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New Hampshire College and Career Ready Standards 5th Grade Social Studies Activities
Printable Fifth Grade Social Studies Worksheets and Study Guides.
New Hampshire College and Career Ready Standards for Fifth Grade Social Studies
GeographyWhat is Geography? Geography is the study of the Earth's surface. Continents like North America, South America, Africa, Australia and Eurasia are major land formations. Read more...iWorksheets: 7Study Guides: 1
New York Map - PhysicalGeography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earth's surface. Read more...iWorksheets: 3
New York Map - PoliticalGeography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. Read more...iWorksheets: 3
States and CapitalsWhat is a state? In the United State, a state is a political division. Boundaries between states are either lines drawn by people or natural lines, like rivers. There are 50 states in the United States of America. Read more...iWorksheets: 3Study Guides: 1
First AmericansIt is believed that the first human beings came from Asia. Thousands of years ago, a bridge of land connected Asia and North America. The first Americans crossed the bridge of land from Asia to North America. Read more...iWorksheets: 4Study Guides: 1
Leading Up to the RevolutionActions by both Great Britain and the American colonists led to the American Revolution. Actions of the British: Stamp Act, The Townshend Acts, Boston Massacre, Intolerable Acts. Actions of the Colonists: boycott of products from Great Britain, Boston Tea Party, The Sons of Liberty destroyed the houses of the people collecting taxes for Great Britain. Read more...iWorksheets: 6Study Guides: 1
Notable PeopleA Notable Person is a person who contributes to a cause in a special way. Read more...iWorksheets: 6Study Guides: 1
NH.3. Civics and Governments: The goal of Civics is to educate students to understand the purpose, structure, and functions of government; the political process; the rule of law; and world affairs. Civics builds on a foundation of history, geography, and economics to teach students to become responsible, knowledgeable citizens, committed to participation in public affairs.
3.1. The Nature and Purpose of Government: Students will demonstrate an understanding of the nature of governments, and the fundamental ideals of government of the United States.
3.1.6.1. Apply the ideals and principles of the American system of government to historic and contemporary examples, e.g., individual rights and responsibilities, minority rights, or equality of opportunity and equal protection under the law.
Citizenship and GovernmentConcepts and ideals such as: individual dignity, liberty, justice, equality, individual rights, responsibility, majority and minority rights, and civil dissent. Citizens' rights and responsibilities. Plan of government. Bill of rights. Read more...iWorksheets :3Study Guides :1
Holidays, Landmarks, & SymbolsNational Holidays are those days set aside to honor people or events important in the history of a country. Read more...iWorksheets :6Study Guides :1
U.S. CongressHistory of the United States: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States Read more...iWorksheets :3Study Guides :1
Local & State GovernmentThe study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. Read more...iWorksheets :3
Forming a GovernmentA government is the system by which a state or community is controlled. Read more...iWorksheets :7Study Guides :1
The PresidencyPresidential term, duties, home, Cabinet Read more...iWorksheets :3Study Guides :1
Purposes of GovernmentGovernment representatives, fundamental rights, majority, citizen Read more...iWorksheets :3
Election ProcessThe United States presidential election is an indirect election in which citizens of the United States who are registered to vote in one of the 50 U.S. states or the District of Columbia cast ballots for members of the Electoral College, known as electors. Read more...iWorksheets :3Study Guides :1
U.S. Constitution"We the People…". The Constitution was drafted by James Madison and then discussed at the Constitutional Convention in Philadelphia, Pennsylvania in 1787. Each of the 13 states could send delegates to this convention. Constitution became an important document for America, since it set up many ideas by which the U.S. is now governed. Read more...iWorksheets :4Study Guides :1
U.S. SenateWhat is the Senate? The Senate is one of the two houses of Congress. The other house is the House of Representatives. Congress is the legislative branch of government. Congress meets in the Capitol Building in Washington, D.C. There are two senators from each state, with 100 total senators. Read more...iWorksheets :3Study Guides :1
3.1.6.2. Identify the core ideals and principles of American government by citing documents, e.g., the Declaration of Independence, the United States Constitution, or the Bill of Rights.
American Symbols & HolidaysFreeThere are many things that are symbols of America. There are also holidays that Americans celebrate every year: Memorial Day, Martin Luther King Jr. Day, Independence Day, Labor Day, Veterans Day, Thanksgiving, Christmas, Mother's Day Read more...iWorksheets :8Study Guides :6
The RevolutionFreeWhat was the American Revolution? The American Revolution was the name of the war that the colonists fought to gain their freedom from Great Britain. The American Revolution took place because the colonists and Great Britain disagreed about: Taxation without representation, Trade agreements and Self-government. Read more...iWorksheets :7Study Guides :1
3.1.6.4. Differentiate among the major forms of limited and unlimited governments, e.g., monarchy, oligarchy, or democracy.
Review Grades 1-4Experiences that provide for the study of people, places and environments
Experiences that provide for the study of interactions among individuals, groups and institutions
Experiences that provide for the study of global connections and independence
What is Government and what should it do? Read more...iWorksheets :3
Types of GovernmentSome examples of different types of governments are: Aristocracy, Democracy, Dictatorship, Anarchy, Oligarchy Read more...iWorksheets :4Study Guides :1
3.2. Structure and Function of United States and New Hampshire Government: Students will demonstrate an understanding of major provisions of the United States and New Hampshire Constitutions, and the organization and operation of government at all levels including the legislative, executive, and judicial branches.
3.2.6.1. Illustrate ways in which government in the United States is founded on the conviction that Americans are united by the principles they share, e.g., life, liberty, and property.
3.2.6.2. Identify and illustrate the heritage that early settlers brought to the development and establishment of American democracy, e.g., political, legal, philosophical, or religious traditions.
