Course Description

If your field is architecture, building trades, engineering, social planning or tourism, your future is certain to include the past. To Canadians, preserving our heritage resources is a visible sign of community pride and environmental responsibility. Protecting heritage buildings requires an understanding of their histories and the principles of conservation shared by the preservation community. Students acquaint themselves with a variety of building styles and traditional building techniques as they have evolved across the Canadian landscape.

General Education Theme Area(s)

This is a General Education course that supports learning in the following theme area(s): Social and Cultural Understanding

Essential Employability Skills

This course contributes to your program by helping you achieve the following Essential Employability Skills:

EES 1 Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience. (T, A)
EES 2 Respond to written, spoken or visual messages in a manner that ensures effective communication. (T, A)
EES 6 Locate, select, organize and document information using appropriate technology and information systems. (T, A)
EES 7 Analyze, evaluate and apply relevant information from a variety of sources. (T, A)
Assessment Levels —T: Taught A: Assessed CP: Culminating Performance 

Course Learning Requirements / Embedded Knowledge and Skills

When you have earned credit for this course, you will have demonstrated the ability to:

1. Trace the history of architectural development in Canada.

  • Examine the factors influencing architectural development in Canada.
  • Compare the regional differences for architectural styles across Canada.

2. Assess the effect of technology on Canadian architectural development.

  • Differentiate between various types of construction.
  • Assess cultural factors influencing construction methods.

3. Differentiate architectural styles found in Canada.

  • Identify different architectural styles.
  • Recognize the distinguishing features of each style.
  • Place the styles in their proper era.

4. Discover the influences on the architectural styles in Canada.

  • Identify significant events and people that shaped Canada's architectural history.
  • Recognize the political and social influences of the time and their affects on architectural design and building practices.

5. Analyze accepted conservation principles.

  • Identify reasons for conservation.
  • Define the common terms used in the conservation field.
  • Examine conservation standards.
  • Apply accepted industry principles of built heritage conservation.

Pre-defined Evaluation / Earning Credit

The following list provides evidence of this course's learning achievements and the outcomes they validate:

Assignment(s) (25%)

Validates Outcomes:  CLR 5, EES 1, EES 2, EES 6, EES 7

Quiz(zes)/Test(s) (30%)

Validates Outcomes:  CLR 1, CLR 2, CLR 3, CLR 4, CLR 5, EES 2

Portfolio(s) (25%)

Validates Outcomes:  CLR 1, CLR 2, CLR 3, CLR 4, EES 1, EES 2, EES 6, EES 7

Identification Quiz (20%)

Validates Outcomes:  CLR 1, CLR 2, CLR 3, CLR 4, EES 2

Learning Resources


Course notes posted on Brightspace contain recommended reading material available online and through Algonquin College Learning Resource Centre's electronic and print resources. The following is a select list of print resources that were used in the preparation of this course and which students are encouraged to consult:
 


Ashenburg, Katherine. (1996). Going to Town: Architectural Walking Tours in Southern Ontario . Toronto: Macfarlane, Walter & Ross.

Blumenson, John. J.G. (1990). Ontario Architecture: A Guide to Styles and Building Terms 1784 to the Present . Fitzhenry & Whiteside. 

Department of Canadian Heritage. (2003).Standards and Guidelines for the Conservation of Historic Places in Canada.

Fram, Mark. (1992). Well-Preserved:The Ontario Heritage Foundation’s Manual of Principles and Practice for Architectural Conservarion . Boston Mills Press.

Gowans, Allan. (1996). Building Canada: An Architectural History of Canadian Life . Oxford University Press.

Kalman, Harold. (2000). A Concise History of Canadian Architecture . Toronto: Oxford University Press.

Maitland, L., Hucker, J., Ricketts, S. (1992). A Guide to Canadian Architectural Styles . Peterborough: Broadview Press

McIlwraith, Thomas F. (1997). Looking for Old Ontario . University of Toronto Press.

Ritchie, T. (1967). Canada Builds 1867--1967 . University of Toronto Press.

Learning Activities

• Assignment writing that integrates assigned readings and research.
• Activities that combine readings and research.

