PART 2 the Square Mile: a Neighbourhood to Discover ACTIVITIES Document for the Teachers and the Students

PART 2 The Square Mile: A neighbourhood to discover ACTIVITIES Document for the teachers and the students. Acknowledgements

Nancy Dunton, scientific validation Mireille Pilotto, translation

We are grateful to the volunteers who contributed to the project: Julie Etheridge, design of activities Chantal Gagné, design of activities Tania Mignacca, graphic designer SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER!

TABLE OF Contents

Overview of activities 4

INSTRUCTIONS FOR TEACHERS

Activity 1: Looking and Discussion: Past and Present 8 Activity 2: Understanding a Neighbourhood /Your Neighbourhood 14 Activity 3: What can we do with a heritage building? 17 Activity 4: Creating a Short Film for a News Report 20

STUDENT WORKSHEETS

Activity 2: Understanding a Neighbourhood /Your Neighbourhood 22 Activity 3: What can we do with a heritage building? 24 Activity 4: Creating a Short Film for a News Report (Planning sheet) 26

3 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! Overview of activities

Overview of activities

Objective

These activities will allow students to discover Montreal’s rich heritage. The goal is to raise their awareness of urban heritage, its important role in collective memory, and how it is sometimes vulnerable. The students will be invited to reflect on and discuss the importance of protecting urban heritage, of conserving these testaments to the history of Montreal, and preserving the memories they embody. This teaching resource is aimed to help students develop an awareness for the need to preserve Montreal’s unique and diverse architectural buildings and landscapes, at the level of the neighbourhood.

The Oxford Dictionary defines neighbourhood as: “A district or community within a town or city; the area surrounding a particular place, person, or object; neighbourly feeling or conduct.” While a particular neigbourhood may be defined by its geography, it is also true that a neighbourhood can be defined by a sense of belonging by the people who live there. How do buildings, streets, parks and trees make a place a neighbourhood? Sometimes the built environment is distinctive – when walking down a street the architecture of the buildings is unmistakably specific to that part of the city. Sometimes it is how the buildings sit on the street – tight together with front doors giving onto the sidewalk, for example; sometimes it is because of a building or public space that is the focal point of a neighbourhood – a church, a dépanneur, a small park with a fountain in the middle.

The Square Mile was a neighbourhood made up mostly of opulent houses at the turn of the 20th century; it is still a neighbourhood but of a different character now as most of those houses serve another purpose. Other types of building have been built around and beside the original houses. How we care for this neighbourhood is one focus of this pedagogical module.

The students will also be asked to conceive of an imaginary neighbourhood and what comprises it. At the same time, they will be asked to think about the presence of buildings or spaces in their own neighbourhoods that they consider part of their heritage. Students will have the chance to assume the role of architects intervening on a Square Mile house or as journalists creating a news report on a heritage site. These exercises should allow the students to grasp the full importance of safeguarding our heritage, and introduce them to the influence of organizations that protect it, like Heritage Montreal, and the vital role that public opinion can play.

The guide contains background information, hands-on activities and questions for looking and discussion to engage students across a wide range of disciplines. This guide is aligned with the standards set out by the Quebec Ministry of Education.

The units that comprise this guide may be used sequentially or as independent lessons. The activities in each of the lessons encourage students to synthesize what they have learned and to apply it to broader areas of the curriculum or relate it to skills that they are practicing within the classroom.

4 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! Overview of activities

Subject areas

Languages Social Sciences Art Education

Cross-curricular competencies

Solves problems Exercises Critical Judgment Uses creativity Uses information Communicates appropriately

Broad areas of learning

Citizenship and Community Life Media Literacy Environmental Awareness

Duration

Activity #1 90 minutes Activity #2 120 minutes Activity #3 120 minutes Activity #4 240 minutes

Educational and pedagogical aims

To guide the students to develop a dynamic relationship with their environment, while maintaining a critical distance with respect to consumerism and exploitation of their environment To engage in dialogue in the form of a discussion on heritage. To make connections with reference points established in other disciplines.