ColonizationWhat are colonists? Why Colonize? Identifying significant early European. Identifying major leaders, economic impact, and changes in colonial society. Identifying geographic features, landforms, and differences in climates among the colonies. Read more...iWorksheets :3Study Guides :1
New England, Middle, and Southern ColoniesThe Thirteen American colonies belonging to Great Britain were located along the eastern coast of what is now the United States of America. The colonies were divided into three groups, based on their locations and their economies Read more...iWorksheets :7Study Guides :1
Colonial LifePeople came to this New World for many reasons: religious freedom, political freedom, adventure, hope of land and money. They came to a land that was hard to live in. Read more...iWorksheets :3Study Guides :1
Colonial PeriodFreeColonies, settlement, Plymouth, apothecary, plantation, Puritans. Read more...iWorksheets :3
3.3. The World and the United States' Place In It: Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs.
3.3.6.1. Identify other countries in the world and their different forms of government, e.g., monarchy, oligarchy, or democracy.
3.3.6.2. Describe ways in which countries interact with each other culturally, economically, diplomatically, or militarily.
Famous TreatiesA treaty is an agreement made between two nations. Read more...iWorksheets :3Study Guides :1
3.3.6.3. Discuss the reasons for conflicts between and among countries and peoples, e.g., natural resources or religion.
HolocaustThe Holocaust took place during World War II. The Holocaust is what we call the mass killing of these people. Read more...iWorksheets :3Study Guides :1
World War IIn the late 1800's, Europeans were feeling a strong sense of nationalism . Many countries were competing with one another and as tension between the nations grew, they started to build strong armies to prepare for war. Read more...iWorksheets :4Study Guides :1
Ancient GreeceAbout 4,000 years ago, in the land that we know today as Greece, people from different cultures began to settle down and create villages. These villages made up the area called ancient Greece. Ancient Greece was the trading center of the Mediterranean. Read more...iWorksheets :4Study Guides :1
Ancient RomeFreeAncient Rome was a civilization that began as a small village in Italy. They eventually were in control of the Mediterranean after the rule of ancient Greece. Read more...iWorksheets :4Study Guides :1
World War IIn the mid 1900's, Hitler and the Nazi party in Germany were trying to gain control of many European nations. They used military force and Hitler's leadership to gain support of the German people, and succeeded in taking power from other countries. Read more...iWorksheets :4Study Guides :1
Ancient EgyptFreeAncient Egypt was located on the fertile area surrounding the Nile River. The people of ancient Egypt used the land and river to set up villages. Ancient Egypt was ruled by many different Kings, or Pharaohs, who passed down their throne to members of their families. Read more...iWorksheets :4Study Guides :1
3.4. Rights and Responsibilities: Students will demonstrate an understanding of the rights and responsibilities of citizenship, and the ability to apply their knowledge of local, state, and national government through the political process and citizen involvement.
3.4.6.1. Evaluate those characteristics that promote good citizenship, e.g., individual responsibility or respect for the rights and decisions of others.
NH.4. Economics: Economics is the study of the allocation and utilization of limited resources to meet society's unlimited needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of basic economic concepts; economics in history; how economics affects and is affected by the individual; cycles in the economy; financial institutions and government; and international economics and trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, investors, and as citizens.
4.2. Basic Economic Concepts: Students will learn about the pillars of a free market economy and the market mechanism.
4.2.6.2. Identify the factors of production, e.g., entrepreneurship, human resources, capital resources, and natural resources.
EconomicsUnderstanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Read more...iWorksheets :3
Class SystemsThroughout history, groups of people have been divided into many different categories. These categories are called classes. Read more...iWorksheets :3Study Guides :1
Laws of Supply & DemandThe term supply refers to the amount of goods that are available for sale. The term demand refers to how many people want the good or service that is for sale. The price of a good has an effect on how many people want to buy it. Read more...iWorksheets :3Study Guides :1
4.2.6.3. Recognize that shortage and surplus affect the price and availability of goods and services, e.g., swimsuits in bad weather, seasonal sales, or fads.
Industrialization/EconomicsAn Industrial Revolution is a change in the way goods are manufactured. Read more...iWorksheets :4Study Guides :1
Market EconomyWhat is a Market Economy? An economic system is the way a country makes and sells goods. In some countries, the government is in charge of what people buy and sell. In a market economy, people choose what goods and services they want to buy. They also choose where they want to work and what they want to do. Read more...iWorksheets :3Study Guides :1
4.3. Cycles in the Economy: Students will be able to explain the business cycle and trends in economic activity over time.
4.3.6.1. Describe gross domestic product and its components, e.g., the difference between imports and exports.
NH.5. Geography: The real crux of geography is understanding our physical Earth and human-environment interaction: knowing why people settle in an area, how they make their living and the resources they use, why they dress or speak the way they do, and what they do for entertainment. A geographically informed person can draw connections between locations of the Earth, recognize complex regional patterns, and appreciate the influence of place on human development.
5.1. The World in Spatial Terms: Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.
5.1.6.2. Apply the spatial concepts of location, distance, direction, scale, movement, and region, e.g., the relative and absolute location of the student's community, or the diffusion of the English language to the United States.
Map SkillsIdentify and use a variety of primary and secondary sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and other sources.
