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Ed 069 567 Institution Spons Agency Pub Date Edrs Price DOCUMENT RESUME ED 069 567 SO 002 739 TITLE Canada. Grade Five (Unit 6). Resource Unit. Project Social Studies. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE 67 NOTE 140p. EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Area Studies; Case Studies; City Problems; Concept Teaching; Cross Cultural Studies; Curriculum Guides; Elementary Crades; Geographic Concepts; *Geographic Regions; Geography Instruction; Grade 5; *Human Geography; Inquiry Training; Map Skills; Resource Units; Sequential Programs; *Social Studies Units; *Urban Studies IDENTIFIERS *Project Social Studies ABSTRACT The second of three main parts designed for fifth grade students, resource unit six presents an overview of the patterns and a system of regionalization on Canada, and deals with case studies which illustrate the fact that man uses his physical environment in terms of his cultural values, perceptions, and level of technology. The approach and format in the latter part of this unit, differing from previous units, is that students prepare illustrated studies of a series of important towns and cities on a traverse across southern Canada from west to east, giving more understanding of the regions within which they are found. Pupils look first at the city today and then identify factors which helped bring about the present development. The teacher's guide ED 062 226 provides program descriptions, course objectives, teaching strategies, and an explanation of format. Other related documents are ED 061 134, ED 062 227, and SO 002 732 through SO 002 741. (Author/SJM) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO. OUCED FXACTLY AS RECEIVED FROM THE PERI ON OR ORGANIZATION ORIG MATING IT POINTS OF VIEW OR OPIN 'IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU. CATION POSITION OR POLICY RESOURCE UNIT These materials were developed by the Project Social Studies Curriculum Center of the University of Minnesota under a special contract with the Cooperative Research Division of the United States Office of Education. (Project H3-045) 1967 INTRODUCTION This unit is divided into two.major parts. The f':-st provides an overview of Canada and asks pupils to regionalize Ccn,Ada in several possible ways,This part of the unit is presented Jr. the same form as previous units for the course. The second part of the unit provides for a study of: the development of a series of towns or cities. Since this part or the unit Is to be handled by having pupils work in groups to collE:A information and present it to the class, the unit format is changed. A general introduction to each of two sections of this part is presented in terms of objectives, suggested procedures, and general materials for the group reports. The last part of the unit suggests possible cuTAinating activities for the unit as a whole. - ii - OBJECTIVES This unit should make progress toward developing the following: GENERALIZATIONS 3. Major cli major veg related t 1. Rainfall is affected by the distance from affects t bodies of warm water, air pressure systems, affected wind direction, temperature, and physical features which block winds carrying moisture. 4. The popul evenly ov 2. Temperature is affected by the distance from the equator, elevation, distance from warm water a. A numb bodies, prevailing winds, and physical features featur which block winds from certain directions. and hi patter a. Temperature and seasonal differences are affectei in part by distance from the equator. 5. Man uses his cultu b. Temperature is affected in part by elevation; of techno: air is cooler at higher elevations than at lower elevations if latitude and distance from a. The si, the sea are the same. cultur side a c. Places in the interior of continents tend to have greater extremes of temperature than places 1) A c: along the coast. cor 1) The ocean and other large bodies of water do b. Politi not heat up so rapidly as land nor cool so freque rapidly as land. bounds 2) Winds which blow over warm bodies of water c.Whethe (or land areas) carry warm air to nearby land morea areas. upon t partic 3 their - ii - OBJECTIVES d developing the following: 3. Major climatic regions coincide approximately with major vegetation zones because vegetation is related to climatic conditions. Vegetation also ance from affects the development of soils and is in turn re systems, affected by the soils of a region. physical ing moisture. 4. The population of a country is distributed un- evenly over the earth's surface. istance from the m warm water a. A number of factors--climate, surface ysical features features, natural resources, accessibility, irections. and history--affect settlement and growth patterns. erences are affected equator. 