hands-on

Grade 5

socialstudies

REVISED EDITION

Jennifer Lawson

Karen Boyd

Barb Thomson

Linda McDowell

Winnipeg • Manitoba • Canada

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Introduction to Hands-On Social Studies 1

Program Introduction 1What Is Social Studies? 1The Goals of Social Studies 1Hands-On Social Studies Expectations 2Program Principles 4Program Implementation 4Classroom Environment 5Planning Units (Time Lines) 5Classroom Management 6Social Studies Skills: Guidelines

for Teachers 6

Assessment Plan 9

The Hands-On Social StudiesAssessment Plan 9

Achievement Chart for Social Studies,History, and Geography 11

Assessment Sheets 13

Heritage and CitizenshipUnit 1: Early Civilizations 25

Books for Children 26Web Sites 27Introduction 28Glossary 291 Reviewing a World Map 322 Introducing Ancient Civilizations 363 Introducing Greece 434 The Climate, Land, and Agriculture

of Ancient Greece 495 The People of Ancient Greece 576 Religion in Ancient Greece 697 Education in Ancient Greece 738 The City-States of Ancient Greece 819 The Government of Ancient Greece 87

10 Trade 9111 Sports in Ancient Greece 9612 Greek Literature and Drama 9913 Art and Architecture in Ancient Greece 10314 Math, Philosophy, Medicine, and

Science in Ancient Greece 11215 Studying, Comparing, and Contrasting

Other Ancient Civilizations 11416 Culminating Activity: A Marketplace

Through Time and Space 117References for Teachers 124

Canada and World ConnectionsUnit 2: Aspects of Citizenship andGovernment in Canada 125

Books and Videos for Children 126Web Sites 127Introduction 1291 Ongoing Activities 1312 Introduction to Citizenship 1383 New Canadians 1414 Canadians’ Rights, Freedoms, and

Responsibilities 1455 Canadian Symbols 1516 Introduction to Government 1727 Levels of Government 1758 The Government at Work 1849 The Federal Election Process 191

10 Provincial and Municipal Governments 19811 Canadian Citizens in Government

(Current) 20112 Canadian Citizens in Government

(Past) 20413 Revisiting Canadian Symbols 21414 Culminating Activities 219References for Teachers 225

Contents

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1

Program Introduction

The Hands-On Social Studies programfocuses on developing students’ knowledge,skills, and attitudes through active inquiry,problem solving, and decision making.Throughout all activities, students areencouraged to explore, investigate, and askquestions in order to heighten their owncuriosity about and understanding of the world around them.

What Is Social Studies?

Social studies is an interdisciplinary study thatdraws from such traditional disciplines ashistory, geography, political studies, andeconomics. It involves the examination ofcommunities, both locally and globally. Inessence, social studies helps students learnabout the world around them.

Social studies also involves the developmentof concepts as well as skills of inquiry andcommunication. Students apply these skills todevelop an understanding of their world and toenable them to make decisions and solveproblems in everyday life.

The Goals of Social Studies

The Hands-On Social Studies program hasbeen designed to focus on the goals of theSocial Studies Curriculum as identified by theOntario Ministry of Education and Training(2004). These goals are:

1. To understand the basic concepts of socialstudies, history, and geography.

2. To develop the skills, strategies, and habitsof mind required for effective inquiry andcommunication, and for the application ofthe basic concepts of social studies,history, and geography to a variety oflearning tasks.

3. To relate the knowledge acquired throughsocial studies and the study of history andgeography to the world outside theclassroom.

Introduction to Hands-On Social Studies

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Unit 2 • Aspects of Citizenship and Government in Canada 175

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Levels of Government7Background Information for Teachers

The three levels of government – federal,provincial, and municipal – are responsible fordifferent services.

Some examples are:

■ Federal: citizenship, banks, defence,R.C.M.P.

■ Provincial: health, child care, O.P.P.■ Municipal: public transport, fire department,

city police, garbage removal, city streets

The information sheet provides additionalinformation.

