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, multisensory 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.
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Grade 5 Social Studies Curriculum
General Information and Directions:
1. 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.
2. 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.
3. As much as possible the teaching of social studies in grade 5 should involve 50% learning content
and 50% learning study skills.
4. At least one unit of study will involve reading the text and taking notes.
5. 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.
7. At least one unit of study will involve a research project that will involve an interdisciplinary
approach.
8. Use of the Internet to obtain information is encouraged. Several sites are listed for reference.
9. Appropriate technology should be used to enhance the study of cultures and geography (CD ROMS
for research, short videos on culture and technology projects).
10. Text material for social studies can be read as part of guided reading.
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Major Concepts (Yearlong)
The following concepts will be addressed throughout the year in each of the social studies units:
1. 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)
2. 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.
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FIFTH GRADE SOCIAL STUDIES EXPECTATIONS
MAP SKILLS /
INTRODUCTION TO CULTURE AND THEMES OF GEOGRAPHY THROUGH THE STUDY
OF KENYA:
Students will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
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:
1. Identify Japan on a world map and know its location in relation to other Asian countries, continents,
and bodies of water.
2. Understand that Japan is a country made up of four major islands.
3. Understand the effects of earthquakes, volcanoes, typhoons and other environmental influences.
4. Identify the major cities and population distribution of Japan.
5. Understand that Japan is an economic superpower in the world due to manufacturing and
technological abilities.
6. Investigate one area of Japanese art.
7. Learn about daily life and customs of Japan.
8. Compare Japanese schools with American schools.
HUMAN ENVIRONMENT INTERACTION: AMAZON RAIN FOREST / BRAZIL:
Students will:
1. 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.
2. Learn about the different life styles of the people of Brazil, contrasting the city dwellers
and the rain forest dwellers.
3. Learn about the animals and plants that live in the Amazon Rain Forest.
4. Identify the main threats that endanger wildlife species in the Amazon Rain Forest.
5. Understand the benefits of conserving the Amazon Rain Forest.
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MAP SKILLS
INTRODUCTION TO CULTURE AND
THEMES OF GEOGRAPHY
THROUGH THE STUDY OF KENYA
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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 helping students 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:
1. Be able to read and interpret different types of maps.
G, E, C
2. Read and interpret types of graphs, tables and charts.
G, E, C
3. Be able to locate and label the continents and oceans.
G
4. Learn basic geography terms
G
5. Be able to identify specific physical features of the world.
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6. Be able to label the major physical features and geographical regions of Africa and
Kenya
G
7. Describe how the geography of Kenya affects people and their way of life.
G, E
8. Learn about the country of Kenya including the contrast between modern cities and
tribal villages.
G, E
9. Learn about various aspects of Kenyan/African culture
G, H
Required Instructional Tasks and Assessments:
(See Note 1)
Students will:
1. Learn vocabulary words and geographical terms through project work. (See Note 2 and list of
Additional Instructional Tasks and Assessments)
2. Use an atlas to respond to geography based critical thinking questions. (See Rand McNally Teacher
Guide p. 15)
3. Label all continents and oceans on a blank map of the world.
4. Create an illustrated dictionary, mini-book, flip book or flashcards of geographical terms.
(See also: Teaching the Five Themes of Geography pages 22 – 29)
5. 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
6. 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
7. Learn vocabulary words related to Kenya. (See Note 5)
8. Learn about and define the term “culture” through the study of Kenya. (See Note 6)
9. 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.)
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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)
10. 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
11. 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.
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Notes:
1. 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:
Antarctic Circle
Archipelago
Arctic Circle
Bay
Butte
Canyon
Cape
Cardinal Directions
Climate
Compass Rose
Continents
Degree
Delta
3.
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
Geographical Terms / Mapping Requirements for Africa Study:



Waters surrounding Africa;
Indian Ocean
Atlantic Ocean
Persian Gulf
Mediterranean Sea
Main rivers of Africa;
Niger
Senegal
Zaire
Congo
Zambezi
Nile
Major lakes in Africa;
Victoria
Nyasa
Red Sea
Tanganyika

Major deserts and mountains of Africa;
Sahara
Atlas Mountains
Libyan
Kenya Highlands
Kalahari
Namib

