Social Studies Curriculum

SOCIAL STUDIES CURRICULUM

GRADE 5

June 1999

Revised 2002

Revised 2005

Written by:

Michele Vaughan, Chairman

Cheryl McCain

Vita Paonessa

Modified 2005

Michele Vaughn

Elizabeth Lasker

Newington Public Schools

131 Cedar Street

Newington, CT 06111

Introduction

In writing this curriculum the committee sought foremost to produce a document which would be useful to teachers. The aim was to provide material which would be consulted by teachers on a regular basis in planning for classes.

A goal of the curriculum committee in its task of preparing the new Fifth Grade Social Studies Curriculum was to produce a tool which would clarify the main concepts to be taught, student expectations to be achieved and the resources to be used in this endeavor.

Other objectives were to:

Encourage teachers to use a variety of textual material

Incorporate a variety of assessments

Coordinate the teaching of world geography and cultures with the area of language arts

Use CRISS strategies

Include a variety of instructional techniques

Actively involve students in their learning

Have teachers use units of study rather than going through a primary text from start to finish

As much as possible the teaching of social studies in grade 5 should involve 50% learning content and 50% learning study skills. Because of this, numerous supplementary materials, multi-sensory assessments, activities and projects have been included.

Social Studies should not consist only of the study of history. Civics, economics, and geography should also be included. For this reason each expectation is labeled with one or more code letters (H, C, E, or G) to denote the area(s) included in that expectation.

For each unit of study, the teacher is given the major concepts, student expectations, required (asterisked) and a notes section including resources, vocabulary and important people and places. Many suggested optional activities were also provided. These are not mandatory but would be beneficial in extending/enhancing student learning. The optional material provides teachers additional activity choices that can be used for differentiating instruction and may serve as springboards for the teacher’s own creativity.

Grade 5 Social Studies Curriculum

General Information and Directions:

Students can demonstrate the development of their knowledge and skills through a number of activities, including KWL charts, use of note taking, two column notes and power outlining for research report writing and comprehension of nonfiction text, oral presentations, art activities, journal writing, dramatizations, expository essays, map creations, exhibitions, portfolios, debates, and simulations. Alternative forms of assessment such as these are encouraged.

As much as possible, all units of study should include history, geography, civics, and economics. These are marked H, G, C, E after each expectation.

As much as possible the teaching of social studies in grade 5 should involve 50% learning content and 50% learning study skills.

At least one unit of study will involve reading the text and taking notes.

Units of study should involve an interdisciplinary approach.

6. Units of study may incorporate the use of novels and trade books (whole class or

literature discussion groups) as well as teacher read alouds.

At least one unit of study will involve a research project that will involve an interdisciplinary approach.

Use of the Internet to obtain information is encouraged. Several sites are listed for reference.

Appropriate technology should be used to enhance the study of cultures and geography (CD ROMS for research, short videos on culture and technology projects).

Text material for social studies can be read as part of guided reading.

Major Concepts (Yearlong)

The following concepts will be addressed throughout the year in each of the social studies units:

Map Skills

Geography terms and application
Reading and interpreting information presented in various resources (reference books, atlases, almanacs) in a variety of formats (maps, graphs, maps, tables, charts)
Understanding and interpretating different types of maps (vegetation, population density, animal populations, climate and precipitation)

Cultural aspects of people around the world [the concept of culture and how different perspectives emerge from different cultures]

3. Themes of Geography: The five themes of geography include:

Location – where a country/city/geographical feature is in the world.

Place – the physical characteristics and human characteristics of a location.

Human Environment Interaction – the study of how people affect the environment and how the environment affects people; identification of ways in which the environment and human beings interact, affecting the life style choices people must make in an everchanging ecosystem.

Regions – examination of the similarities and differences of places on a broad – perspective.

Movement – a study of how tangible things as well as ideas and information travel from one place to another.

FIFTH GRADE SOCIAL STUDIES EXPECTATIONS

MAP SKILLS /

INTRODUCTION TO CULTURE AND THEMES OF GEOGRAPHY THROUGH THE STUDY OF KENYA:

Students will:

Be able to read and interpret different types of maps.
Read and interpret different types of graphs, tables and charts.
Be able to locate and label the continents and oceans.
Learn basic geography terms.
Be able to identify specific physical features of the world.
Be able to label the major physical features and geographical regions of Africa and Kenya.
Describe how the geography of Kenya affects people and their way of life.
Learn about the country of Kenya including the contrast between modern cities and tribal villages.
Learn about various aspects of Kenyan/African culture.