Prior Learning Assessment and Recognition

Students who wish to apply for Prior Learning Assessment and Recognition (PLAR) need to demonstrate competency at a post-secondary level in all outlined course learning requirements. Evidence of learning achievement for PLAR candidates includes:

  • Portfolio
  • Challenge Exam

Other Information

Grade Scheme

Final Grade Mark Equivalent Numeric Value Final Grade Mark Equivalent Numeric Value
A+ 90% - 100% 4.0 A 85% - 89% 3.8
A- 80% - 84% 3.6 B+ 77% - 79% 3.3
B 73% - 76% 3.0 B- 70% - 72% 2.7
C+ 67% - 69% 2.3 C 63% - 66% 2.0
C- 60% - 62% 1.7 D+ 57% - 59% 1.4
D 53% - 56% 1.2 D- 50% - 52% 1.0
F 0% - 49% 0 FSP 0 0

Course Related Information

Please refer to the Course Section Information (CSI) / weekly schedule for specific course-related information as provided by your professor.

Program Information

College Related Information

Algonquin College’s policies have been developed to ensure the health, safety and security of all students, faculty and staff, and the proper and fair operation of the College as an academic institution and employer.  Please refer to the Algonquin College Policies website for the most current policy information available at http://www.algonquincollege.com/policies/.

Students are especially encouraged to be aware of the following College expectations

Academic Integrity 
Algonquin College is committed to the highest standards of academic integrity, and students are expected to uphold these standards as part of the learning process. Any academic work submitted by a student is expected to be their own work, unless designated otherwise and all sources must be attributed. All students should be familiar with the Algonquin College policy AA48: Academic Integrity .  In some courses, online proctoring may be used to discourage cheating. Additional information can be found at https://www.algonquincollege.com/studentsupportservices/student-learning-kit/preparing-to-learn-online/. Students with any questions about the course expectations for academic dishonesty and plagiarism are encouraged to speak to their professor.

Centre for Accessible Learning
Students with visible and/or non-visible disabilities are encouraged to register with the Centre for Accessible Learning (CAL) in order to be eligible for appropriate learning supports and/or accommodations.  Students are strongly encouraged to make an appointment at the Centre for Accessible Learning as early as possible when starting a program. Once your needs are identified, a Letter of Accommodation (LOA) will be issued which you can share with your professors. If you are a returning student, please ensure that professors are given a copy of your LOA each semester.

College Email
Students at Algonquin College are provided with a college email account. This is the address that will be used when the College, your professors, or your fellow students communicate important information about your program or course activities.  Your network credentials can be found in the ACSIS portal and you are expected to check your Algonquin email regularly and to use it to send and receive college-related email. Support is available through the college Information Technology Service (ITS) at: https://www.algonquincollege.com/its/

Retroactive Accommodations
Students are expected to meet evaluation and completion deadlines as stated in course outline and course section information documents. In circumstances where evaluation and/or completion deadlines are missed or student performance has been affected by a temporary or permanent disability (including mental health), interim or retroactive accommodations may be considered. In such instances, please consult your course faculty member. For other situations where deferral of evaluations may be warranted, please consult Algonquin College Policy AA21: Deferred Evaluation.

Student Course Feedback
Algonquin College’s invites students to share their course experience by completing a student course feedback survey for each course they take. For further details consult Algonquin College Policy AA25: Student Course Feedback.

Use of Mobile Devices in Class
With the proliferation of small, personal mobile devices used for communications and data storage, Algonquin College believes there is a need to address their use during classes and examinations. During classes, the use of such devices can be  disruptive and disrespectful to others. During examinations, the use of such devices may facilitate cheating. For further details consult Algonquin College Policy AA32: Use of Mobile Devices in Class

Technology Requirements
As Algonquin College continues to respond to public health guidelines, many courses will be offered through remote delivery. As such, students will be required to have access to a computer and to the internet. There may also be additional technology-related resources required to participate in a course that are not included in the course materials fee, such as headphones, webcams, specialized software, etc. Details on these requirements can be found in the Course Section Information of the course outline for each course available on Brightspace.

Transfer of Credit
It is the student’s responsibility to retain course outlines for possible future use to support applications for transfer of credit to other educational institutions.