Equator, Tropic of Cancer, Tropic of Capricorn
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4. 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
5. 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.
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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”. (www.africaonline.com)
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
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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.
Davenport, Merle. (1998). Living Geography: Eastern Africa – An Interdisciplinary Unit. Grand
Rapids, MI: Instructional Fair, TS Denison.
Discovering Africa. (1995). Pittsburgh, PA: Hayes School Publishing Co., Inc.
*Levine, Ken. (1991/1993). A Survey of World Cultures: Africa. [Text, Teacher’s Guide and
Blackline Masters] Circle Pines, MN: American Guidance Service, Inc.
Marshall, David. (1996). Top Secret Adventures: Guide to Kenya. Columbus, OH: Highlights for
Children.
Schaff, Barbara and Roth, S. (1993). A Trip Around the World. Huntington Beach, CA: Teacher
Created Materials, Inc.
Supplemental African Folk Tales: (not required)
*Arner, Beth. (1996). Folk Tales Interact Unit. El Cajon, CA: Interaction Publishers, Inc.
*Billings, Melissa. (1993). Mosaics: Folk Tales from around the World. North Billerica, MA:
Curriculum Associates.
Courlander, Harold and Herzog, G. The Cow-Tail Switch and Other West African Stories.
Feelings, Muriel. (1974). Jambo Means Hello: Swahili Alphabet Book. Dial Books. Moja Means One:
Feelings, Muriel. (1971). Swahili Counting Book. Dial Books
Kurtz, Jane. Fire on the Mountain
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Internet Sites:
http://www.phschool.com (for links to sites in world studies and geography)
http://nationalgeographic.com/kids
http://www.K12online.com/ (Rand McNally)
http://www.socialstudies.com
http://www.mcrel.org/resources/links/sslessons.asp
http://www.execpc.com/~dboals/
www.interknowledge.com/Kenya/
CD-ROMS:
Cartopedia: The Ultimate World Reference Atlas
Encarta 97: World Atlas. (1996). Microsoft Corp.
GeoSafari Geography. (1997). Carson, CA: Educational Insights.
Jackson and Tull’s Exploring the Earth
The Map Room. (1996). Arlington, VA: Edunetics Corp.
Music and Cultures. (1996). Clearvue/eav. Inc. and Zane Publishing Inc.
National Geographic: Picture Atlas of the World. (1995). Washington, D.C.: National Geographic
Society.
Rand McNally Children’s World Atlas. (1996). Skokie, IL: Rand McNally and Co.
The Nystrom Outline Map Library. (1997). Chicago, IL: Nystrom.
Where in the World is Carmen San Diego
Zip Zap World
Videos:
African Journey: Wonder Works. Part 1 and 2; from the story by David Eames.
Kenya Safari; Video Visits. (1987). Video Travels Library. Invision Products.
Kids Explore Kenya: Chicago, IL: Clearvue Co.
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APPENDIX A
SUPPLEMENTAL ACTIVITIES FOR MAP SKILLS &
INTRODUCTION TO CULTURE AND THEMES OF
GEOGRAPHY THROUGH THE STUDY OF KENYA
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Additional Instructional Tasks and Assessments :
 The following suggestions have been provided for teachers to select from as possible extension
activities or enrichment for differentiated instruction. These activities are not required.
Map Skills:
1. Identify hemispheres and regions of the world. (See World Geography; Basic not Boring, pages 13 –
15)
2. Use round cardboard pizza plates to create a model of the eastern and western hemispheres. Provide
students with directions as to features to include on their map such as continents, oceans, the
equator, the Tropic of Cancer, and the Tropic of Capricorn.
3. Define geography terms and be able to find and record real examples of them in the world (See
World Geography; Basic not Boring pages 10 – 11)
4. Make a list of the continents, rank them in order by area and use the list to make comparisons.
5. Write a paragraph on which continent they most / least would like to visit and why.
6. Record locations / origins of tales read as part of the Folk Tale Interact Unit on a world map.
7. Hold a “geography bee” with students competing as teams in base room or against teams from other
grade five classrooms. Students can help to create geography bee questions.
8. Participate in a “scavenger hunt” finding different geographical features on all continents. (See
Rand McNally Teacher’s Guide p. 18).
9. Complete activities on geographical features and map scale. (See Geography Simulations pages 8 –
10, 15 – 16 and 24 – 31)
10. Complete activities on different regions of the world (See World Geography; Basic not Boring pages
16 – 27)
11. Locate and label on a map the major mountains of the world. Students can create bar graphs
showing heights of highest mountains in the world. (See Rand McNally student atlas pages 14 – 15)
12. Locate and label on a map the major deserts of the world.
13. Research the longest rivers in the world, put in a chart recording their continental location, and
length from greatest to lesser. (See Geography Simulations pages 36 – 40)
14. Create a brochure of tour locations (i.e. famous mountains, major rivers, seas of the world etc.)
15. Create a web of Earth’s major land forms.
16. Use CRISS Power Thinking Card activity to categorize geographical features.
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17. Find locations on maps or in an atlas using latitude and longitude coordinates or alphanumeric grids.
 Rand McNally Teacher’s Guide pages 21 – 26
 Teaching the Five Themes of Geography pages 4 - 5
18. Provide latitude and longitude coordinates for specific places.
19. Work with teams in a game to try to determine the name of places when provided with an
illustration and latitude / longitude coordinates.
Variation: Given the name of a country or place written on a piece of paper, students must locate
their country then write clues for its location (latitude, longitude, bordering countries, bodies of
water and physical features; See Rand McNally Teacher’s Edition p. 30)
20. Research famous land marks from around the world then give their latitude / longitude coordinates.
(See Teaching the Five Themes of Geography pages 6 – 16)
21. Complete a graphic organizer or two column notes on latitude / longitude. Use to write a paragraph
comparing / contrasting the two.
22. Create an imaginary land (free hand or on a computer paint program). Their land must include a
minimum of ten geographical features, a distance scale and a location grid. Students can use grids
to create “treasure maps”. Direction clues can be given to classmates to help them find your
treasure. The theme of the map can be based on a folk tale or fairy tale. (See also: Teaching the
Five Themes of Geography pages 30 – 33)
23. Create a travel itinerary, touring geographical features from around the world. List destinations and
the route they will follow. Label locations on an outline map. List clothing and equipment they
would need to take based on the climate and the environment they will visit. Students must stop at
each continent once. [Challenge: Record the latitude and longitude coordinates for locations and
keep track of distances traveled.] Students can create a “photo album” (illustrations) of tourist
attractions or geographical features seen on their imaginary trip. Captions with factual information
can be required.
24. Read and interpret weather maps, charts, tables and graphs and use information to write weather
reports for various locations and to compare climate regions of the world (See Rand McNally
Teacher’s Edition pages 31-32 and Rand McNally student atlas pages 12 – 13).
25. Match specific types of crops to climate regions of the world. (See Geography Simulations pages 47
– 49)
26. Collect weather maps for a designated time period. Use the maps to complete a graphic organizer
relating temperature of certain cities with geographical / physical features and location.
27. Identify, describe, compare and contrast the major climate regions of the earth. Record information
on a chart.
28. Analyze how temperature, precipitation and elevation affect climate in a region.
29. Write a paragraph / riddle using descriptions and clues about a particular climate regions. Have
other students guess the region based on the clues.
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30. Internet Activity: Search for weather maps and click on an area to determine the day’s weather.
Make a chart showing temperature, humidity, wind, pressure and weather throughout the day. Tell
about weather patterns of an area. Try:
http://www.mit.edu:8001/usa.html
http://www.nws.noaa.gov (for forecasts)
31. Study natural resources of the world (See Geography Simulations pages 65 – 67)
32. Learn about the relationship between a land’s natural resources and its ability to participate in
industry. (See Geography Simulations pages 71 – 77)
33. Brainstorm and write a paragraph on how a particular geographical location can affect how people
in the area live.
34. Use population maps and almanacs to record population data and create bar graphs for comparing
populations of different continents / countries / cities. Write interpretive statements.
 World Geography; Basic not Boring pages 29
 Rand McNally Student Atlas pages 16 – 17
 Nystrom – GeoThemes pages 27 - 28
35. List the three most populated continents and the three least populated continents. Choose one
continent from each group and describe its land forms. Explain how those land forms affect
population.
36. Collect types of maps from newspapers, magazines etc. Post on a class bulletin board with a
descriptive caption and label as to type of map.
37. View and interpret photographs from around the world, trying to determine general location in the
world. Use photos as a springboard to writing original adventure stories.
38. View photographs from around the world labeled with the name of the place. Use an atlas to
research and record five facts on their assigned topic. This could be done in teams with each team
having locations on different continents.
39. Compare features of different countries / continents using a Venn diagram or information charts.
(can compare climate, population, resources, land area etc.)
40. Learn about the movement of goods and products between countries by participating in the activity
“Shipments for Sherlock”. (See Teaching the Five Themes of Geography pages 82 – 89) This
involves problem solving and cooperative group efforts as students plan out best transportation
routes and consider different forms of transportation.
41. Solve geography / culture based questions of the day.
42. Complete activities provided in the Geography Mini Centers resource packets:
 “Kinds of Maps”
 “Science of Geography”
 “The Globe”
 “Physical Features”
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43. Be able to draw a map of the world without looking at a map. This can be done periodically
throughout the year to measure learning progress. (See also: World Geography; Basic not Boring
page 12)
44. Respond to geography / culture based writing prompts. (List of possible topics follows.)
Kenya:
Students will:
1. Learn about geographical and cultural characteristics of Kenya by participating in the simulation
Highlights Top Secret Adventures: Kenya using the Kenya puzzle book and Guide to Kenya text.
2. Read about the geography of Kenya, then write a paragraph on where they’d like to live and why.
Option: Students can create real estate ads featuring different locations in Kenya.
- Time Traveler Series: Kenya p. 7
3. Explain why most Kenyans live in highland areas.
4. Describe the coastal areas of Kenya and the nearby coral reef.
5. Create a relief map of Kenya (See A Trip Around the World p. 141)
6. Write global directions for the country of Kenya, placing it in the world in relation to landmarks such
as the equator, the Tropics, oceans, surrounding countries and nearby continents, and latitude and
longitude.
7. Use a map distance scale to tell the distance from Nairobi to Mombassa.
8. Describe the main characteristics of the Great Rift Valley and surrounding physical features. Tell
about the natural forces that caused it to form (volcanoes and earthquakes). Tell what countries it
passes through.
- Living Geography pages 7 and 8
9. Create a contour map of Kenya to show the Great Rift Valley and elevations of Kenya.
10. Compare and contrast the plains and highlands of Kenya in terms of animals, vegetation and soil.
11. Write a paragraph on how having a coastline helps the people of Kenya.
12. Compare the life expectancy of people in Kenya to U.S. Explain possible reasons for the difference