Materials■ writing paper■ rulers■ highlighters■ masking tape■ chart paper■ markers■ 3 maps of Canada. Outline maps, map with

provinces and territories, and map withOntario communities marked. (included.Make an overhead of each map)

■ newspapers (current newspapers from yourcommunity)

■ drawing paper■ poster board■ cards titled, “Government Responsibilities”

(included. Copy and cut out a set for eachgroup of four students. You may wish tolaminate the cards for future use.) (2.7.4)

■ information sheet titled, “Levels ofGovernment” (included. Make an overheadtransparency of this sheet.) (2.7.5)

■ overhead projector

■ reference material related to theresponsibilities of the three levels ofgovernment (e.g., newspapers, magazinessuch as Maclean’s, government web sites)

■ phone books and access to a phone

Activity: Part One

Provide students with writing paper. Have them title the sheet Responsibilities of FamilyMembers, then have them list the members oftheir household across the top of the sheet.They can then create a chart by using theirrulers to draw vertical lines between the names.Ask:

■ What is each member in your householdresponsible for?

■ What chores does each do?

Have each student record the responsibilitiesand chores underneath each person’s name.Suggest tasks such as:

■ walking the dog■ cleaning your bedroom■ laundry■ shovelling snow■ paying the bills

Discuss the students’ responses. Ask:

■ Are there any chores that could be done byanyone in the family?

■ Are there some jobs that the adults in yourhouse must do?

■ Are there any chores that need more thanone person to complete?

Activity: Part Two

Explain to students that running the country issimilar to running a household. Everyone musttake some responsibilities. In Canada, theresponsibilities are divided among three levelsof governments.

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176 Hands-On Social Studies • Grade 5

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Record the terms federal, provincial, and municipal on chart paper. As a class,discuss the students’ prior understanding ofthese terms.

Note: With your students, you may wish to reviewtheir understanding of a municipality. For example,discuss the differences between urban and ruralcommunities in terms of size (city, town, village,and so on). Also have the students identify theirown community as a city, town, or village. Forthose living on reserves, highlight the uniquecharacteristics of this type of community as well.

List the names of the prime minister, thepremier and the local mayor, reeve, or chief onthe board. Ask

■ Who are these people? ■ Where have you heard their names?■ What do these people do?

Record responses on the chart paper, besideeach name.

Now display the overhead copy of the outlinemap of Canada (2.7.1). Read the statementunder the map, and complete the sentence.

Repeat this activity using the map showing theprovinces and territories of Canada (2.7.2).

Display the map of Canada showing thecommunities of Ontario (2.7.3). Have thestudents locate their community on this map(dot and label it if it is not shown), as well assurrounding communities. Read the statementunder the map and complete the sentence.

Note: Encourage students to find pictures of thepoliticians to display with the charts.

Activity: Part Three

Review and emphasize that, generally, the localmunicipal government deals with things closeto home, the provincial government takes careof the whole province, and the federalgovernment does things for all of Canada.

Divide the class into working groups, andprovide each group with a set of cards (2.7.4). Challenge the groups to sort the cardsinto three piles: responsibilities of the federalgovernment, responsibilities of the provincialgovernment, and responsibilities of themunicipal government. Encourage students tocome to consensus through discussion in orderto sort the cards into the three groups.

Note: You may want to provide some guidelines on consensus at this time. Remind students thateveryone must be heard, and they must find a fairway to decide on each answer.

Once all the groups have sorted their cards,have them share their findings with the class.Ensure that the groups have sorted the cardscorrectly:

■ Municipal: city police, garbage collection,recycling, fire department, public transit

■ Provincial: O.P.P., driver’s licences,hospitals, child care, birth certificates

■ Federal: R.C.M.P., passports, defence,banks and money, fisheries

Now display the overhead sheet, “Levels ofGovernment” (2.7.5), and review and discussthe information as a class.

Following this discussion, distribute the activitysheet (2.7.6) and reference materials. Have thestudents record the responsibilities of the threelevels of government that have been identifiedthus far on the activity sheet chart. Nowencourage students to use the referencematerial to search for more responsibilities ofeach level of government to add to their charts.Encourage students to check web sites andreference books, or to phone governmentagencies to gather information.

