonial history. For the purposes of this example, students will either be assigned a Quebec habitant farmhouse, an English Tudor/Dutch style cottage, or a prairie sod hut. Each student is given a picture of their structure and some basic info as to what supplies were traditionally used in the construction of each.

Step 2 –

Students are then required to design then build a reasonable facsimile, in model form, of their house. They will be given only three sheets of paper, six inches of transparent tape, ten popsicle sticks or straws, scissors and a glue stick. Each student is instructed to make their house as historically accurate as possible. The house has to be the same shape as the ones in their pictures. Students cannot, for example, create a crossbeam or support out of a popsicle stick unless it reasonably represents something from the pictures.

It is recommended that the teacher model the design process so the students will know where to start. Showing an example of a paper house template or design sketch will be very helpful (see attached pictures)

Step 3 –

After students have finished constructing their houses, the houses are subjected to a series of environmental tests intended to simulate various natural forces that houses are subjected to in reality.

Wind Test -- Students are given four small pieces of masking tape and are told to tape their house to a specified table top. The teacher will then get a fan and starting at a distance of four meters from the table will start the fan at a low speed, with the fan pointed at the house. The teacher will decrease the distance until the house flies off the table at which point distance between the table and the fan.

Precipitation Test -- Students place their houses on a table top and the teacher takes a watering can with volume level marks. The teacher will then pour water on the house until it crumples and then record the amount of water used.

Step 4 –

The data from the houses will then be shared with the class. Students will create a table like the one indicated below. They will then be asked to write a paragraph assessing the strengths and weaknesses of each type of house and how the data in the table as well as geographical information from the text indicates why each house is suitable for their environments.

House Wind Vulnerability Precipitation Resistance Habitant House 3+3.5+2.5+3 = 12 2 LCottage 3+2+3+2+1.5 = 11.5 1 L Sod Hut 1+1+1+1.5+1 = 5.5 0.5 L

Assessment:

Students should be assessed on their participation in the activity as well as their ability to ascertain that the strengths of each house are suited to the environment they are found in.Example, sod huts are low to the ground, and therefore are more suitable in a wind swept plain.

Sod Hut

Habitant Farm House

Tudor / Dutch Style Cottage

Design Sketch

Example