Required material

Teacher: Copy of the students’ documents IWB or computer and digital projector Access to the Internet

Student: Computer and access to the Internet

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Overview of proposed activities

1. Students look at two images of the same section of a street taken more than 80 years apart, describe what they see and observe and what the changes are.

2. Students first conceive an imaginary neighbourhood on their own and then, in small groups, think about the neighbourhood around their school and discuss what buildings are significant.

3. Discussion about what we can do with a heritage building using three Square Mile houses; students become architects to draw and describe a project for one of the houses.

4. Create a short film for a news report about a heritage site

6 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! Overview of activities

A word about HEritage MontrEal

Since 1975, Heritage Montreal has worked to promote and to protect the architectural, historic, natural and cultural heritage of Greater Montreal, its neighbourhoods and communities. This private non-profit organization is at the heart of an extensive network of partners, working through education and representation to celebrate, develop and preserve Montreal’s identity and uniqueness. Heritage Montreal pursues its role as an informed, non-partisan and independent actor.

WHAT DO WE DO? Heritage Montreal works through education and representation, with both the general public and the actors who are directly and indirectly responsible for protecting and enhancing heritage— including institutions, public agencies, owners and property managers.

Advocacy Influencing the decisions of the various responsible agencies on the basis of the authority the organization enjoys due to its expertise in heritage issues. Acting as a catalyst within the milieu to encourage coherent interventions and to maximize the possibility of tangible and sustainable results.

Education Sensitizing and educating residents to increase their sense of responsibility and to improve the quality of their actions.

To develop a dynamic discussion about heritage, teachers are invited to consult Heritage, let’s talk about it! of Heritage Montreal’s school activities. This document is designed to give teachers more information on what is heritage, what is a heritage site and how we decide if a building is a heritage building.

We encourage teachers to consult The Square Mile: A neighbourhood to discover, a complementary document for teachers, to familiarise themselves with the concept of neighbourhood and to learn more about the Square Mile.

For more details on the organization, you can also visit our website: www.heritagemontreal.org

There are five facets to Montreal’s built heritage of concern to the organization: Sites of commemorative interest (places or buildings associated with historical people or events, place names) Sites of archeological interest (sites or vestiges, buried or not, related to stages in Montreal’s history) Sites of architectural interest (buildings that are exceptional in some way or typical of periods, works of civil engineering, public works of art, landscape architecture) Sites of landscape interest (urban views and landmarks, the river, the mountain, topography, street trees, major parks, the canal, architectural characteristics of the neighbourhoods) Sites of ecological interest (sites identified in terms of natural science, hydrology (water), geological evidence, forest ecosystems, migratory stopovers)

7 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! INSTRUCTIONS FOR TEACHERS

ACTIVITY 1: Looking and Discussion: Past and Present COMMUNICATION, GEOGRAPHY

Introduction The goal of this first activity is to define what a neighbourhood is and to have students discover the Square Mile, a neighbourhood that played an important role in the history of Montreal, Quebec and Canada. Students will understand the evolution of this part of the city over the last 85 years and will discuss how conservation is concerned with managing change and that our collective values change over time. Students will understand the importance of community life and their role as citizens. Students will examine and compare two photographs from Montreal’s Square Mile and complete a hands-on activity exploring a site in their own neighbourhood.

STEP 1 As a class, have students look at the street scene photograph of Montreal from 1920. Ask the students the following questions:

1) Look at the photograph and describe what you see in the image. In what year was this photograph taken? What information helped you to select the year?

2) Describe what the buildings look like in terms of their size and what materials they appear to be made of.

3) If you were standing on the street corner, what sounds and smells would you experience?

4) Explain who you think would be walking on this street. What activities would have taken place?

Teachers are encouraged to consult The Square Mile: A neighbourhood to discover for the history of the Square Mile and some of its builders/inhabitants.

394 Sherbrooke St. W., looking West., circa 1920 © Bibliothèque et Archives nationales du Québec Link to download image 8 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER!