(See Rand McNally student atlas p. 79)
13. Create a double line graph showing yearly temperatures and rainfall for Kenya.
14. Describe the climate of Kenya and precipitation in different areas. Present information learned in
the form of a weather report.
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15. Write a job description for becoming a herder in Kenya.
16. Read a legend of how the Masai got their cattle. (See Africa: Customs, Cultures, Legends and Lore
p. 53)
17. Prepare a class newspaper or magazine featuring articles on various aspects of life in Kenya.
18. Describe the life of a child in a rural Kenyan village. Students can write in the form of a diary entry
or autobiographical piece. Tell why so many Kenyan men move to Nairobi.
19. Explain what “harambee” means in Kenya, then give an example of harambee in the Newington
community.
20. Compare / Contrast the top ten things kids do in Kenya with what kids do in Newington. Use a
Venn diagram. (See Internet Site: Kids Only – Africa on Line; Learn about Africa)
21. Read about city life vs. rural life in Kenya. Create a Venn Diagram to compare the two.
- Time Traveler Series: Kenya pages 15 – 16
22. Create a diorama or mural showing life in a rural area of Kenya. Students can include huts, people
in native dress, plants and animals. (savanna, Rift Valley, Lake Nakuru)
- Time Traveler Series: Kenya p. 16
23. Write an essay comparing and contrasting daily life in Kenya to their life.
24. Research and create illustrations depicting the tribal dress of the Masai.
(See: Discovering Africa p. 3
Africa: Customs, Cultures, Legends and Lore pages 56 – 58
25. Research and design types of African huts to scale. Huts can be made from construction paper bent
into rounds. Stand it on edge and use dried grass to cover conical constructions paper roof. (See
A Trip Around the World p. 135 and Africa: Customs, Cultures, Legends and Lore p. 59)
26. Read about the art and music of Kenya then create some of their own artwork.
 Time Traveler Series: Kenya, pages 28 – 29
 A Trip Around the World pages 143 – 144
 Creative Activities for Teaching about Africa p. 7
 Faces; Kenya pages 28 – 29
 Thematic Unit: Multicultural Folk Tales p. 59
- Create pottery samples
- Create African masks
- Create African jewelry / beads
- Use dried gourds to create drums or water pitchers
- Write a folk tale about Kenya
- Make a bird, animal or fish headdress
- Create African batiks on white handkerchiefs.
- Make a kanga or kikoi
 Africa: Customs, Cultures, Legends and Lore
- gourd carvings; pages 54 – 55, 58
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27. Create African shields using large pieces of cardboard and spears using long cardboard tubes.
Decorate oval shaped shields with bold colors and tribal designs, raffia, etc. Spear heads may have
small bundles of dried grass or raffia attached. (See Discovering Africa pages 27 – 28)
28. Analyze African Proverbs:
- Living Geography p. 19
- Creative Activities for Teaching about Africa pages 4 - 5
29. Read about sports in Kenya. (See Time Traveler Series: Kenya pages 30 – 31)
- Write descriptive paragraphs on specific events.
- Write a biographical sketch of famous Kenyan athletes
- Create a Kenyan athletes Hall of Fame
- Learn about the Safari Rally.
30. Learn and use phrases in the Swahili language.
Create original crossword puzzles with Swahili words.
- Living Geography pages 36 – 40
- TCM: A Trip Around the World p. 137 – 140
- Creative Activities for Teaching about Africa pages 14 – 15
- Discovering Africa page 37
31. Prepare and enjoy East African foods
- Living Geography p. 47
- Time Traveler Series: Kenya p. 17
- Thematic Unit: Multicultural Folk Tales p. 66
32. Research then role play a Maasai dance.
33. Read about and play African games. (See Thematic Unit: Multicultural Folk Tales pages 61 - 62
- Mankala
- Jarabadch
- Kuwakha
- Ohoro
- Nnunsa
34. Read about animals of East Africa and draw the animal in its natural habitat (See Living Geography
p. 31) Students can also read and take 2 column notes on poaching in Kenya and conservation
efforts. Students can prepare a speech opposing the poaching of animals and giving supportive facts
on problems that occur because of poachers.
35. Work in groups to create mobiles featuring animals of Kenya. (See Time Traveler Series: Kenya p.
25 and Thematic Unit – Folk Tales pages 52, 54)
Students could also create animal puppets for use in the retelling of an African folk tale.
36. Write letters (individual or class) to the African Wildlife Foundation for information on safaris.
- Time Traveler Series: Kenya p. 23
37. Create a post card telling about a safari they went on. Tell where and tell what they saw in terms of
animals and plant life.
38. Create a time line of Kenya’s history.
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39. Read about and take two column notes on Jomo Kenyatta. (See Creative Activities for Teaching
about Africa pages 20 – 21). Have students work with partners to conduct an interview featuring
aspects of his life. Questions and responses should be planned out. Interviews can be recorded on
audio or videotape.
40. Read about Nairobi and create a travel poster featuring characteristics of the city.
- Time Traveler Series: Kenya pages 20 – 21
41. Create travel posters, postcards, or brochures on the tourist attractions of Kenya.
42. Read about Kenya’s National Parks. Divide class into research teams. Prepare brochures or posters
telling about each.
- Time Traveler Series: Kenya pages 22 -23
43. Draw a flag of Kenya and write a paragraph or caption telling about the meaning of symbols and
colors.
44. Plan a trip through Kenya. Create a “photo album” and write captions to tell about your trip.
Students can write an itinerary listing where they would visit. Stops should be in a logical order.
45. View a video of Kenya and then create an illustration with a detailed caption depicting their visual
impressions of the country.
46. Research another African country (Nigeria, South Africa) and compare it to Kenya.
47. At the end of the Kenya unit students can create an alphabet book on what they have learned. Topics
for books may include names of animals, countries, geographical features, groups of people, or a
mix of all topics studied. (See Africa Geography Unit p. 14)
48. Respond to writing prompts. (List of possible topics follows.)
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Africa:
Students will:
1. Create a web or fill in a graphic organizer on the major geographical features of Africa.
2. Estimate the dimensions of the major deserts in Africa (land area covered).
3. Use an atlas or provided maps to estimate the lengths of major rivers in Africa.
4. Complete a crossword on geographical features of Africa (See Creative Activities for Teaching
About Africa; Activity 10, p. 17 and Africa Geography Unit p. 11)
5. Identify well known locations in Africa based on descriptions provided (See World Geography:
Basic not Boring p. 24)
6. Respond to search card questions on the geographical features of Africa. (See Africa Geography
Unit p. 10)
7. Create a cross sectional or three dimensional map of Africa from clay, layered card board or papiermâché, to show elevations of the African continent.
8. Create postcards, travel posters, or tourist brochures featuring interesting geographical features /
locations for an imaginary trip through Africa. Student products should include pictures and at least
5 facts.
9. List several landforms in Africa they would like to visit. Explain in a paragraph why they’d like to
go there and what they’d do on their trip.
10. Summarize information on Africa presented in student atlases. Different sections can be read by
students in small groups and information can be shared “jigsaw” style. (See Rand McNally
Teacher’s Guide p. 62)
11. Compare the amounts of land in Africa and in North America that falls within the two tropics.
Brainstorm a list of possible differences in the lifestyles on the two continents based on the
differences in climate. (See Rand McNally Teacher’s Guide p. 60)
12. Create a booklet / flip book describing the different climate classifications or natural vegetation areas
found in Africa. (See Rand McNally Student Atlas p. 76)
13. Study climate and vegetation maps. Write a paragraph on how climate and vegetation affect how
Africans make a living and can meet their needs for food.
14. Examine and interpret an annual rainfall map of Africa. (See Nystrom Student Atlas p. 57 and
Nystrom Student Activity pages 51 - 52)
15. Write a paragraph explaining why there is little or no farming in much of North Africa and parts of
South Africa.
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16. Complete a graphic organizer for the following regions of Africa; Desert, Tropical Savanna, and
Uplands / Mountain Regions. Characteristics for comparison are amount of rainfall, temperature and
crops grown. Regions can be labeled on a map. (See Africa Geography Unit pages 2 – 4)
17. Learn about the interaction of climate, landforms and natural vegetation in Africa. (See Mapping
Africa pages 37 – 45 and 59 – 68). Compare types of climates and vegetation found in Africa to that
of the United States.
18. Research a problem faced by Africans that is caused by Africa’s landforms or climate. Learn and
give examples of how Africans are solving these problems. Information and ideas can be presented
in the form of a speech or a newspaper article.
19. Compare the climate of Africa along the equator to the climate most common near the tropics of
Cancer and Capricorn. Information can be recorded in a chart or graphic organizer.
20. Research droughts and tell how droughts affect many of the people of Africa. Connections should
be made to precipitation, climate and vegetation maps.
21. Study a resource map of Africa. Prepare a chart of African resources by country or region. Have
students list some of Africa’s natural resources that they and their family use. Students can conduct
a product search at home.
22. Study Africa’s natural resources then pretend they are businesspersons who want to start a factory in
Africa. They need to decide on the type of factory and where to build it. Students should consider
natural resources available in Africa, products able to be manufactured from those resources, where
they will sell their products, how they will get their products to markets and who will work in their
factory. Students can work individually or in groups to write their proposals and design posters
sharing their ideas.
23. Research animals of Africa (including location) and then design a United States Game Park to
exhibit a collection of these animals. Students will need to determine where to put the park and why.
They need to consider the land’s environment for the animals chosen. Plans for the park can be
presented on a poster and should tell about the park’s features, design and inhabitants. (See Rand
McNally Teacher’s Guide p. 62)
24. Use knowledge of Africa to write “Jeopardy” type clues on geographical or other features of Africa.
Form teams and play a class game.
25. Complete activity pages featuring questions on the geography of Africa, natural hazards of Africa,
climate and its effect on population, transportation, and economies of Africa. (See Rand McNally
Teacher’s Guide pages 23 and 24)
26. Use data on select African countries to make comparisons. (See Creative Activities for Teaching
about Africa pages 23 – 26)
Activities may include:
- determining countries with highest percentage of arable land
- making a chart featuring countries / regions mineral resources
- charting countries’ population, per capita income and GNP
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27. Use power thinking cards to order characteristics of regions / geographical features of Africa. (i.e.
rivers, lakes, deserts, mountains, climate regions)
28. Bring in and summarize for short oral reports current events news articles on African countries. Post
on a bulletin board.
29. Complete a class or individual information charts (I – charts) comparing North Africa to Africa
South of the Sahara. Headings on chart could include climate, environment, economics, physical
features, countries major cities etc.
30. Make a list of all countries in Africa and label them on a map. (See Africa Geography Unit pages 5 –
7 and Mapping Africa pages 23 – 35).
31. Review names of countries by completing a word search. (See Africa Geography Unit p. 8)
32. Label, read and interpret various types of informational maps of Africa.
See Milliken: Map Skills Africa pages 1 – 15a and accompanying overhead transparencies.