Once this activity has been completed, have the students share their research with the class.Discuss the responsibilities of the federal

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Unit 2 • Aspects of Citizenship and Government in Canada 177

government first. On chart paper, list all of theresponsibilities that students have identified. Dothe same for provincial and municipal categories.

Display these charts in the classroom forreference throughout the unit.

Activity Sheet

Directions to students:

Complete the sentences at the top of the page,then use the chart to record responsibilities ofall three levels of government (2.7.6).

Activity: Part Four

Divide the class into groups of three. Provideeach group with a current newspaper. Havestudents search for and cut out headlines thatrelate to activities of the government. Haveeach group sort their headlines according to thelevel of government involved. After sorting, haveeach group assign members to one of the threelevels of government, and then have eachstudent select a headline that has particularinterest to them, from their assignedgovernment level (community centres, wadingpools, school funding, health issues). Postthose headlines on three sheets of chart paper,one for each level of government. Havestudents check the newspaper daily to see ifthe issue develops. Continue to collect relatedheadlines.

Activity: Part Five

Display each overhead map of Canada again,as the following questions are presented. Ask:

■ How many prime ministers are there inCanada?

■ How many premiers are there in Canada?■ How many mayors, reeves, chiefs are there

in Canada?

Divide the class into pairs, and provide eachpair with several sheets of drawing paper.

Challenge them to create a diagram that showsthe levels of government (e.g., circles withincircles, flow chart, and so on).

Have each pair present their diagrams to youfor clarification and suggestions, and then havethem create posters to illustrate the concept.Display the posters in the classroom andschool.

Extension

Have students conduct research on the current prime minister, premier, and mayor,reeve, or chief.

Activity Centre

On a large sheet of mural paper, draw anintersecting triple Venn diagram, as in theexample below:

Place a variety of newspapers and magazinesat the activity centre, along with highlightersand masking tape. Have students locate articlesabout services provided by the three levels ofgovernment. Have them read the articlescarefully and highlight the government officesthat are involved, then place the articles in thecorrect location on the Venn diagram.

Following this activity, discuss with students theways in which governments often work togetherto provide services.

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Provincial Municipal

Federal

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The federal government looks after the entire country. Thehead of the federal government is the prime minister. Thename of the prime minister is __________________________________ .

Canada

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Canada’s Provinces and Territories

The provincial government is given responsibility for theprovince. The head of the provincial government is the premier. The name of the Ontario premier is____________________________________.

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The municipal government looks after the town, city, or district.The head of the municipal government is the mayor in a city, the reeve in rural areas, or the chief of a First Nation community. The name of our municipal leader is______________________________________________ .

Communities in Canada

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Peawanuck

Bearskin Lake

Kenora

Nipigon Ottawa

Toronto

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Government Responsibilities

City Police O.P.P. R.C.M.P.

Garbage Collection Driver’s Licences Passports

Recycling Hospitals Defence

Fire Department Child Care Banks and Money

Public Transit Birth Certificates Fisheries

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Government of Canada

■ makes laws for all of Canada■ responsibilities include:

■ soldiers, army, navy, air force■ passports■ television and radio■ R.C.M.P.■ banks and money■ fisheries■ stamps and postal services■ national parks

Government of Ontario

■ makes laws for Ontario■ responsibilities include:

■ O.P.P.■ driver’s licences■ hospitals■ education■ child care■ birth certificates■ provincial parks

Municipal Government

■ makes laws locally■ responsibilities include:

■ garbage pick up and recycling■ repairing streets■ snow ploughing■ local police, fire, and ambulance■ public transit

Levels of Government

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The leader of the federal government is called the ____________________________________.

This leader’s name is ______________________________________________________________________.

The leader of the provincial government is called the ____________________________________.

This leader’s name is ______________________________________________________________________.

The leader of the municipal government is called the__________________________________.

This leader’s name is ______________________________________________________________________.

Government Responsibilities

Federal Provincial Municipal (Local)

Government Leaders

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