STEP 2 After the students have had time to explore the image of Montreal from 1920, show the students the second street image of Montreal from 2018. Ask the students the following questions:

1) Look at the second photograph and describe what you see in the image. In what year was this photograph taken? What information helped you to select the year?

2) Describe what the buildings look like in terms of their size, materials and function.

3) If you were standing on the street corner, what sounds and smells would you experience?

4) Explain who you think would be walking on this street. What activities would have taken place?

Corner of Sherbrooke Street and Drummond, looking towards the west, 2018 © Heritage Montreal Link to download image

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STEP 3 Show the students the one or all of the 3 sets of images below and tell the students that it is the same section of the street; however, the photographs were taken decades apart.

Have the students compare the images to see the transformation of the street and the neighbourhood. Discuss with the students how the character of the street and how the size or scale of the buildings may have changed the ‘stroll-ability’ of the street.

Stanley Bagg’s house, Sherbrooke Street, Montreal, QC, Corner of Sherbrooke Street and Côte-des-Neiges, 2018 about 1900, Wallis & Shepherd, MP-0000.27.76 © Heritage Montreal Link to download image © McCord Museum Link to download image

Sherbrooke and Côte-des-Neiges

Description: The 1900 image shows the Bagg House on the northeast corner of Sherbrooke Street and Côte-des-Neiges. The Bagg House was built in 1891 for Robert Stanley Bagg, a wealthy Square Mile landowner. At the time the house was built, there would have been a large Square Mile house set back from the street on the southwest and southeast corners, while the corner opposite the house was empty. Immediately to the right of the Bagg House in the picture, three attached houses were built in the 1890s.

When the picture was taken in 1900, there were only houses on Sherbrooke Street. By 1907, the Grosvenor Apartments had been built on the southwest corner as had the Linton Apartment Building at the corner of Simpson and Sherbrooke, one street to the east Côte-des- Neiges.

Both these buildings are still there today. The Bagg House was built of red sandstone in a style often called Richardsonian Romanesque – robust, with rounded arches.

In the 2018 photo, the conical roof of the tower is missing – destroyed in a 1983 fire – but its loss doesn’t mean the building is unusable. Note also that the ground floor is now occupied by a store.

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Sherbrooke Street, looking east from Mountain Street, Sherbrooke Street, looking east from Mountain Street, Montreal, QC, about 1915, Wm. Notman & Son, VIEW- Montreal, QC, 1999. After Notman (VIEW-5532) 5532 © McCord Museum Andrzej Maciejewski, 1999, M2001.60.25 © McCord Museum Link to download image Link to download image

The Ritz-Carlton Hotel Description: The Ritz-Carlton Hotel is on the south side of Sherbrooke Street between Mountain and Stanley Streets.Built by a syndicate headed by Square Mile resident Charles Hosmer, it opened with a grand party on New Year’s Eve in 1912. The ten-storey, 230 room hotel was one of the tallest buildings in the city at the time. Built of Indiana limestone (yellower than Montreal greystone) with terra cotta trim, its interior was elegant and its atmosphere that of a private club.

The 1915 photo shows the original building designed by New York architects Warren & Wetmore, with three rowhouses in the foreground. Enlarged in 1956 onto the land formerly occupied by these houses, the new addition is perfectly seamless – meaning that the passerby can’t tell where the original building stops and the new addition begins, as seen in the 1999 photo with the 1937 Holt Renfrew building to the right.

The newest change to the Ritz-Carlton is the 2012 addition of condominiums to the west side and onto the rooftop, as well as a four-year long renovation of the hotel.