Africa’s Place in the World
Countries and Capitals
Climates
Natural Vegetation
Products





Elevations
Average Annual Precipitation
Land Use
Population Density
East African Countries
33. Make bar graphs comparing the rainfall and population density of select countries or 4 main
regions of Africa. Write a paragraph on conclusions drawn from analyzing data. An almanac can be
used to find exact precipitation records for cities in Africa.
34. Respond to writing prompts. (List of possible topics follows.)
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Optional Supplemental Cross Curricular Connections: Literature
Students will:
1. Read an African folk tale in play form (See Creative Activities for Teaching about Africa pages 8 –
10) then rewrite another African tale in play form.
2. Read Mufaro’s Beautiful Daughters and complete the suggested lesson plan activities in
Multicultural Folk tales; Teacher Created Materials (See pages 5 – 24, 39, 45, 67 – 78))
Activities include:
- learning words in the Bantu language
- analyzing character traits and the actions of characters
- story mapping
- comparison of African tales through Venn diagramming
- daily writing prompts
- graphing languages of Africa
- suggestions for researching folk tales
3. Invite a story teller in to tell African folk tales.
4. Create an original folk tale to explain the creation of a geographical feature.
5. Hold a folk tale festival featuring African folk tales.
6. Participate in aspects of the Folk Tale Interact Unit
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Writing Prompts
Geography & Culture (General)

Imagine you are going to establish a new settlement. What factors will you consider when choosing
a location? Describe the perfect place for your settlement.

How would life be different if money did not exist?

Seashore communities have a lot of tourists in the summer. Many businesses depend on serving the
needs of the tourists. How does the geography of Connecticut affect local businesses? How does it
affect your own lifestyle?

A person’s standard of living is how well they live. How is your standard of living different from
someone who doesn’t have as much money as your family? How is it different from someone who
has more?

A headline briefly describes a current event. Good headlines encourage people to read the article.
Write five headlines for events you hope will happen in school next month. Choose your favorite
one and write the first paragraph of the article that might go with it.

History is the story of the past. Create a timeline that shows all the major events in your own
history.

The physical characteristics of an area include climate, soil type, plant and animal live, and bodies of
water. Describe the physical characteristics of the area in which you live.

Describe some of the ways that people have made changes to the geography of the earth.

When would you consult a globe for information? When would a map be more helpful?

What are some reasons for building a dam? Pretend you are a politician and write a speech to rally
support for building a dam.

What are some of the ways water has affected people’s lives throughout history? How does it affect
your life?

An imaginary grid of latitude and longitude lines covers the globe. Who might use this grid? Why?