JAPAN:

Students will:

Identify Japan on a world map and know its location in relation to other Asian countries, continents, and bodies of water.
Understand that Japan is a country made up of four major islands.
Understand the effects of earthquakes, volcanoes, typhoons and other environmental influences.
Identify the major cities and population distribution of Japan.
Understand that Japan is an economic superpower in the world due to manufacturing and technological abilities.
Investigate one area of Japanese art.
Learn about daily life and customs of Japan.
Compare Japanese schools with American schools.

HUMAN ENVIRONMENT INTERACTION: AMAZON RAIN FOREST / BRAZIL:

Students will:

Learn about the interaction between the geography/environment of the Amazon Rain Forest

and the people living there; how geography affects people and their way of life, and how people affect the rainforest.

Learn about the different life styles of the people of Brazil, contrasting the city dwellers

and the rain forest dwellers.

Learn about the animals and plants that live in the Amazon Rain Forest.
Identify the main threats that endanger wildlife species in the Amazon Rain Forest.
Understand the benefits of conserving the Amazon Rain Forest.

MAP SKILLS

INTRODUCTION TO CULTURE AND THEMES OF GEOGRAPHY THROUGH THE STUDY OF KENYA

MAP SKILLS /

INTRODUCTION TO CULTURE AND THEMES OF GEOGRAPHY THROUGH THE STUDY OF KENYA:

Time Frame: (10 weeks)

The main focus of this first theme is map skills and geography terms as well as the introduction to culture and themes of geography through the study of Kenya. Once students are familiar with the continents and world oceans teachers should use the continent of Africa and Kenya as the basis for lessons on geographical terms and physical features of the world. Resource material on Africa/Kenya should also be used for instruction related to the expectations for labeling and interpretation of different types of maps, tables, charts, and graphs. When teaching topics related to Africa/Kenya, teachers should incorporate specific strategies for reading and comprehending non-fiction text while at the same time helpingstudents achieve the learning expectations for social studies related to the study of Kenya.

Note: This unit will be followed by the study of electricity, light, and sound, part of the grade five science curriculum. It is suggested that teachers might begin with the study of Sound and connect learning to a study of African music and instruments.

Major Concepts:

Geography terms

Seven continents

Oceans

Directions, latitude and longitude

Locating specific places and physical features

Reading and interpreting types of maps, graphs, charts and tables

Interpreting scale, key, compass rose

Mechanics of map labeling

Understanding of Kenya relative to the continent of Africa (location, geography, climate, environment)

Geography, People and Culture of Kenya

Student Expectations:

Students will:

Be able to read and interpret different types of maps. G, E, C

Read and interpret types of graphs, tables and charts. G, E, C

Be able to locate and label the continents and oceans. G

Learn basic geography terms G

Be able to identify specific physical features of the world. G

Be able to label the major physical features and geographical regions of Africa and G

Kenya

Describe how the geography of Kenya affects people and their way of life. G, E

Learn about the country of Kenya including the contrast between modern cities and G, E

tribal villages.

Learn about various aspects of Kenyan/African culture G, H

Required Instructional Tasks and Assessments: (See Note 1)

Students will:

Learn vocabulary words and geographical terms through project work. (See Note 2 and list of Additional Instructional Tasks and Assessments)

Use an atlas to respond to geography based critical thinking questions. (See Rand McNally Teacher Guide p. 15)

Label all continents and oceans on a blank map of the world.

Create an illustrated dictionary, mini-book, flip book or flashcards of geographical terms.

(See also: Teaching the Five Themes of Geography pages 22 – 29)

Read about the physical features of Africa.

Options:

Milliken: Map Skills Africa p. 3
Creative Activities for Teaching about Africa; Activity 10, p. 16

Rand McNally Student Atlas introductory pages 72 – 73

Label main geographical / physical features on an outline map of Africa. (See Note 4)

Options:

Hands on Geography: p. 66 – 67
Thematic Unit: Multicultural Folk Tales pages 10 – 11, and 58
Africa Geography Unit pages 1 – 3
Nystrom Student Activities pages 49 – 54
Mapping Africa pages 9 – 22 and 47 – 58

Learn vocabulary words related to Kenya. (See Note 5)

Learn about and define the term “culture” through the study of Kenya. (See Note 6)

Read Text: Highlights Top Secret Guide to Kenya (Includes a general description of Kenya, and information on ethnic / tribal groups, geography, climate, animals, Nairobi, sports, crops, products, Lake Victoria, The Great Rift Valley, lakes, parks, Mt. Kenya, safaris, Mombassa, Lamu, art activities, food, farming, trade and industry, schools, and other facts and figures.)

