The student will write a fictitious letter as if they are an Albertan pioneer in the early part of the twentieth century. The student is to include the changes and challenges homesteaders would face and the adjustments to their lifestyle these would cause. As well, the student also must include a drawing depicting their fictitious dwelling.

Social Curriculum Grade 4 Topic B: “This study focuses on the people who have contributed to Alberta’s history and development, beginning with the original inhabitants, and tracing the people in Alberta’s history. It focuses on the lives of Albertans through the following case studies: a homestead settlement (1890-1939).

Questions and Issues for Inquiry:
How have changes and challenges caused Albertans to adjust their lifestyles?
How have Albertans adjusted their lifestyles to meet changes and challenges?
What impact did the influx of homesteaders have on Alberta:
Why did they come?
What did they bring?
How did they influence the lifestyle of Albertans?
What was their contribution to the province?”

Canada Songs CD

Letters (authentic or fictional)received by a homesteader during this time period.

Interview with someone having experience with homesteading

See "Plan" attachment below.

Period 1: TSW imagine what items they would need if they were stranded in a forest far from civilization with nothing with them but the clothes on their body. In groups they brainstorm what items they would need. The student will focus on NEEDS as opposed to DESIRES. Next each group priories their NEEDS list.

TSW make a web on where their family gets their food, clothing and shelter/land that they need to survive. The class share these webs.

Period 2: TSW read and analyze authentic homesteader letters. Then they make a web on how this Albertan homesteading family met their basic needs.

Period 3: TSW listen to “When the Crops Come In” and “Fair Meighan”. Then the class will instruct as the teacher writes a letter from the perspective of one of these characters as to their concerns in meeting their needs.

Period 4: TSW research homesteader lifestyles. This will include researching the “Kanata Kit” series as well as taking notes or recording an interview with a adult who remembers accurate stories from the homesteading days in Alberta.

Period 5 and 6: TSW be given the assessment tool for the letter they are about to write. Explain this rubric. Next they write their letter from the perspective of an Albertan homesteader.

Period 7: TSW draw a diagram of their homestead being historically accurate. They will explain to the Land Titles Officer (teacher) where in Alberta they chose to live and why. The student will be challenged as to what difficulties the location may give (i.e. Too far away from railroad, not close enough to water.) Students are permitted to change location.

Pass out a copy of the evaluation form to each student. To get this rubric go to the attachment for the evaluation.

Background Plan