Why would groups living in different regions of the world develop different survival skills and
different cultures?

Describe at least two businesses that would do well in our area during each of the four seasons.
Explain why.

What are some of the reasons it is a good idea for the United States to stay on good terms with
Mexico and Canada?
Grade 5 Social Studies
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
What area of the United States do you think is most different from the area in which we live? Why
do you think so?

What are some of the reasons why early factories might have been built near bodies of water?

Imagine you have won a trip to another country, but you will not know which country until you get
there. Write a list of questions you could ask in order to be sure you would pack the right clothes
and supplies.

Households in India contain many family members, such as parents, grandparents, children uncles,
aunts, and cousins. Such households are called extended families. American households typically
consist only of parents and children. How might American families benefit by including more
family members in their homes?

A minority is a group of people that is different in some way from everyone else. Think of a time
when you were in the minority based on your age, sex, race, or another factor. Describe what it felt
like to be different.

In many periods of history, the way a person dressed was a sign of his or her social status. What
does the way you dress tell other students about you? In what other ways do you express your
individuality?

Immigrants are people who enter a country from another country. Brainstorm some of the benefits
of living in an area where people from many different countries have come together to live.

Describe one of your friends who has a different background from yours. How do your differing
cultures add to your friendship? If you don’t have such a friend, write about why a friend with a
different background might be fun to have.

List as many ways as you can in which the United States is different from most other countries.

Would you eat fried squid or soup made from a bird’s nest? These foods are considered delicacies in
other countries. What unusual foods are considered delicacies in the United States? Why do you
think some foods seem “gross” to some people?

The use of horses for transportation changed the way the Plains Indians lived. On horseback they
were able to travel farther and faster. How might their lives have changed with this new form of
transportation? What other forms of transportation have dramatically affected the way people live?
Explain.

The Chinese philosopher Confucius believed that charity, kindness, hard work, faith, and courtesy
were the five virtues that could help people achieve a perfect world. Choose one of these virtues and
explain how it could contribute to a perfect world.

Discuss all the ways you can find out what is going on around the world. Which way is easiest?
Fastest? Cheapest? Which is most interesting?

In early cultures people traded goods rather than using money or credit. For example, a farmer
might have traded a chicken for a cotton shirt. Would you like to see our country go back to a
trading system? Why or why not?
Grade 5 Social Studies
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
What foreign country would you most like to visit? Why?

Write a brochure that would encourage a resident of another state / country to vacation in our state.

Write a brochure that would encourage a resident of another state to move to our state permanently.

Describe some family traditions you hope to pass to your children someday.

A Chinese philosopher named Confucius said, “What you do not want done to yourself, do not unto
others.” Why is this a good rule to live by?

What do you think future generations will learn about us from the remains of our cities?

Do you think it is important for young people to learn about current events? Why or why not? What
kinds of current events interest you?

People from many different countries came to the United States to live. Each group brought their
traditions and ideas with them. What evidence of various cultures do you see in Newington? What
evidence do you see in the United States as a whole?

Discuss three concerns or worries you have that you believe are common to people your age around
the world.

What are some of the reasons two countries may go to war with each other? In your opinion, are any
of these reasons good enough? If so, which ones?

Culture includes the food, dress, language, traditions, and general way of life of a group of people.
Describe your own culture in a way that would give someone from another country an idea of how
you live.

Describe what you think people in other countries consider to be the typical American dress. Also
describe what you consider to be the typical dress in a foreign country of your choice.

Describe at least two important values you have learned from your family.

“Give a man a fish and feed him for a day; teach a man to fish and feed him for a lifetime.” What
does this expression mean? How could this idea be used to solve some countries’ hunger problems?

Do you think it is important to stand up for what you believe in when everyone else in a group feels
differently? Why or why not? Have you ever done so?
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Africa / Kenya

A famine is a shortage of food. Famines occur in some countries when disease or weather destroys a
food crop. Do you think the destruction of any one crop could cause a famine in the U.S.? Why or
why not?

Nomads are people who travel from place to place and have no permanent home. How would the
everyday life of nomadic people differ from the life of a group of people that has settled in an area?
Be sure to think about factors such as food, shelter, and belongings.

Write about your favorite African legend or folk tale.
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JAPAN
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THE STUDY OF JAPAN
Time Frame:

(7 weeks)
Achievement of expectations in Social Studies involves the reading and comprehension of various
non-fiction texts. Instruction should, therefore, incorporate strategies for reading non-fiction.
Major Concepts:
East Asian Country
Island Country
Environmental Influences
Cities and Population Distribution
Manufacturing / Super Power in World
Culture
Arts
Daily Life
Schools
Student Expectations:
Students will:
1. Identify Japan on a world map and know its location in relation to other Asian countries,
continents, and bodies of water.
G
2. Understand that Japan is a country made up of four major islands.
G
3. Understand the effects of earthquakes, volcanoes, typhoons and other environmental
influences.
G
4. Identify the major cities and population distribution of Japan.
C,E,G
5. Understand that Japan is an economic superpower in the world due to manufacturing
and technological abilities.
E
6. Investigate one area of Japanese art.
C
7. Learn about daily life and customs of Japan.
C
8. Compare Japanese schools with American schools.
C
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Required Instructional Tasks and Assessments:
(See Note 1)
Students will:
1. Learn the vocabulary for the unit. (See Note 2)
2. Read about the geography of Japan.
Options:
 Places and People, Japan pages 6 and 7
 Japan, Traditions and Trends, Japan page 5
 Time Traveler’s Series, Japan page 7
 Rand McNally Atlas pages 69 - 74
 The Nystrom GeoThemes World Atlas pages63 - 70
3. Use an atlas to label an outline map of Asia, including Japan and bordering countries. Students
should label the major islands and cities of Japan, surrounding bodies of water and other major
features of the country. (See Note 3)
4. Learn about the weather events that threaten Japan’s population (heavy snow, tropical storms,
earthquakes, and volcanoes).
 Places and People, Japan pages 8 and 9.
5. Read about Japanese cities and metropolis life.
 Places and People, Japan pages 10, 11, 24 and 25.
 The Time Traveler Series, Japan pages 13 and 15.
6. Read, interpret, and respond to the following aspects of Japan:
 Vegetation
 Environments
 Imports
 Exports
 Destination of exports
 Population
Possible options include SLAMS, open-ended questions, posters, media presentations.
7.
Read about the arts and crafts of Japan. Each student is required to create one product to
demonstrate learning (example: haiku, kokeshi doll, calligraphy, origami, fans, clothing).
Options:
 Japan, Traditions and Trends page 55
 Hands on Culture of Japan page 3.
 The Time Traveler Series, Japan page 24.
 Japan, the Culture pages 6 – 13.
8. Read about daily life in Japan and demonstrate learning.
Options:
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