5. Man uses his physical environment in terms of his cultural values, perception31 and lovel rt by elevation; of technology. tions than at and distance from a. The si(snificanco of location :nds ufon cultural develops!nts both wit n and out- side a country. tinents tend to erature than places 1) A change in situation brings about a corresponding change in the use of a rite. bodies of water do b. Political boundaries are man-made and land nor cool so frequently do not follow any natural physical boundaries. bodies of water c. Whether or not a country's size provides air to nearby land more advantages than disadvantages depends upon the problems inhabitants face at a particular time, upon their goals) and upon their level of technology. b. - iv b. Countries trade goods which they can pro- 3. Uses effective geogray duce better for those which they cannot produze as profitably or at all. a. Compares distances didiahces and area c. What a country produces will depend upon demand (or how much of the product people b. Interprets map symb will buy) as well as upon available re- sources and labor and capital. 1) Interprets map 10. Nations may pool their resources and/or 2) Interprets map power behind common goals in varying systems and shading). of alliances) combinations and cooperative projects. 3) Interprets map s population densi SKILLS 4) Interprets map s c. Uses map scale. 1. Attacks problems in a rational manner. d. Uses map grid of la a. Sets up hypotheses. locate places. 2. Gathers information effectively. e. Sets up hypotheses from maps. a. Reads social studies concepts with under- standing. 1) Draws inferences different map pa b. Gains information by studying pictures. (Draws inferences from pictures.) f. Sets up system of r map patterns. c. Gains information by listening. 4. Evaluates information. d. Interprets tables) graphs, and charts. a. Checks accuracy of e. Uses atlases and almanacs. background of facts 1) Uses atlas index to locate places. - iv n pro- 3. Uses effective geographic skills. nnot a. Compares distances and areas with known distances and areas. upon people b. Interprets map symbols in terms of map legend. re- 1) Interprets map symbols (color layers). 2) Interprets map symbols (color gradients systems and shading). tive 3) Interprets map symbols (dot symbols for population density). 4) Interprets map symbols (isotherm). c. Uses map scale. d. Uses map grid of latitude and longitude to locate places. e. Sets up hypotheses by drawing inferences from maps. under- 1) Draws inferences from a comparison of different map patterns of the same area. es. f. Sets up system of regionalization by studying map patterns. 4. Evaluates information. rt . a. Checks accuracy of information against 'his background of facts. es. - d. Types of agriculture in a region depend transportatio upon a man's cultural values, perceptions, transportatio and technology as well as upon climate, company. soils and topography. c. Transportatio e. Natural resources are of little value until to connect pc man acquires the skill necessary for their they are do r^ utilization or sees a reason for using them. resources. 1) Power for industry s obta',nd from a 1) Factories number of sources, including water power but or steam and electricity produced by largo ntr burning coal. transporLI. f. The topography of a region moy present limitations 7. The growth of C. given a specific level of technology. stores, etc., attractive to n:, g. Climate may set up limitations upon man's the growth of ol, activities, given a specific level of tech- nology, but man has learned to overcome many 8. A region is en a: of the earlier limitations. features. Thc, but there FirC: h. Man changes the character of the earth. are drawn betwe,::: 6. Improved transportation facilities make possible a. 1(egions are ;1. wider and bigger markets as well as better and depending upon less costly access to resources. are delimited some on the bt a. Towns need means of shipping goods in and out; some on the bi they are likely to grow up where transportation is good, particularly where different types of 9. People in most sc transportation meet. people who live : countries, for g< b. Cities which become big trading centers tend to for their goods. grow up where there is a break in transportation and so where goods must be moved from one type of a. The world is countries. 7 d transportation to c.nother or from one company's ons, transportation facilities to those of another company. c. Transportation facilities are usually developed until to connect population centers, although at times heir they are developed to open up areas of important them. resources. a 1) Factories need good transportation facilities, power but lar:e cities with many factories and y large nu-:,.rs of people also attract improved transporta'cion facilities.
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