Sherbrooke St. looking east, 2018 © Heritage Montreal Link to download image 11 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! INSTRUCTIONS FOR TEACHERS

South side, Sherbrooke Street, between Stanley Looking to the west, south side of Sherbrooke St. between and Drummond, Montreal, QC, 1955-60, Anony- Drummond and Stanley, 2018 © Heritage Montreal mous, MP-1984.6.1.1 © McCord Museum Link to download image Link to download image

Sherbrooke Street Description: 1955-1960 image (left to right) Berkeley Hotel (1928), Holland (1873), Klinkhoff (1874) Semple and Scott houses; Ritz-Carlton Hotel across Drummond Street

2018 image Maison Alcan including the former Berkeley Hotel and the Holland House, the Klinkhoff house, the Globe Building

Three Square Mile houses – the Atholstan, Béique and Holland – and the 1928 Berkeley Hotel were linked to a contemporary seven-storey pavilion behind. The restoration, renovation and reuse of these buildings as offices demonstrated respect for the architectural heritage of Sherbrooke Street and that a corporation could build its head office without building a tower.

The site and the complex of buildings was classified by the Quebec Ministère de la culture in 2016; it is now being renovated for a new owner.

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STEP 4 Show the students two maps of the Square Mile of Montreal, one from 1872 and one from 2018. Explain that as the downtown area of Montreal expanded (see map of downtown today), some areas have been conserved (like Mount Royal), some buildings have been demolished, some buildings re-used and some new ones built. Why were some buildings kept from an earlier time? For some examples of sites, see The Square Mile: a neighbourhood to discover.

Discuss how buildings and the landscape can be modified to meet the needs (cultural or social, for example) of its population. Ask the students the following:

Is knowing the needs of the population and the potential of the buildings essential? Explain your answer.

Explain that if the value of these buildings and sites is not understood, the risk is that they may be demolished.

Plan of the city of Montreal from a trigonometrical survey made by Plunkett & Brady, Engineers), Montréal : Burland, Lafricain & Co., 1873 © Bibliothèque et Archives nationales du Québec Link to download image 13 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! INSTRUCTIONS FOR TEACHERS

The Square Mile today

MONT-ROYAL 1

Rue JEANNE-MANCE Rue PRINCE-ARTHUR Av. LORNE 2 Av. DES PINS Av. DU PARC Av. CEDAR

Rue HUTCHISON RueRue DUROCHERMILTON 3 4 Rue UNIVERSITY 5 Av. DU DOCTEUR-PENFIELD Rue MCTAVISH Rue DRUMMOND

Av. DU MUSÉE Rue STANLEY

Rue REDPATH Ch. DE LA CÔTE-DES-NEIGES Rue SIMPSON

SUMMERHILL 10 7 8 9 6 Av. MCGILL COLLEGE 11

CITY-COUNCILLORS Rue SHERBROOKE 12 Rue MANSFIELD 13 Rue METCALFE Av. DU PRÉSIDENT-KENNEDY Boul. ROBERT-BOURASSA Rue AYLMER

Rue LAMBERT-CLOSSE

Rue PEEL

Rue CHOMEDEY

Rue RueMAYOR SAINT ALEXANDRE

Rue DU FORT Av. ATWATER AV. LINCOLN Rue DE BLEURY

Boul. DE MAISONNEUVE Av. UNION Rue DE LA MONTAGNE 14 15 16

Pl. PHILLIPS

Rue SAINT MATTHIEU Rue CRESCENT Rue SAINTE-CATHERINE

Rue SAINT MARC Rue CATHCART Rue BISHOP Rue MACKAY

Rue GUY 17 Rue TUPPER

18 Boul. RENÉ-LÉVESQUE Rue BELMONT Rue DE LA GAUCHETIÈRE 30. Square Mile Map, 2018 LEGEND 1 Allan Memorial Institute (Ravenscrag) 6 Claire and Marc Bourgie Pavilion, 13 Ritz-Carlton Hotel 2 Purvis Hall, McGill University Montreal Museum of Fine Arts 14 Le Mount Stephen Hotel (Mortimer Barnett Davis House) 7 Le Chateau Apartments (George Stephen House) 3 Hosmer House, McGill University 8 Louis-Joseph Forget House 15 Christ Church Cathedral 4 Chancellor Day Hall, McGill University 9 Le Cartier Apartments 16 La Baie (Morgan’s Department Store) (James Ross House) 10 Roddick Gates, McGill University 17 Dorchester Square (Dominion Square) 5 Arts Building, McGill University 11 McCord Museum 18 Canadian Centre for Architecture 12 Maison Alcan (Shaughnessy House)