 Research and analyze past periods, events, and issues, using a variety of primary sources Read more...iWorksheets :3
States & Capitals IEach of the 50 states of the United States has a capital city. The capital city is the place where the state government is located. Read more...iWorksheets :4Study Guides :1
Social Studies SkillsSocial Studies Skills are those that help a student better understanding the world around him or her. Read more...iWorksheets :6Study Guides :1
Timelines, Graphs, ChartsTime Lines, Graphs, Charts, and Diagrams are graphics that provide information to the reader and are used to add to the words used in documents so the reader can understand the information. Read more...iWorksheets :6Study Guides :1
States & Capitals IIEach of the 50 states has a capital city. The capital city is the place where the state government is located. Read more...iWorksheets :4Study Guides :1
Map SkillsA map is a picture of a place. We use maps to help us know where things are. In order to use a map, you need to know a few things. Read more...iWorksheets :3Study Guides :1
5.1.6.3. Utilize maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns, e.g., climate zones, natural resources, or population density.
Resources & EnergyEnergy powers almost everything that we use. Many people use different resources to heat their homes, turn on their televisions, and drive their cars. Read more...iWorksheets :3Study Guides :1
5.2. Places and Regions: Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions.
5.2.6.1. Describe the ways in which regions change, e.g., the degradation of the Aral Sea or the westward expansion of the United States.
Westward ExpansionDuring the 1800's, the boundaries of the United States were extended westward. Read more...iWorksheets :3Study Guides :1
Pioneer LifeA pioneer is a person who is among those who first enter or settle a region, thus opening it for occupation and development by others. Read more...iWorksheets :7Study Guides :1
Westward ExpansionLewis and Clark, Homestead Act of 1862, Pony Express, John Fremont, Oregon Trail, Louisiana Purchase. Read more...iWorksheets :4Study Guides :1
Pioneer LifePioneers are the first people who settle in an area. People traveled west to explore new parts of the U.S. during the 1800s. Read more...iWorksheets :3Study Guides :1
Notable People-Westward ExpansionWhat is a Notable Person? A notable person is a person who contributes to a cause in a special way. Many people contributed toward the westward expansion of the United States during the 1800's. Notable People related to the Louisiana Purchase were: Thomas Jefferson, Meriwether Lewis, William Clark, Napoleon, Sacajawea. People related to Texas and the Alamo were: Santa Anna, Susannah Dickinson, Stephen Austin, Jim Bowie, William Travis, Davy Crockett, Sam Houston, President James K. Polk. Read more...iWorksheets :4Study Guides :1
5.2.6.2. Describe how places and regions preserve culture, e.g., songs or traditions.
Northeastern Region USThe Northeastern Region of the United States of America is made up of the New England States and the Middle Atlantic States. The region enjoys fours seasons, and the land varies from sunny beaches to majestic mountains. Read more...iWorksheets :3Study Guides :1
Algonquians'Culture' refers to the socially transmitted behaviors, beliefs, values, traditions, institutions, and ways of Algonquins living together as a group of people. Read more...iWorksheets :3
Iroquois'Culture' refers to the socially transmitted behaviors, beliefs, values, traditions, institutions, and ways of Iroquois living together as a group of people. Read more...iWorksheets :3
Western Region USThe eleven states that make up the Western Region are Alaska, California, Colorado, Idaho, Montana, Nevada, Oregon, Utah, Washington, Wyoming and Hawaii. The region stretches thousands of miles from Hawaii to Colorado. Read more...iWorksheets :3Study Guides :1
Middle Western Region USThe twelve states in the Middle Western Region are Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, Ohio, and Wisconsin. This region, often called "the heartland," is located in the center of the United States. Read more...iWorksheets :3Study Guides :1
Southwestern Region USThe four states in the Southwestern Region are Oklahoma, Arizona, New Mexico, and Texas. Read more...iWorksheets :3Study Guides :1
Southeastern Region USThe twelve states in the Southeastern Region are Virginia, West Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Arkansas, and Louisiana. The region is known for its many rivers. Read more...iWorksheets :3Study Guides :1
5.4. Human Systems: Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples.
5.4.6.2. Know the types and historical patterns of human migration, e.g., ethnic cleansing, overcoming physical barriers, or famine.
ImmigrationAn immigrant is a person who comes to live in another country. Immigrants came to live in the United States for many reasons Read more...iWorksheets :4Study Guides :1
5.5. Environment and Society: Students will demonstrate an understanding of the connections and consequences of the interactions between Earth's physical and human systems.
5.5.6.1. Understand the consequences of human modification of the physical environment, e.g., coastal development or forest management.
Tennessee Valley Authority Act (TVA)After the Great Depression, some states needed help to modernize their economies. The TVA, or Tennessee Valley Authority, set out to help the area around the Tennessee River. As a part of Roosevelt's New Deal, the TVA helped people get electricity and learn new, improved ways of farming. Read more...iWorksheets :3Study Guides :1
5.5.6.2. Examine the role of technology in the human modification of the physical environment, e.g., work animals or electrical production.
5.5.6.4. Assess why people have different viewpoints regarding resource use, e.g., water rationing or recycling.
NH.6. New Hampshire and United States History: The study of New Hampshire and United States History is important in helping citizens understand and appreciate the legacy of our republic, and to develop the empathy and analytical skills needed to participate intelligently and responsibly in our ongoing democratic experiment. Historical study exposes students to the enduring themes and issues of our past and emboldens them to courageously and compassionately meet the contemporary challenges they will face as individuals in a state, a country and an interdependent world. Ultimately, the study of history will help students plan and implement responsible actions that support and enhance our collective values.
6.1. Political Foundations and Development: Students will demonstrate an understanding of the major ideas, issues and events pertaining to the history of governance in our state and nation.
6.1.6.1. Explain how and why people have developed forms of self-government, e.g., the Mayflower Compact or the Iroquois League.
6.3. World Views and Value systems and their Intellectual and Artistic Expressions: Students will demonstrate an understanding of conceptions of reality, ideals, guidelines of behavior and forms of expression.
6.3.6.1. Examine how the art, music and literature of our nation has been enhanced by groups, e.g., immigrants or abolitionists.