OR

Read Text: Faces: Kenya (Includes a detailed map of Kenya, comparison of the four main land

regions of Kenya, and information on the use of land, climate, crops, Jomo Kenyatta, problems

facing Kenya, formation of the Rift Valley, games, traditions, parks, animal life, poaching, the

Maasai, beadwork activities, herders, growing up in Kenya, farming, crops, exports, industries, tribal

groups and sports. )

After reading about Kenya students may complete a semantic web on aspects of Kenya.

(See also: Living Geography Eastern Africa pages 32 – 33)

Use an atlas or other resources to label geographical features of Kenya ( landforms, bodies of water

and major cities) and surrounding countries.

-Time Traveler Series: Kenya p. 9

-Living Geography p. 5

Read about various cultural / tribal groups in Kenya from modern cities and from villages. Take two column notes on each or complete an "I – chart" on aspects such as organization of family units, bartering, marriage, raising children, adulthood rituals, warriors, crafts, homes, personal belongings, education, earning a living, etc. Once reading and note taking are complete students can write paragraphs or an expository essay comparing two tribes or create informational pamphlets.

Possible tribes and sources of information / activities:

Living Geography pages 44 – 46 (Kikuyu)
Living Geography pages 14-15 (Luo)
Time Traveler Series: Kenya pages 10 – 14 (Kikuyu, Luo, Maasai, Turkana)

NOTE: See Appendix A for Additional Instructional Tasks and Assessments as well as possible

writing prompts.

Notes:

For some assessments (required or suggested) specific resources and pages have been listed for

teacher reference. The cited activity pages would be useful in achieving specific expectations. Teachers may choose to use activities sited, adapt them to meet their needs, or substitute similar activities from other appropriate sources.

Though activities for building map skills are incorporated into a distinct unit, teachers will reinforce concepts and skills taught during the course of all other social studies units.

2. Geographical Terms / Vocabulary:

Grade 5 Social Studies

6/05

Antarctic Circle Archipelago

Arctic Circle

Bay

Butte

Canyon

Cape

Cardinal Directions

Climate Compass Rose

Continents

Degree

Delta

Equator

Grid

Gulf

Hemisphere

Hill

Intermediate Directions

Island

Isthmus

Key

Lake

Legend

Map Scale

Meridians of longitude

Mesa

Mountain

Mouth

Oceans

Parallels of latitude

Peninsula

Physical map

Plateau

Poles

Political map

Precipitation

Prime meridian

Region

Sea

Sphere

Strait

Symbol

Temperature

Time zones

Tributary

Tropic of Cancer

Tropic of Capricorn

Valley

Grade 5 Social Studies

6/05

Geographical Terms / Mapping Requirements for Africa Study:

Waters surrounding Africa;

Indian OceanPersian Gulf Red Sea

Atlantic OceanMediterranean Sea

Main rivers of Africa;

NigerSenegalZambezi

ZaireCongoNile

Major lakes in Africa;

VictoriaNyasaTanganyika

Major deserts and mountains of Africa;

SaharaAtlas Mountains

LibyanKenya Highlands

KalahariNamib

Equator, Tropic of Cancer, Tropic of Capricorn

Vocabulary - Kenya: Nairobi, Mombassa, poachers, coral reef, plains, highlands, fault, Mt. Kenya, game reserve, coastal lowlands, Maasai, cash crops, nomads, culture, urban, rural, famine, elevation, savanna, drought

Definition of Culture: The way of life of a group of people which includes the following; their language, clothing food, housing/architecture, religion, government, geography, family structure and corresponding roles, holidays, traditions and customs, education, art, music, literature and societal contributions.

Resources:(Resources denoted with an *asterisk are available at both middle schools.)

Map Skills:

*Culturgrams. (1998). Fort Atkinson, WI: UpStart Co.

*Dill, Bonnie. (1994). Teaching the Five Themes of Geography. (1994). Torrance, CA: Frank

Schaffer Publications, Inc.