The Time Traveler Series, Japan page 18.
Japan, Traditions and Trends pages 29, 46, 49, and 51.
Places and People, Japan pages 18 – 19.
9. Read about special holidays and traditions of Japan.
 Japan, the Culture pages 17 – 23 (Festivals throughout the year).
 The Time Traveler Series, Japan page 21
10. Read about Japanese schools and create a Venn Diagram comparing and contrasting Japanese
schools and American schools.
 Japan, Traditions and Trends page 37.
 Teaching about Japan: Lessons and Resources page 93, Lesson 37.
11. View a video on Japan and write a framed paragraph on one topic of interest. (See CRISS
Strategies, Manual pages 130 – 131)
 NOTE: See Appendix B for Additional Instructional Tasks and Assessments as well as possible
writing prompts.
Notes:
1. For some assessments (required or suggested) specific resources and pages have been listed for
teacher reference. The sited 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.
2. Vocabulary:
kimono, origami, ceramics, calligraphy, tatami, Bonsai Tree, sculpted gardens, Ikebana, Sumo
wrestling, kokeshi dolls, haiku, tea ceremony, teriyaki, sushi, Bon Festival, Shich-go-san Festival.
3. Outline map requirements / vocabulary: Countries: Japan, the former Soviet Union, People’s
Republic of China, North Korea, South Korea. Mountains: Mt. Fuji, Japan Alps.
Islands: Hokkaido, Honshu, Kyushu, Shikoku, Okinawa. Bodies of Water: Pacific Ocean, Arctic
Ocean, Sea of Japan, Inland Sea, East China Sea, Sea of Okhotsk. Cities: Tokyo, Yokohama
Osaka, Nagoya, Kyoto, Sapporo, Kobe, Hiroshima.
Resources:
(Resources denoted with an *asterisk are available at both middle schools.)
*Allen, Carole. (1992). Japan: Traditions and Trends. Torrance, CA: Good Apple.
*Bernson, Mary and Wojtan, L. (1996). Teaching About Japan: Lessons and Resources.
Bloomington, IN: ERIC Clearinghouse for Social Studies/ Social Science Education and the
National Clearinghouse for US – Japan Studies.
*Bunce, Vincent. (1994). Places and People, Japan. Danbury, CT: Watts Books.
*Creative Activities for Teaching About Japan. (1998). Stockton, CA: Stevens and Shea Publishers,
Inc.
*Fischer, Max. (1995). Geography Simulations. Huntington Beach, CA: Teacher Created Materials.
House, Scott R. and Patti M. (1993). Map Skills, Asia. St. Louis, MO: Milliken Publishing Co.
Jasmine, Julia. (1995). World Geography Series; Asia. Huntington Beach, CA: Teacher Created
Grade 5 Social Studies
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Materials.
*Kalman, Bobbie. (1989). Japan, the Culture. New York, NY: Crabtree Publishing Co.
Mapping Asia. (1994). Stanford, CA: Leland Stanford Junior- University Board of Trustees.
*Nystrom: Geo-Themes [The Nystrom World Atlas; Student Activities]. (1999). Chicago, IL:
Nystrom.
O’Halloran, Kate. (1997). Hands-on Culture of Japan. Portland, ME: J. Weston Walch Publisher.
Pofahl, Jane. (1996). The Time Traveler Series, Japan. Grand Rapids, MI: Instructional Fair.
*Rand McNally Classroom Atlas – Teacher’s Guide. (1997). Skokie, IL: Rand McNally and Co.
Internet Sites:
Oriental Museum: Electronic Samurai. www.kiku.com/index.html
www.indiana.edu/~japan/ The National Clearinghouse – Japan Studies. Database site of lesson plans
and teaching resources that pertain to Japan. Includes information on locating a sister school classroom
in Japan with whom to correspond.
www.jinjapan.org/kidsweb/index.html. Kids Web Japan. Includes information on Japan’s schools,
history, daily life, economy, traditions, geography and more. E-mail comments and requests to
Kidsweb@jcic.or.jp
Suggested Trade Books / Literature Connections:
*Billings, Melissa. (1993). Mosaics: Folktales from around the World. North Billerica, MA:
Curriculum Associates.
Coatsworth, Elizabeth. The Cat Who Went to Heaven.
Coerr, Eleanor. Sadako and the Thousand Paper Cranes.
Davidson, Judith. Japan: Where East Meets West.
Paterson, Katherine. The Master Puppeteer.
Paterson, Katherine. Of Nightingales That Weep.
Paterson, Katherine. The Sign of the Chrysanthemum.
Sakade, Florence. Japanese Children’s Favorite Stories.
Soto, Gary. (1992). Pacific Crossing. San Diego, CA: Harcourt Brace and Co.
Videos:
Living Treasures of Japan. (1988). Stamford, CT: National Geographic / Vestron, Inc.
Video Visits: Japan / Far East Collection. (1988). Huntsville, TX: Educational Video Network, Inc.
Grade 5 Social Studies
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APPENDIX B
SUPPLEMENTAL ACTIVITIES FOR JAPAN
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Additional Instructional Tasks and Assessments:
 The following suggestions have been provided for teachers to select from as possible extension
activities or enrichment for differentiated instruction. These activities are not required.
Students will:
1. Choose one of the four main Japanese islands: Honshu, Hokkaido, Kyushu or Shikoku. Research
the island and explain findings in an informational speech using at least three visual aids. (Excellent
group project.)
2. Make a three-dimensional map of the Japanese islands. Include mountain ranges and major cities.
3. Make a mode of Mount Fuji, Japan’s highest peak. Include a written paragraph of facts about Mt.
Fuji.
4. Research and explain in an informational essay how the islands of Japan were formed.
5. Read a legend about how Japan was formed (See Japan, Traditions and Trends, page 3). Students in
turn write their own legends about how Japan was formed. Have students illustrate and color stories.
6. Write an expository piece on the topic; “What island in Japan would you most like to visit, and why
does it seem intriguing?”
7. Plan an earthquake survival kit for the classroom. They must have enough food, water, and supplies
to survive for 72 hours.
8. Write a haiku poem about a moment in nature.
9. Make a Yakko Kite and have a kite flying contest to see whose kite flies the highest and longest, and
whose is quickest up or most maneuverable.
10. Make origami designs.
11. View examples of Japanese designs in Teaching About Japan: Lessons and Resources, pages 23 – 25
and then make postcards using chosen designs. Students may also design Valentine’s Day cards or
other holiday greeting cards.
12. Research the history of calligraphy and produce examples. Teachers may invite someone in from
the community to demonstrate the art.
13. Research the care of Bonsai Trees. Grow one and bring it in to show classmates.
14. Choose one of the traditional Japanese sports (Sumo wrestling, Kendo, Kudo, or Karate) to study.
Students will then write a two page report including at least two visual aids. Students can also
demonstrate some moves. Teachers may want to plan an interdisciplinary lesson with the physical
education teacher.
15. Create a miniature Kare-saunsui garden. (See Hands on Culture of Japan, page 57).
16. Find out the exact steps in the Japanese Tea Ceremony and then demonstrate before the class.
17. Make a Kokeshi doll. Design a dress and add facial features.
18. Create and design a Japanese fan. Decorate with appropriate Japanese artwork.
19. Decorate a paper plate in the Japanese style of lacquerware (See Teaching About Japan: Lessons
and Resources, page 28).
20. Design and make a paper kimono (See Japan, the Culture, page 31).
21. Make a chart showing the differences between a traditional Japanese home and an American home.
22. Plan a menu for four featuring traditional Japanese food.
23. Create a miniature Japanese home for a family of mice. (See Japan, Traditions and Trends page 50)
24. Design a T-shirt that illustrates the friendship between the United States and Japan. (See Japan,
Traditions and Trends page 36)
25. Respond to writing prompts. (List of possible topics follows.)
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Writing Prompts / Japan

Japan sometimes experiences fierce hurricanes called typhoons. What severe weather conditions
have you experienced? How did your family and community prepare for the arrival of the severe
weather?