Growth of a NationDuring the first half of the 1800's, the United States of America began to take its place in the World. The new nation grew in area and population. Technology changed the way in which people lived and worked. Nationalism, an intense feeling of loyalty to a person's nation, increased. Read more...iWorksheets :7Study Guides :1
Civil WarConfederacy, Emancipation Proclamation, Antietam, union, plantations, slavery, abolishing slavery, Bull Run, American Red Cross, Uncle Tom's Cabin, Abraham Lincoln. Read more...iWorksheets :4Study Guides :1
6.4. Economic Systems & Technology: Students will demonstrate an understanding of the changing forms of production, distribution and consumption of goods and services over time.
6.4.6.1. Demonstrate an understanding of major developments and changes in American economic productivity, e.g., piece work, interchangeable parts, or the assembly line.
Industrial Growth & ExpansionCurrent and past issues involving science and technology. Read more...iWorksheets :3
6.4.6.2. Evaluate the importance of technological inventions and inventors and their impact on American life, e.g., household appliances or communication technologies.
InventorsAn inventor is someone who discovers a new way of doing things. This can be in the form of a product or an idea. Read more...iWorksheets :3Study Guides :1
Famous AmericansThere are many people who have had an impact on American history. These people were often common, ordinary people who did something special. Many helped to change our country by what they did. Read more...iWorksheets :3Study Guides :1
6.4.6.3. Demonstrate an understanding of how westward movement led to personal opportunities and a more diverse economy as seen in events, e.g., the Louisiana Purchase or the Homestead Act (1862).
Presidential HistoryThe president is the highest leader in the U.S. Each president is elected to office for a four year term. A president can then be reelected for another term. Read more...iWorksheets :3Study Guides :1
European/Native American EncounterNative Americans lived in the Americas long before Europeans, including the Pilgrims, arrived. Early Native Americans believed that all people shared the land. Europeans, however, believed that individuals owned the land. Read more...iWorksheets :7Study Guides :1
6.5. Social/Cultural: Students will demonstrate an understanding of the interaction of various social groups, including their values, beliefs and practices, over time.
6.5.6.1. Explain the impact ethnic and religious groups have had on the development of the United States, e.g., the Irish or the Mormons.
6.5.6.2. Describe the impact of major national and state events on everyday life, e.g., the Industrial Revolution or the World War II home front.
Impact of IndustrializationAfter the Industrial Revolution, many other countries followed Great Britain's example and started to create new technology. The industrial revolution led other nations to want new and easier ways to make goods. Read more...iWorksheets :3Study Guides :1
UrbanizationUrbanization refers to the population shift from rural to urban areas. Read more...iWorksheets :3
UrbanizationWhat is Urbanization? When the population of a city grows quickly, it is because a large number of people move to a city in a short amount of time. Read more...iWorksheets :3Study Guides :1
Industrial RevolutionThe Industrial Revolution started in Great Britain with the invention of new farming technology. In the mid 1700's, farmers began to come up with new ideas and technology to make farming more efficient. These ideas made farming much easier and less people were needed to work the land. Read more...iWorksheets :4Study Guides :1
6.5.6.3. Examine changes in the roles and lives of women and their impact on society, e.g., the family or the workplace.
Progressive MovementWhat is the Progressive Movement? During the Progressive movement, citizens found out how poorly people were being treated and tried to change this. Progressives asked for help from the government and they agreed. Amendments were passed to help citizens. Women's Suffrage and Prohibition were two of these amendments. Read more...iWorksheets :3Study Guides :1
6.5.6.4. Describe similarities and differences in the immigrant experience for various ethnic groups, e.g., the English or Chinese.
NH.7. World History and Contemporary Issues: The study of World History and Contemporary Issues is important in helping citizens understand and appreciate the contemporary challenges they will face as individuals in an interdependent, increasingly connected world. Knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world. World History fosters an appreciation of the roots of our nation's values and the values and perspectives of other peoples. It illustrates how humans have expressed themselves in different surroundings and at different times, revealing the many commonalties and differences shared by the world's peoples past and present.
7.1. Political Foundations and Developments: Students will demonstrate an understanding of major events, ideas and issues pertaining to the history of governance.
7.1.6.1. Describe different types of political systems created by people, e.g., the tribe, the empire or the nation-state.
7.2. Contacts, Exchanges & International Relations: Students will demonstrate their understanding of the interactions of peoples and governments over time.
7.2.6.1. Describe the impact of land and water routes on trade, e.g., the Silk Roads, the Atlantic Triangular Trade, or the Suez Canal.
7.2.6.2. Explore the spread and impact of ideas and technology, e.g., the concept of zero, gunpowder or the transistor.
7.2.6.4. Examine how military encounters have led to cultural exchange, e.g., Alexander of Macedonia, conquistadors in the New World, or 20th century Japanese imperialism in Asia
ExplorationExpoloration is the investigation of unknown regions. Read more...iWorksheets :3Study Guides :1
7.3. World Views and Value systems and their Intellectual and Artistic Expressions: Students will demonstrate their understanding of conceptions of reality, ideals, guidelines of behavior and their forms of expression.
7.3.6.2. Explore the development of education and its impact on societies, e.g., medicine in ancient Egypt or ancient Greece.
ArchaeologyMany people study the past to see what life was like before our time. Certain people, called archaeologists, study the past through looking at the remains of people and societies before us. There remains can be material goods, bodies, or even entire cities that were preserved in time. Read more...iWorksheets :4Study Guides :1
7.4. Economic Systems & Technology: Students will demonstrate their understanding of the changing forms of production, distribution and consumption of goods and services over time.
7.4.6.1. Analyze the impact of the agricultural revolution on humans using examples, e.g., the role of women, specialization of labor, or population density.
