1. To explore the evolution of historical communities.

Discuss some of the reasons why settlements were built in specific locations in earlier times. Review basic human needs for housing. How might basic needs for housing affect the development of a settlement? Features such as water, oil, coal, access to transportation (e.g., rivers) lumber, landscape, etc., were often reasons for the development of settlements. Examine communities in Saskatchewan and talk about why settlements may have occurred there in earlier times. Students may research the history of settlements in Saskatchewan or other areas of interest and report back to the class. Invite a speaker from the community to discuss the history behind community development where the students live or ask the students to conduct interviews within the community and make a class presentation. Discuss mature communities vs. new subdivisions.

A good example to discuss here might be Wanaskewin. The site was used for hundreds if not thousands of years. It would be interesting for students to discuss what kept attracting people to that site and how the current buildings reflect a long and rich history.

Trading Posts (Hudson Bay Company) could also be good examples of how some sites developed into larger settlements.

List the factors that influence community development today. Ideas such as topography (contour of the land, characteristics of the ground) may be discussed. Have these factors changed from earlier times? (TL) Community development and growth is closely related to economics - jobs, markets, transportation systems, etc.

2. To discuss responsibilities and privileges of community citizenship. (COM)

Discuss examples of how one can be a responsible citizen (e.g., housing upkeep, yard maintenance, noise control, snow removal, neighbourhood watch, graffiti, pets). (PSVS)

3. To examine essential services and facilities that make up a functional community. (CCT)

From the module "Choosing a Location," review essential and non-essential services of a community. Ask students to refer to the list of facilities and services that they feel would assist in the planning of a community. Ask students to evaluate a community in the area in which they live by listing advantages and suggesting improvements that could be made.

4. To create an awareness of the importance of planning to community development. (CCT, NUM, TL)

From student discussions in Learning Objective 4.1 ask the students to plan a community. Begin by asking a student to state the reason for the settlement site and the approximate date of the settlement. Draw a site for the settlement on the chalkboard. Ask each student to add buildings to the settlement until they are satisfied that the settlement is complete. Ask the students to analyze the planning of the new settlement with respect to function and convenience. Discuss the importance of planning in community development with respect to cost, function, harmony within the community of inhabitants, convenience, safety, etc.

Discuss the various modes of transportation (horses, street car, railroad, automobile, etc.) that have evolved over the years and how they have influenced community planning and development. How has transportation changed the design and size of streets, and homes? Talk about:

• the use of garages to store the cars
• the width of the streets to accommodate parking for cars and rails for street cars
• the design of streets to accommodate the increased numbers of cars on the streets and the speed at which they travel
• the space required for parking cars in densely populated areas of a city
• land use and maintenance
• bicycle paths vs. pedestrian paths
• modern highways that permit commuting.

5. To examine problems in a neighborhood that may affect satisfaction within the community.

Identify what some people might consider to be the public nuisances in a settlement. List other issues within a community such as busy roadways, bill boards, refinery, dust, taverns, fast food outlets, noise, traffic, fumes, light, stockyards, etc.

Discuss why and how concessions are sometimes made to accommodate the perceived public nuisance; when for example, many of these public nuisances benefit the community in some way. Consider some of the benefits.

If possible, invite a speaker (e.g., community or municipal planner) to the class to discuss how public nuisances have been managed within the community. This topic may be addressed by the same speaker who addresses issues in Learning Objective 4.8 and 4.10. (COM)

6. To investigate historical community planners and the types of community planning throughout time. (IL)

Students may research community planners and the various types of community planning that were used in the past to the present. Compare different types of planning, pointing out the differences and explaining why these changes evolved. For example, have students examine the different road and street patterns. Discuss why changes evolved within the community.

You might investigate an example of community planning over a period of time.

7. To consider zoning bylaws and building code regulations that affect community planning.

Identify regulations that affect community planning such as zoning laws and building codes. Define zoning laws, bylaws, building codes, and aesthetic codes. Explain how each of these is regulated, altered, and enforced. Who makes the decisions?

Talk about the value of building codes. How do they protect the consumer, the builder, and the community?

Discuss how the National Building Code of Canada regulates development within any community.

8. To examine the various types of zoning laws that regulate community developments. (CCT, NUM)

List the types of zoning within community development: restricted residential, general residential, commercial zoning, and industrial zoning. Define each type of zoning and explain which part of the community would be found in each of these zones. Zoning regulations may also determine: lot size, distance of the buildings from the property lines, property easements, and building sizes.

Talk about property easements for services and Crown property relating to the lot frontage and lot setback guideline.

Invite someone from the community to talk about community planning and zoning restrictions for the local community.

If possible invite a community planner to the class to discuss a career in community planning, education requirements such as length of program, opportunities for employment, description of a community planner, various kinds of community planners, and range of salaries. Contact may be made with the city or municipality in which the course is taught. What employability skills are important for these jobs?

Debate the value of zoning laws within a community or discuss the benefits and drawbacks of zoning laws for the residents of the community, business operators, and industry.

9. To create an awareness of zoning and special zoning conditions that may exist within a community development. (COM)

List the various zoning conditions such as direct control districts, contract zoning, exceptions to development standards, holding provisions, demolition control districts, and architectural control districts within a community development. Define each of them.

Cite examples to illustrate the use of these controls within a community development. Read the newspaper to locate areas within a community development where these special conditions exist. Discuss why these appear in the local paper.

Explain how these controls are enforced, by whom, and how.

10. To become aware of the various partners involved in planning a community development. (Optional)

Discuss the developmental progression involved in planning a community subdivision from a raw parcel of land to a serviced lot with the house on it, as found in an urban/rural community. Outline the involvement of partners and their functions in the overall progress of the community plan. Define a concept plan and what information it includes.

Invite the students to plan a community that meets basic needs and provides essential services; to name and locate the streets, sidewalks, houses and other buildings; and, to create the zoning within the community. If time permits, ask the students to do an oral presentation of their community plan. (COM, CCT)

11. To explore community planning in the area in which one lives. (Optional)

Take a walking field trip to examine a community for evidence of planning in the local area. Ask students to examine various areas of the community, if the community/city is large. Consider appearance of streets and houses, location of services (essential and non-essential), public nuisances, aesthetics, etc. Ask students to prepare an oral or written report.