14 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! INSTRUCTIONS FOR TEACHERS

ACTIVITY 2: Understanding a Neighbourhood / Your Neighbourhood COMMUNICATION, GEOGRAPHY

This activity allows students first to conceive an imaginary neighbourhood on their own and then, in small groups, to think about the neighbourhood around their school and to discuss what buildings are significant. They can identify what different types of buildings are found in a neighbourhood and what buildings are important in a neighbourhood they know.

Discuss with the students what elements contribute to the fabric of a neighbourhood and how they help to meet the needs of the people who live there. These elements may include: places where people meet other people, types of buildings, landscape.

Examples of types of buildings:

• Stores (boutiques, grocery, dépanneur, pharmacy, restaurant) • Cultural (concert hall, maison de la culture, cinema, library) • Religious buildings • Sports or leisure • Residential (single family, apartment, condo) • Banks • Industrial (factor, warehouses) • Medical (hospitals, clinics) • Educational (schools, cégeps, universities) • Day care • Transport (metro, bus station) • Market • Hotel • Municipal (fire station, police station, city hall)

Public spaces • Parks • Squares and public places • Playgrounds • Green spaces

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An Imaginary Neighbourhood

With the students, make a list of all the buildings that can be found in a neighbourhood. Discuss with the students the following questions:

After creating the list, discuss how each of the buildings is valued by the neighbourhood. These values may include: historical, emotional, economic, educational or local character of the area (for definitions of different values, see Heritage, let’s talk about it! of Heritage Montreal’s school activities). Explain to the students that this is how some buildings become significant to a particular neighbourhood.

Using Worksheet #2- An Imaginary Neighbourhood, ask each of the students to do a drawing of their imaginary neighbourhood that shows its main streets. Which buildings would they include in their neighbourhoods and why? What types of buildings are they, how are they used and how are they important to the people who live there? For example, ask the students if some of the buildings in their imaginary neighbourhoods were named after a person or after a historic event.

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Your neighbourhood: an activity for small groups of students

Ask the students to form small groups, invite them to think about the neighbourhood around their school and to develop an understanding of what is important to them. What are the important places and buildings? Why are these buildings important to them – students should justify their response.

STEP 1

Using Worksheet #2 – Your neighbourhood, each group writes down a list of buildings and sites that are important or interesting on the streets surrounding the school.

STEP 2 Discussion –all groups together:

1. What buildings attract the students’ attention in the neighbourhood around their school? Why? What is missing from that neighbourhood?

2. Are there public spaces close to any of these buildings, ex: library, city hall, recreation centres?

3. Do any of the buildings in their neighborhood seem to have heritage value to them? If yes, why?

4. If there are heritage buildings, what do the students imagine about the buildings’ past?

5. Ask the students what would happen if one of the buildings was no longer there and how it would affect their neighbourhood. Make the parallel with the evolution of the Square Mile (Activity #1) and imagine with the students what changes could happen in their neighbourhood over the next 25 years. Which buildings or sites would still exist, which ones would be at risk of disappearance or transformation?

6. Have the students complete the Worksheet #2 - The neighbourhood around your school.

7. Afterwards, invite the students to share their results.

17 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! INSTRUCTIONS FOR TEACHERS activity 3: What can we do with a heritage building? COMMUNICATION, VISUAL ARTS

Neighbourhoods change. In an earlier time, the Square Mile was a neighbourhood of grand villas and spacious gardens. Over the years, the neighbourhood densified as the downtown developed. Peoples’ needs changed as well and the ways that the buildings were used were often modified to suit them. In some cases, changing needs meant that people left the Square Mile for other areas of the city. New uses had to be found for houses that had, for example, become too big for people to manage. Sometimes those new uses meant that houses were demolished to make way for modern buildings. This was the case with the Van Horne House on Sherbrooke Street, demolished in 1973 to make way for an office tower (now the Sofitel Hotel).