7.4.6.2. Understand the tension over land use between settled farmers and nomadic herders using examples, e.g., ancient Mesopotamia, Asian steppe lands, or 20th Century Africa.
Ancient Trade RoutesTrade routes created a system where merchants could safely trade with other people. Merchants created stopping points along the way where people could rest and get supplies. Trade routes were mapped so travelers knew where they were going and did not risk getting lost. Read more...iWorksheets :3Study Guides :1
7.4.6.3. Analyze the impact of inventions and new technologies on the agricultural system using examples, e.g., the invention of the hoe, irrigation, or genetic engineering of crops.
7.4.6.4. Trace improvements in communication, e.g., the Sumerian development of writing, Chinese printing, or the creation of the Internet.
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Nairobi, Kenya, March 1, 2018- To help detect and stop smugglers carrying ivory, rhino horn, and other wildlife products out of Kenya, the USAID Reducing Opportunities for Unlawful Transport of Endangered Species (ROUTES) Partnership today delivered a training workshop in Nairobi for airline transport staff on the key role they play in preventing the trafficking of wildlife. Cabin crew, ground handlers, cargo processors, and staff from regional airports participated in the interactive sessions.
First Lady of Kenya Margaret Kenyatta attended the morning sessions, alongside Robert F. Godec, the U.S. Ambassador to Kenya; Najib Balala, Cabinet Secretary Tourism and Wildlife; and Chris Oburu, Chief Administrative Secretary Transport and Infrastructure Development.
ROUTES, supported by the United States Agency for International Development (USAID), is a public-private partnership that brings together government agencies, the transportation and logistics industry, and international conservation, development and law enforcement organizations and donors to disrupt wildlife trafficking activities.
According to a recent ROUTES report analyzing wildlife trafficking in the air transport sector, Kenya serves as a significant transit point for poachers and traffickers supplying wildlife products to Asia. Jomo Kenyatta International Airport (JKIA) is the busiest airport in East and Central Africa and is a target for wildlife trafficking, particularly ivory trade. Kenyan authorities are proactive in addressing wildlife smuggling in JKIA, often seizing illegal products at the airport.
Many in the transportation sector are recognizing the need to take action against wildlife trafficking. Today's ROUTES workshop taught airline employees how to recognize common wildlife trafficking techniques and provided information on how best to respond to and report wildlife trafficking incidents. Airport staff in Nairobi are now equipped with materials and resources that will help them protect Kenya's natural heritage from smugglers and traffickers.
"Kenya Airways is among the airlines who have signed the United for Wildlife Transport Taskforce Declaration. This underlines our unquestionable commitment to a zero-tolerance policy against illegal wildlife trafficking and trade. It is vital that the private sector work in collaboration with government agencies and international partners to scale up the response to conservation challenges. Kenya Airways is a key player in the industry and we stand for sustainable tourism," said Sebastian Mikosz, MD and CEO of Kenya Airways.
The training in Nairobi was part of a series of training workshops that ROUTES will conduct for airport and airline staff this year at key wildlife trafficking hubs across Africa and Asia. ROUTES recently conducted training in Mozambique, and over the next few months, ROUTES will hold training sessions in Uganda, Malawi, Ethiopia, and Malaysia.
The Reducing Opportunities for Unlawful Transport of Endangered Species (ROUTES) Partnership brings together government agencies, transportation and logistics industry companies and representatives, and international conservation, development and law enforcement organizations and donors in order to disrupt wildlife trafficking activities, and forms a key element of the concerted international response to addressing wildlife poaching and associated criminal activities worldwide.
At the heart of ROUTES is a core group of partners collaborating with the U.S. Government and the transport sector that includes the Center for Advanced Defense Studies (C4ADS), Freeland, the International Air Transport Association (IATA), TRAFFIC and the World Wildlife Fund. The Partnership is funded by USAID and coordinated by TRAFFIC. To learn more, visit routespartnership.org or follow @ROUTESPartners.
The United States Agency for International Development (USAID) leads the U.S. Government's foreign assistance efforts. In Kenya, USAID works in the areas of public health, primary education, economic growth and governance. For more information please visit usaid.gov/kenya or follow @USAIDKenya on Facebook and Twitter.


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Five Worst Interviews in Sports
5. Tom Brady- The most popular person in Massachusetts is also easily the worst player interview in the state. Of course everyone on the Patriots completely toes the company line whenever a camera is on, but Brady takes it to the next level. He's the leader and best player on the team, so despite being asked the most (and most difficult) questions, he gives his usual vague answers that involve lionizing the opponent, references to his coach's game plan, useless phrases like preparation, teamwork, and unity, and lastly mentioning taking things one game/day/practice at a time.
4. Kobe Bryant- The "Black Mamba" essentially does the exact same thing Tom Brady does, but every so often he lets loose when he's frustrated. For example, last week he took a not so veiled shot at a few of his teammates when he said about the return of Metta World Peace from suspension, "He's the one guy that I can rely on night in and night out to compete and play hard and play with that sense of urgency and play with no fear." Somehow Bryant skates by despite randomly throwing his comrades under the bus. Other than those occasional moments, listening to him is just as boring as listening to Brady.
http://youtu.be/Ae02r41EzYg
3. Alex Rodriguez- ARod is the quintessential guy who just tries way too hard to be cool. Unfortunately there is just no cure for this ailment (also shared by Dwight Howard, Lebron James, and many others). He initially tried to be open and honest, but when that didn't work he tried to steal a page out of the Derek Jeter/Tom Brady/Kobe Bryant handbook, and say little to nothing of substance. Everyone could tell how unnatural and forced it all was, so he tried to be engaging again. Regrettably he fails every single time. When posed a question on Jeremy Lin ARod initially does a good job saying a lot without really saying anything, but at the end, he tries to be cool again … per usual it ends in a big fail.
http://youtu.be/VLmMC-4Vw-0
2. Any hockey player- No matter where a hockey player is from, what team they play on, the score of the game, or if they produced any goals, they all say the same exact thing in a prominent Canadian accent. Mention having to outwork the opponent, continually drip in sweat, never look at the camera, and the letter "y" to every teammate's name, and say "ah" prior to every sentence. I love the NHL, but find every single player or coach interview beyond useless. It's really a shame because they're mainly all great guys, but there's no way to sell the sport when the fringe fan doesn't have a dynamic personality drawing them to watch.