*Fischer, Max. (1995). Geography Simulations. Huntington Beach, CA: Teacher Created Materials,

Inc.

Forte, Imogene and Frank, M. (1997). World Geography from the Basic not Boring Series.

Nashville, TN: Incentive Publications, Inc.

*Global Study Cards. (1997). Holbrook, NY: World Class Learning Materials, Inc.

*Interact Unit: Caravans. (1993). El Cajon, CA: Interaction Publishers, Inc.

Jones, Elizabeth. (1990). The Book of The World. Greensboro, NC: Carson–Dellosa Publishing Co.,

Inc.

Julio, Susan. (1993). The Complete Geography Project and Activity Book. New York: Scholastic.

*Nystrom: Geo-Themes [The Nystrom World Atlas; Student Activities]. (1999). Chicago, IL: Nystrom.

*Rand McNally Classroom Atlas – Teacher’s Guide. (1997). Skokie, IL: Rand McNally and Co.

Silver, James F. (1992). Ready to Use World Geography Activities for Grades 5 – 12. West Nyack,

NY: The Center for Applied Research in Education.

*Student Atlases.

Using Maps, Globes, Graphs, Tables and Charts: A Unit of Study. (1991). Colman Communications

Corp.

*World Explorer Social Studies and Geography Skills Handbook (1998) . Needham, MA: Prentice Hall.

Africa:

*Almanacs

*Creative Activities for Teaching about the Countries and Regions of the World: Africa. (1988).

Stockton, CA: Stevens and Shea Publishers, Inc.

*Dill, Bonnie. (1994). Teaching the Five Themes of Geography. Torrance, CA: Frank Schaffer

Publications, Inc.

Forte, Imogene and Frank, M. (1997). World Geography: Basic not Boring Social Studies

Skills - Inventive Exercises to Sharpen Skills and Raise Achievement. Nashville, TN: Incentive

Publication, Inc.

*Garrett, Carole (Ed.) (1992). Map Skills: Africa. St. Louis, MO: Milliken Publishing Co.

Gerson, Mary-Joan. Why the Sky is Far Away. A Nigerian Folk Tale.

*Internet site: Kids Only: Africa On Line. Choose “Learn about Africa”. (

Mapping Africa. A Curriculum Unit Grades Six to Ten. (1994). Stanford, CA: The Africa Project/

SPICE.

Moore, Jo Ellen. (1992). Africa Geography Unit. Monterey, CA: Evan-Moor Corp.

*Nystrom: Geo-Themes [The Nystrom World Atlas: Student Activities]. (1999). Chicago, IL:

Nystrom.

O’Halloran, Kate. (1997). Hands- On Culture of West Africa. (1997). Portland, ME: J. Weston Walch

Publishers. (Features reproducible activities and information on West Africa including money, folk

tales, music, art, house building, proverbs, language, games and cooking.)

Perfect, Suzanne. (1992). African’s There: The Yoruba, Ashanti, and Mende in 19th Century West

Africa. East Windsor, CT: Synergetics. (Features activities on mapping West Africa, reader’s

theater, clothing, work, trades, metal works, games and African daily life.)

Pofah, Jane. (1997). The Time Traveler Series: Nigeria. (1997). Grand Rapids, MI: Instructional

Fair, TS Denison. (Features reproducible text and activities on the history, geography, people and

culture of Nigeria.)

*Rand McNally Classroom Atlas – Teacher’s Guide. (1997). Skokie, IL: Rand McNally and Co.

Silver, James F. (1992). Ready to Use World Geography Activities for Grades 5 – 12. West Nyack,

NY: The Center for Applied Research in Education.

*Student Atlases

*White, Frank. (1993). Caravans Interact Unit. El Cajon, CA: Interaction Publishers, Inc.

Kenya:

Adams, Cynthia. (1998). The Time Traveler Series: Kenya. Grand Rapids, MI: Instructional Fair, TS

Denison.

Capaldi, Gina. (1997). Africa: Customs, Cultures, Legends, and Lore. (1997). Torrance, CA: Good

Apple.

*Crooker, Elizabeth (Ed.) (Jan. 1999). Faces: Kenya – People, Places and Cultures. Peterborough, NH:

Cobblestone Publications.

*Culturgrams (1998). Fort Atkinson, WI: UpStart Co.