Our heritage is much more than just objects from the past. It is a very present part of our everyday lives, whether we are aware of it or not. It is to be expected that buildings will need to be changed to ensure their future. It is possible to transform a site and respect its values – that’s part of the challenge that architects face. It’s necessary to understand the values of a building (see Heritage, let’s talk about it! of Heritage Montreal’s school program) to be able to plan changes that will take into account the building’s past, its present needs and resources and to assure a sustainable future.

STEP 1 – Discussion: 3 Square Mile houses with 3 different fates

Have the class look at images of three different Square Mile houses: the Redpath House, the George Stephen House, and the Louis-Joseph Forget House.

Redpath House George Stephen House Louis-Joseph Forget House

For each of the three, ask the students to:

1) Describe the building. The building has how many floors? What types of materials were used? What are the distinct architectural features that you see? What do you think was the original function of the building? What makes you say that? What is the shape of the structure? What do the windows look like? Where is the main entrance located? What shape is the roof? How does the building interact / blend with the streetscape?

Explain to the students that when citizens are discussing the conservation of a building, certain values are applied to evaluate it. These values include: architectural, cultural, economic, association with a person or event, education, religious etc. Read the descriptions of the three houses:

Redpath House George Stephen House Louis-Joseph Forget House

18 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! INSTRUCTIONS FOR TEACHERS

1) What values do you think would have been used for the Redpath House, the George Stephen House, and the Louis-Joseph Forget House?

2) What additional arguments do you think were used to conserve the buildings? What arguments would you have used? Why? Justify your answer.

3) What do you think could be / should be the second use of the buildings? Could they be used as cinemas? offices? schools? stores?

Present the buildings as they are today – what their functions are, how they are used and how they have been transformed. (See The Square Mile: A neighbourhood to discover for descriptions of each of these houses and the character of the neighbourhood as it is today). Discuss with the students the concepts of restoration and renovation and how these relate to the George Stephen House and the Louis-Joseph Forget House.

Restoration:

The action or process of accurately revealing, recovering or representing the state of an historic place, or of an individual component, as it appeared at a particular period in its history, while protecting its heritage value.

(Source: Standards and Guidelines, p. 17, Parks Canada, 2010)

Renovation:

Process of making changes to objects, especially buildings or other structures, with the intention of improving their physical condition and returning them to a good state of repair. (Source: Getty Research Art & Architecture Thesaurus)

19 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! INSTRUCTIONS FOR TEACHERS

STEP 2 – Imagine a project – you be the architect!

After looking at the 3 previous examples, ask the students the following questions:

1) What difficulties do you think an architect would encounter when restoring an older building?

2) How can an older building be adapted to meet the actual needs of the population such as underground parking, accessibility for wheel chairs? What would be necessary to have a day care in the building?

3) How can an architect make an older building more environmentally efficient?

4) How can an architect incorporate the older building into the urban city landscape? (for some examples see The Square Mile: A neighbourhood to discover)

5) Who is involved in the conversation about providing a second use for a heritage building?

See Activity #3 – Imagine a project – you be the architect! Worksheet

Considering these different challenges and the need to conserve the values of a building, ask the students to pick one of the three Square Mile houses discussed and to imagine a project for that house.

Students should write 3 sentences that explain:

1) What would be transformed and why?

2) What elements would be conserved? What would be eliminated? and draw a sketch of the façade showing the changes proposed.

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Activity 4 - Creating a Short Film for a News Report ORAL COMMUNICATION, VISUAL ARTS

The goal of this activity is for students to develop their research skills and further develop the concepts of conservation, restoration and renovation. The students will research a Montreal heritage building or site or one of the buildings in the neighbourhood surrounding the school and create a short news report highlighting historical or architectural elements.