1. Tiger Woods- ZZZZZ … Woods never, ever says anything that isn't in relation to his driving, short game, putting, club selection, or course conditions. Even when he came clean about his infidelity, all he said was either "it's private," "it's in the police report," or "that's between Elin and myself." To make matters worse Tiger's interview questions are often prescreened, so there is absolutely no spontaneity to anything. Spend time elsewhere; don't waste a single moment listening to this guy whenever he's behind a microphone. Here's Tiger being incredibly "candid" and "hilarious" answering questions from some of his Twitter followers.
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redpajama_set_name: RedPajamaCommonCrawl


The Jockey Club of Canada, located in Toronto, on March 7 announced the finalists for the 2016 Media Sovereign Award categories. Among the three media divisions, two NTWAB members were named in the Writing Category.
Joe Nevills, for writing "Giant Gizmo Rocketing up the Charts", published in Daily Racing Form. The story is about Giant Gizmo's ascension as a stallion and can be viewed here.
Beverley Smith, author of "Laurie Silvera's Woodbine Paradise", published at woodbineentertainment.com. Smith's work is about 85-year-old trainer Laurie Silvera, a fixture at Woodbine for over 40 years, and can be seen here.
Judging for the 2016 Media Sovereign Award categories was performed by Professors of the Journalism Program at the School of Media Studies & Information Technology, Humber Institute of Technology & Advanced Learning, Toronto, Ontario, Canada.
The 42nd Annual Sovereign Awards will be held on Thursday, April 13, and the public is welcome with the purchase of a ticket. An Early Bird discount of $200 each and tables of 10 for $2000 is available now. Prices will go up on March 15 to $250 each, and tables of 10 are slightly discounted at $2400.
All tickets are plus applicable taxes and must be reserved in advance by contacting The Jockey Club of Canada by telephone at (416) 675-7756 or by email at jockeyclub@bellnet.ca.


Wakefield driving school for automatic driving lessons. Instructors serving Wakefield and the surrounding areas. Top approved team teaching in stylish fun to drive automatic cars. Courses available on a weekly or intensive basis. Pass the test without the gears.
No Reviews Yet for Wakefield - Automatic car driving lessons.


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Feds to Review Au Pair Program in Wake of Human Trafficking Bust
Feds to Review Student Visa Program in Wake of Human Trafficking Bust
December 2011 - Secretary of State Hillary Clinton last week ordered a review of the J-1 student work visa program after Immigration and Customs Enforcement (ICE) agents found the visa was being used for human trafficking. (Associated Press, Dec. 7, 2011)
On November 30, federal agents in New York arrested 25 mafia members from several families for illegally bringing in hundreds of women from Russia and Eastern Europe to the U.S. to dance and strip in New York clubs. (NY1, Nov. 30, 2011)
Homeland Security officials accused some of the suspects of helping the women obtain fraudulent work and travel visas. However, when the women got into the country, they were employed as strippers. (Id.) "Some were recruited as waitresses, some were told straight up what the situation was. Some were recruited from overseas through advertisements in foreign language newspapers throughout Russia and Eastern Europe, some were recruited from Facebook in Russia," said James Hayes of the Department of Homeland Security. (Id.)
Officials accused five men from Albany, Binghamton, and New Jersey of illegally marrying some of the women so that those women could apply for green cards to stay in the country. (Id.)
The J-1 visa was created in 1963 to allow students and au pairs from other countries to temporarily work and travel in the US. (Associated Press, Dec. 7, 2011) According to the State Department, "The J-1 Visa provides countless opportunities for international candidates looking to travel and gain experience in the United States." The J-1 visa is known for allowing foreign nationals to enter the U.S. through various programs—as high school or college students, professors or scholars, Au Pairs and interns, among other things. Depending on the program, these aliens may stay in the U.S. for periods ranging from a few weeks to several years. (State Department, J-1 Visa Programs)
The J-1 visa program currently brings in more than 100,000 individuals per year to the U.S. (Associated Press, Dec. 2011) - of these, about 25,000 are au pairs.
The State Department's order to review the program comes only weeks after it proposed new regulations for the "Summer Work Travel" program within the J-1 visa category and just months after other revisions took effect. (Federal Register 68808, Nov. 7, 2011) (Id.) According to the State Department, the rules were intended to address persistent reports of abuse: "The number of program complaints received this year continues to remain unacceptably high and includes, among other issues, reports of improper work placements, fraudulent job offers, job cancelations upon participant arrival in the United States, inappropriate work hours, and problems regarding housing and transportation." The proposed rules from the State Department cap Summer Work Travel program participants to 2011 levels and place a moratorium on new sponsors within the program. (Associated Press, Nov. 7, 2011)
In addition to the potential for fraud in the J-1 program, it also has the potential to undermine U.S. workers. Employers who hire a J-1 worker over an American worker save eight percent because the employers don't have to pay Medicare, Social Security and unemployment taxes. (Id.) In addition, because the J-1 program requires participants to have health insurance before they arrive, employers do not have to bear that cost either. Many businesses say they need these J-1 workers to meet the demands of tourist season.