The tea ceremony is an important part of the Japanese culture. Very specific steps are followed
during the serving and drinking of the tea. Describe some of the different types of ceremonies you
have seen or participated in.

A time of economic hardship is called a depression. Imagine you are a twenty-five-year- old factory
worker who has just lost your job due to a depression. Write a letter to a relative in another country,
explaining what the depression is like and how it is affecting your standard of living.

Foreign competition has forced American industry to improve its products. When you buy a
product, do you check to see if it was made in the United States? Do you think the government
should tax people for buying products that are not manufactured in the U.S.? Explain.

Because Japan is so densely populated, people have very limited living space. Consequently, the
Japanese people have trained themselves to waste as little room as possible. They have bedding that
unfolds onto the floor at night and stores away during the day. What other adaptations might the
Japanese have to conserve space?
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HUMAN ENVIRONMENT
INTERACTION:
AMAZON RAIN FOREST/
BRAZIL
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*(Integrated Unit – See also Language Arts
and Science Curricula)
HUMAN ENVIRONMENT INTERACTION:
AMAZON RAIN FOREST / BRAZIL
Time Frame:

(6 weeks)
Achievement of expectations in social studies involves the reading and comprehension of various
nonfiction texts. Instruction should, therefore, incorporate strategies for reading non-fiction.
Major Concepts:



Geography of the Amazon Rain Forest in Brazil
Relationship between humans and the Amazon Rain Forest; current environmental issues
Cultural aspects of the people of Brazil and the Amazon Rain Forest
Student Expectations:
Students will:
1. 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.
G
2. Learn about the different life styles of the people of Brazil, contrasting the city dwellers
and the rain forest dwellers
G,C,H
3. Learn about the endangered animals and plants that live in the Amazon Rain Forest
G,E
4. Identify the main threats that endanger wildlife species in the Amazon Rain Forest
G,E
5. Understand the benefits of conserving the Amazon Rain Forest
G,E
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Required Instructional Tasks and Assessments:
Students will:
1. Learn the vocabulary words for this unit. (See Note 1)
2. Read texts and create a travel poster or postcard from Brazil. Focus areas could be famous beaches,
businesses, the national sport, products, etc.
3. Create a class list of “Rain Forest Treasures.” Add to the list as students read and study more.
4. Explain how the rain forest is threatened by deforestation. (See also Science Text: Discovery
Works. (1996). Parsippany, NJ: Silver Burdett Ginn pages D56 – D57)pages)
5. Debate the following issue: The need to earn a living from the resources of the rain forest vs.
protecting the resources from endangerment or extinction. (See Note 2)
6. Read aloud the book, The Great Kapok Tree. Discuss/respond to reading.
7. Research the rain forest by finding information on one animal, one plant, one tribe, and one product
found there. (For note taking forms see Rain Forest Extended Thematic Unit)
8. Learn about the Yanomami people of the Amazon Rain Forest (or another tribe such as the Wayana
Indians). Students compare the way of life of Amazon Tribal people to their own life in the United
States.
9. Choose one of the following or similar art activities:
a. Make a rain forest diorama showing the layers of vegetation and animal life.
b. Create a rain forest booklet in layers. In each layer of the booklet, illustrate and describe a layer
of the rain forest.
c. Create a classroom mural, with groups working on the different layers of plant and animal life in
the rain forest.
 NOTE: See Appendix C for Additional Instructional Tasks and Assessments as well as possible
writing prompts.
Notes:
1. Vocabulary words:
Adaptation, biome, camouflage, canopy, carbon dioxide, cash crops, conservation, deforestation,
ecosystem, emergent layer, endangered species, environment, erosion, extinction, forest floor,
greenhouse effect, habitat, indigenous, jungle, ozone layer, photosynthesis, rain forest, resource,
slash-and-burn farming, species, tropical rain forest, understory
2. Loggers cut down rain forest land to get wood. Ranchers burn rain forests to create grazing land for
their cattle. Poor people move from the cities to the rain forests in order to grow crops and make a
living. All this means that rain forest lands are lost. However, it also means that people can make a
living and that people all over the world have wood for use in hundreds of ways. Do you think the
people who make their living from the rain forests have a right to destroy them, or should they be
forced to make their living in other ways? Do you think it’s important to keep the rain forests from
being destroyed? Why? Students can debate this issue.
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Resources:
(Resources denoted with an *asterisk are available at both middle schools)
*Adams, Cynthia. (1999). Time Traveler Series: Brazil. Grand Rapids, MI: Instructional Fair- TS
Denison.
Campbell, Becky. (1994). Endangered Species; Integrating Literature Series. Torrance, CA: Frank
Schaffer Publishing, Inc.
*Cherry, Lynne. (1990) The Great Kapok Tree. San Diego, CA: Harcourt, Brace & Co. (Carefully
researched picture book of the Amazon rain forest.)
Classroom Atlas (and Teacher’s Guide). (1997). Skokie, IL: Rand McNally & Co.
Cook, Shirley. (1993) Rain Forest. Nashville, TN: Incentive Publications, Inc.
*Davenport, Merle. (1998). Living Geography - Brazil: An Interdisciplinary Unit. Grand Rapids, MI:
Instructional Fair-T.S. Denison.
*Endangered Animals. (1997). New York, NY: Kids Discover.
Endangered Species. (1994). Huntington Beach, CA: Teacher Created Materials, Inc.
Franco, Betsy. (1995). Brazil. Monterey, CA: Evan Moor Corp.
Geography Mini Centers. (1989). Phoenix, AZ: Engine-Uity, Ltd.
Hands on Science - Rain Forest: Experiments, Games, Art and Writing Activities. (1998). Dana Point,
CA: Edupress.
*House, R. Scott and House, Patti M. (1993). Map Skills Latin America. St. Louis, MO: Milliken
Publishing Co.
Mapping Latin America. (1992). Stanford, CA: SPICE/Latin America Project, Stanford University.
*Markham, Lois. (1997). Rain Forests. New York, NY: Kids Discover.
Miller, Ilene and Agopian, L. (1995). Rain Forest—Extended Thematic Unit #674. Huntington Beach,
CA: Teacher Created Materials, Inc.
Moore, Jo Ellen. (1992). South America: Geography Unit. Monterey, CA: Evan-Moor Corp.
*Morrison, Marion. (1995). Guide to Brazil: Top Secrets Adventures. Columbus, OH: Highlights for
Children.
Our Environment. TCM#272. (1991). Huntington Beach, CA: Teacher Created Materials, Inc.
Shedlock, Robert. (1998). Lessons on Latin America Part 5. Scio, NY: Learning Center USA.
Thematic Unit #286: Ecology. (1999). Huntington Beach, CA: Teacher Created Materials, Inc.
Yoder, Carolyn. (Ed.) (Jan. 1989). Faces: Visiting Brazil. Peterborough, NH: Cobblestone
Publications.
Field Trips:


Bronx Zoo
Science Museum of Connecticut, West Hartford
Internet sites:
http://www.k12online.com/ (Rand McNally)
http://www.socialstudies.com
http://nationalgeographic.com/kids
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CD-ROMS:
ABC Wide World of Animals. (1995), Redwood City, CA: Creative Wonders.
Animals in Danger – Zoo Guides.
Animal Planet. (1996). Discovery Communications.
Cartopedia: The Ultimate World Reference Atlas
Destination: Rain Forest / Imagination Express. (1996). Redmond, WA: Edmark Corp. & Harcourt
Brace & Co.
The Digital Field Trip to the Rain Forest. (1998). Canada: Digital Frog International. Inc.
Earth’s Endangered Environments – Picture Show.
Encarta 97: World Atlas. (1996). Microsoft Corp.
Eyewitness Encyclopedia of Nature.
GeoSafari Geography. (1997). Carson, CA: Educational Insights.
Mammals: National Geographic.
The Map Room. (1996). Arlington, VA: Edunetics Corp.
Multimedia Animals Encyclopedia.
Music and Cultures. (1996). Clearvue/eav. Inc. and Zane Publishing Inc.
National Geographic: Picture Atlas of the World. (1995). Washington, D.C.: National Geographic
Society.
Nutt, Jan. (1997). Using the Internet to Explore Rain Forests. Fort Collins, CO: Steck-Vaughn Co.
The Nystrom Outline Map Library. (1997). Chicago, IL: Nystrom.
Rand McNally Children’s World Atlas. (1996). Skokie, IL: Rand McNally and Co.
Where in the World is Carmen San Diego
The World Atlas
Zip Zap World
Zoo Guides Vol. 4 The Rain Forest. (1996). San Diego, CA: REMedia, Inc.
Videos:
Brazil Video Visits. (1988). Huntsville, TX: Educational Video Network, Inc.
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APPENDIX C
SUPPLEMENTAL ACTIVITIES FOR HUMAN ENVIRONMENT
INTERACTION: AMAZON RAIN FOREST / BRAZIL
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Additional Instructional Tasks and Assessments:
 The following suggestions have been provided for teachers to select from as possible extension
activities or enrichment for differentiated instruction. These activities are not required.
Students will:
1. Complete a political map of South America. Include the following:
d. Countries: Argentina, Bolivia, Brazil, Chie, Colombia, Ecuador, French Guiana, Guyana,
Paraguay, Peru, Suriname, Uruguay, Venezuela (French Guiana, Guyana, and Suriname may be
excluded from spelling list.)
e. Cities: Brasilia, Buenos Aires, Rio de Janeiro, Caracas, Santiago, Sao Paulo, Lima
2. Label a physical map of South America including the following:
a. Mountains: Andes, Guiana, Brazilian Highlands
b. Rivers: Amazon, Orinoco, Magdalena, Parana
c. Land Regions: Patagonia, Pampas, Chaco, Atacama Desert, Amazon Basin
d. Other: Caribbean Sea, Pacific Ocean, Atlantic Ocean, Straits of Magellan, Falkland Islands,
Equator, Tropic of Capricorn, Galapagos Islands, Cape Horn
3. Complete a different type of map of South America which may include population density, climate,
precipitation, vegetation.
4. Complete the pages of the atlas and teacher’s guide that pertain to South America.
5. Write to organizations that protect our word’s resources to gain more information about the Amazon
rain forest.
6. Learn about the animals of the Amazon rain forest by creating a concentration game using index
cards.
7. Explain the part played by the Amazon rain forest in controlling the greenhouse effect.
8. Make charts showing the names of trees, fruits, flowers, mammals, fish, and reptiles that live and
grow in the rain forest.
9. Brazil is the only country to win the World Cup four times. Do research to find the years of all the
winning games. Design a poster or magazine cover celebrating Brazil’s World Cup championships.
10. Draw a map of Brazil. Label the Amazon River. Mark the locations of each of the 10 bordering
South American nations.
11. Tell why Brazil is a popular tourist destination. Contact a travel agency for brochures and make a
list of things to see and do. Would your family prefer a vacation in the big cities or in the rain forest
of Brazil?
12. Use what you know about Brazilian culture to create a menu for a Carnival banquet.
13. Write a brief news article about the Carnival celebration in one of Brazil’s cities.
14. Draw a map of Brazil showing the states where there is land reserved for native people.
15. Identify the main threats that endanger the jaguar.
16. Learn some Portuguese words.
17. Create a rain forest post card. On the front, draw an insect, plant, or animal in the rain forest. On
the back of the card, write several sentences explaining what the picture is and why it is important to
the rain forest. Address the post card to a friend, relative, or government official.
18. Listen to the audio tape, “Amazon Days, Amazon Nights,” from Natural Resources Defense
Council, P. O. Box 1400 Church Hill, Maryland, 221690.
19. Obtain and read a copy of the 81 page article, “The Rain Forests,” National Geographic, Volume
163, No. 1, January 1983.
20. Write a letter to a government official urging him/her to help save the rain forest.
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21. Draw a double bar graph comparing the heights of trees in Newington to the heights of trees in the
emergent and canopy layers of the rain forest.
22. Make a miniature rain forest and observe how it creates its own “rain.” (See Rain Forest Extended
Thematic Unit #674).
23. Make a rain forest terrarium.
24. Create a rain forest museum using one of two options: A. Divide the museum into stations by the
elements of the rain forest such as plants, animals, etc. OR B. Have each student become an expert
on one plant or animal of the rain forest.
25. Search the Internet for a specific site related to South America, the Amazon Rain Forest, or Brazil.
(See Internet sheets in appendix.)
26. Tropical rain forests receive an enormous amount of rain. Students should use an almanac or other
reference book to find the ten places around the world that have the greatest annual rainfall. Locate
each place on a map or globe.
27. Butterflies and moths abound in the rain forests. Students can find out the differences between them.
Then they can make a diagram of the life cycle of a butterfly, from its beginning as an egg to when it
becomes a colorful butterfly.
28. Complete activities provided in the Geography Mini Centers resource packets:
 “Regions”
 “Endangered Species”
 “Climate”
29. Respond to writing prompts. (List of possible topics follows.)
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Writing Prompts: Human Environment Interaction /Amazon Rain Forest/ Brazil

In Brazil in the late 1800s, people who could not read or write were not allowed to vote. Why might
a country wand to make such a rule? Do you think this was a fair rule? Should the United States
require its voting citizens to take a literacy test?

Conservation is the wise use of energy. Make a list of all the ways you use energy in a typical day
(example: hair dryer, television). Identify at least five ways you could cut back on the amount of
energy you use.

Do you think the government should create laws to protect the environment? For example, should
recycling be mandatory? Should fresh water be rationed? Support your opinion with reasons.

Why do you think people fail to take all the steps possible to help the environment? Is there
anything more you could be doing?

Native people of the Amazon region use many different plants as medicines. Describe some natural
remedies you have used or heard about.
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