Start by asking the class to take two sheets of paper and on each one, draw five columns – one for each of the famous five Ws: Who? What? When? Where? Why?

Then, as a class, look at the tv news report and listen to the radio segment concerning heritage buildings:

Global News (TV) https://globalnews.ca/news/2595864/city-neglects-mount-stephen-club-inspections-for- 15-months/

CBC News (RADIO) http://www.cbc.ca/news/canada/montreal/redpath-mansion-demolition-suspended-for- 30-days-1.2542472

Ask the class:

1) What information was presented to the audience? For both the tv report and the radio interview, write down the five Ws.

2) What were the goals of the two broadcasts? Was it to highlight and celebrate a building or to bring about awareness and change?

3) Were there interviews? Should an interview have been used in the television broadcast? Why?

4) What other visual information was presented such as photographs, film, charts etc?

5) What would you have changed in the two news reports? What elements would you have added?

21 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! INSTRUCTIONS FOR TEACHERS

2) Explain to the students that, in teams of four, they will create a 1-2 minute news report concerning a Montreal heritage site (building, monument, park, etc). They will research a building and use the format of a news report as the guiding framework. The students should be encouraged to be as creative as possible.

3) Once the films have been edited, invite the students to share their films. If the school has a website or a twitter account, upload and share with the greater school community.

For ideas about how to become a reporter: https://www.wikihow.com/Create-a-Newscast http://www.pbs.org/now/classroom/lessonplan-05.html http://news.bbc.co.uk/2/hi/school_report/resources_for_teachers/8472052.stm

22 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! STUDENT WORKSHEET

ACTIVITY 2: Understanding a Neighbourhood / Your Neighbourhood

An imaginary neighbourhood

Name ______Group ______Date ______

List the sites and buildings that are part of your imaginary neighbourhood:

Draw a map of your neighbourhood. Indicate the North-South direction, street names and buildings.

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ACTIVITY 2: Understanding a Neighbourhood / Your Neighbourhood

The neighbourhood around your school

Names of the team members ______Group ______Date ______

5 buildings or sites:

1.______2.______3.______4.______5.______

1) explain why each of these buildings is important to the neighbourhood around your school. does the building have a specific function, architecture or is linked to a historical individual?

1.______2.______3.______4.______5.______

2) using the internet, find an aerial map of the neighbourhood and locate each of the five buildings on the map.

3) Find a street view of the neighbourhood around your school that shows one of these buildings. what will it look like 20 years from now? What changes will occur and what will remain?

24 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! STUDENT WORKSHEET activitY 3: Imagine a project – you be the architect!

Name ______Group ______Date ______

Name of the building: ______

Photo of the original facade of the building

25 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! STUDENT WORKSHEET

Drawing of the facade of the transformed building

Arguments for the proposed modifications:

1.______

2.______

3.______

26 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! STUDENT WORKSHEET activity 4: Planning Sheet for News Report

Names of the team members

______

Use this planning sheet to help your team create an informative and creative newscast about your building.

Basic Information Architectural Location Present Informa- For the Newscast concerning the Facts tion building What year was it How many Where is it locat- What is the cur- What is the goal built? floors? ed in Montreal? rent function of of your news- the building? cast? To celebrate a building, or to inform the public? Do you know for What type of roof What type of area Is the building in What visual im- whom or why it or windows are is it located in? need of conserva- ages will you in- was built? used? Ex. Urban, busy tion or an inter- clude? Examples: street etc vention? Explain maps, still im- your answer. ages, film clips. What was the What materials What does the Explain if the Will you have original function were used? surrounding area building has a interviews? of the building? look like? second use to it.

Is the building What are the If any, what type Who now uses Will you dress up named after an neat architectural of green space the building? as characters? individual? If yes, features of the surrounds the What clothing who? building that you building? will you need? like?

27 SQUARE MILE, A NEIGHBOURHOOD TO DISCOVER! STUDENT WORKSHEET

Write the Script! In the space below, write a draft of your script for your news report.