Read Recent Story of German Au Pair Sexually Abused by Host Father Sues Au Pair USA, an American au pair agency that placed the 18 year old in this host family. Au Pair USA continues to deny all charges that they were aware of other au pairs who had similar complaints about this particular host father.


The Faculty of Graduate Studies offers more than $2 million dollars in University Graduate Fellowships (UMGF) each year to full time graduate students (Master's and Ph.D.) to recognize academic excellence. It is offered to students who have demonstrated superior intellectual ability and academic accomplishment.
The Province of Manitoba through the office of the Minister of Education and Training, supports the Manitoba Graduate Scholarship (MGS) with an annual funding of $2.1 million. As part of its commitment to providing new post-secondary education, funds are used by the University of Manitoba to ensure that Manitoba's best students continued their education at home, to foster research that led to economic growth, and to attract excellent Master's students to study in Manitoba.
UMGF Master's awards are valued at $14,000 per year for 12 or 24 months, up to a total of $28,000.
UMGF Doctoral awards are valued at $18,000 per year for 12, 24, 36 or 48 months, up to a total of $72,000.
MGS Master's awards are valued at $15,000 per year for 12 or 24 months, up to a total of $30,000.
Departments/Units determine the value and duration of an award and must meet the eligibility criteria as outlined in the eligibility table.
Total maximum UMGF/MGS support for any individual graduate student is five years (60 months). This means that a student who received an UMGF or MGS for 2 years in their Master's program will only be eligible for 3 years of UMGF funding at the Doctoral level.
The following table lists the period of support applicable to students based on the number of months completed in their program.
Applicants who are successful in the current competition must take up their awards in May 2019, September 2019 or January 2020. Students who are unable to accept their award within this academic year, must decline the award.
Students must have a minimum admission GPA of 3.0 to be considered for the award. Please contact your Department as they may have a higher GPA requirement.
Students must have been admitted as a full-time student without provision or have cleared provisional admission as a Master's or Ph.D. student in a graduate program at the University of Manitoba.
The UMGF and MGS are tenable in the Department/Unit in which it was offered at the University of Manitoba.
Please refer to the University of Manitoba Graduate Fellowship (UMGF) and Manitoba Graduate Scholarship (MGS) Award Holder's Guide for additional details.
Please consult your Department/Unit for the application process and deadline. Once the Department/Unit determines their selection, students are recommended to the Faculty of Graduate Studies. FGS will notify the award recipients with an official letter via email.


When: Friday, December 1st. Doors at 8:30 p.m., show at 9:30 p.m.
Flashback to 2007: your favorite pair of shoes is a worn-out pair of Converse with song lyrics written on them, "Sugar We're Goin Down" is your Myspace Song, your AIM username reads something like xXRAwR123Xx, and there's no such thing as too much eyeliner.
Sadly, ten years has passed. A lot of your favorite bands have since broken up (or even worse, they sold out and are releasing radio-pop records), while AIM and Warped Tour are on their deathbeds.
You can relive all your teen angst at Emo Royale on Friday December 1. I'll be there, and you'll probably find me scream-crying the lyrics to "You're So Last Summer" and reminiscing the time I met Adam Lazzara after Taking Back Sunday's set at Warped Tour circa 2011.
The newest edition of the Royale family will include sets of Taking Back Sunday performed by Conman Economy, Fall Out Boy (pre-hiatus, obviously) performed by Zach Sullentrup & His Terrible 20s, Paramore performed by Between Elsewhere, and Never Shout Never performed by Blue Jay.
Categories: Alternative, Blog, Local, Rock, rose music hall, The Blue Note, Upcoming Shows & Events | Tags: amanda huffman, between elsewhere, blue jay, conman economy, emo royale, fall out boy, never shout never, paramore, rose music hall, taking back sunday, The Blue Note, zach sullentrup & his terrible 20s | Permalink.


William and Colleen McGrory firmly believe that in order to live the dream, first you have to build it. Recently they took their plans to Diamond Motorhomes in order to make the dream a reality.
When William and Colleen McGrory decided they wanted a new motorhome, they quickly became disenchanted with the idea of a standard off-the-shelf model.
Within days of meeting with the Hamilton-headquartered Diamond Motorhomes build team, William says they both knew they'd made the right decision.
"Little did I know then, but they took this goal and ran with it immediately. They even put 'Build our dream' at the top of their job board in the workshop with a photo of us next to it.
"It was an incredible response and as a result, the rapport we had with the team at Diamond Motorhomes ensured we achieved everything we set out to with this motorhome," he says.
The McGrory's motorhome is built on an Iveco three-litre turbo diesel platform which William says is a fantastic drive with plenty of power – a firm requirement given that the couple will tow both an A-framed vehicle and a boat at different times during the months ahead.
Meanwhile, they quickly learned that while physical space can be designed – such as with the dining area slide-out they specified – the illusion of space is often more important. To that end Colleen designed the interior colour schemes to make the most of available light in individual spaces.
Colleen says the wood grain in the living area actively separates this convivial space from the kitchen, even though the two are only separated by the usual thoroughfare. It's easy to see what she means though; dressed in high quality solid white Corian, the kitchen bench area feels like a different part of the same abode. The McGrorys really have achieved an apartment feel, with recessed mood lighting adding to the ambience.
Key aspects of the kitchen highlight the bespoke nature of the build too. William is particularly proud of his simple latching system for the kitchen drawers – nothing more high-tech than some extra strong magnets that he says work very well.
The McGrorys enjoy good food, good wine and great company and it shows in the way their motorhome has been specified.
The kitchen features decent amounts of bench space for putting together dinner for two, or more. The full u-shaped dinette can be converted into a second double bed for stay-over guests once the dining table has been removed and the foot stools repositioned as fill-in squabs. There's plenty of room for toys such as golf clubs and fishing gear in the boot. And the slide-out barbeque already looks well used.
In fact next to the spacious boot, which was near the top of William's wish-list, he's probably most proud of the back-lit cocktail cabinet that sits above the access way to the driver and front passenger seats.


Here's everything you need to know to ENO's new production of The Merry Widow.
First performed at the Theater an der Wien in 1905, Lehár's The Merry Widow remains one of the most performed operettas in the repertoire.
Want to know the difference between an operetta and an opera? Read our beginner's guide.
Set in the fictional Pontevedro, the story, full of comic intrigue, begins with the Baron Zeta's plot to marry the wealthy widow, Hanna to the eligible bachelor, Danilo. Unfortunately for the Baron and Hanna, Danilo isn't interested, and her riches risk being lost to the French. If you like rom coms, you'll love this operetta.
Henri Meilhac's comic play about a German baron's scheme to marry off a wealthy French widow premiered in Paris in 1861. The play was soon translated into German, and it was this version that librettists Viktor Léon and Leo Stein decided to turn into an operetta. Although The Merry Widow went on to be hugely successful, Meilhac is better known for his work as a librettist. He is credited as a librettist for Bizet's Carmen and worked several times with one of the first ever operetta composers, Jacques Offenbach.
Léon and Stein had initially approached Austrian composer Richard Heuberger to write the score for their new operetta. The librettists, however, weren't satisfied with the first draft of the music, and Heuberger left the project. Lehár was then approached (having been suggested by the secretary of the Theater an der Wien) and soon sent over the score for an aria as an audition. The pair were happy with his music and the composer got to work.
Particularly in the US, everything from corsets to chocolates were sold to capitalise on the success of the operetta. Out of all the items sold relating to the production, the Merry Widow hat became the best known. Worn by Hanna in the opera, the wide-brimmed hat became one of the biggest trends of the Edwardian era. Reaching a width of eighteen inches (45cm), the headpiece was adorned with chiffon and feathers (and even stuffed birds). The hat was to be the fashionable look for many years after the opera.
Lily Elsie as Hanna in the third Act of The Merry Widow in London, 1907.
The Waltz and Viennese culture had been intertwined for as long as the dance was being performed. In the early 1800s composer Johann Strauss II (whose family dominated the dance music scene throughout the nineteenth century), brought waltz music to the public and in doing so, gained his status as 'The Waltz King'. Almost 100 years later, Lehár and another Strauss, Richard (no relation to Johann), filled their operas with waltz music. Strauss's Der Rosenkavalier went on to be one of his most successful operas. The Merry Widow waltz remains one of the best-loved tunes from Lehár's operetta.
Associate director at the Old Vic Theatre, Max Webster (The Lorax, As You Like It) is no stranger to directing comedy.
Both the Old Vic and ENO can trace their roots back to the same woman, Lilian Baylis. Lilian came to the Old Vic in 1897, as the driving force behind the development of the theatre for nearly 40 years. During this time, she also founded what would become the English National Opera.
There are 500 tickets for £20 or less at every ENO performance.
Our Opera Undressed nights are a great way to try out opera for the first time: for just £20 you get a great seat, a pre-performance talk, and an after-show party with a complimentary G&Ts.
We also offer Secret Seats giving you a seat worth £50 or more for just £30, and our Access All Arias scheme for students and under 30s offers great savings on seats all over the theatre.
Tickets start from £12, plus booking fees of £2.25 per ticket. A maximum of £9.00 per transaction is charged for Multi-Buy Packages.
You can see Lehár's The Merry Widow at the London Coliseum until 13 April. Find out more and book tickets below.
Find out more about The Merry Widow and book tickets.
Everything you need to know about operetta.


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Rugby World's Championship Blog
LEICESTER, UNITED KINGDOM - JANUARY 10: A general view of the snow-covered pitch at Leicester Lions Rugby Club on January 10, 2010 in Leicester, United Kingdom. (Photo by Matthew Lewis/Getty Images)
Championship: Round 20 was a no-go this week
CHAMPIONSHIP ROUND-UP – ROUND 20…or not…as was the case.
With a fairness seldom seen in any sport, the return of winter managed to wipe out the entire Championship programme last weekend, writes Richard Grainger.
And with foresight not normally attributable to the RFU, this weekend was left as a reserve date, should it be necessary for any clubs to catch up on cancellations. And so the whole of week 20's fixtures have been re-arranged for one week hence.
With heavy snow blanketing most of England, especially in the south, matches scheduled for Friday at Bristol, Rotherham and Bedford were the first casualties of the freeze.
The remaining fixtures at the Old Deer Park, Esher and Nottingham were later called off. Bedford used the postponement to fit in some extra training and even found time to share this on YouTube:
This being the only Championship rugby related activity on offer last weekend, I thought it worthy of inclusion. In the old days, a cancellation would have allowed us to adjourn to the club bar for a drunken afternoon watching the internationals followed by a curry and a few more beers. How times have changed.
Third-placed Bedford's match against Plymouth Albion has been re-scheduled for Saturday at 2pm. Plymouth, third from bottom, are capable of causing an upset or two, as they showed with a comfortable home win over Leeds. With all sorts of trouble off the pitch, cash-strapped Albion are fighting every inch of the way to stay in the Championship. To review recent developments at Brickfields, follow this link.
Moseley travel to leaders Bristol on Sunday with a mathematical chance of catching Nottingham, who still need a point for a place in the top eight, and avoiding the relegation scrap. However, Bristol should breeze past the finish line ahead of the visitors, especially as many recent signings will be keen to make an impact.
Also on Sunday, Nottingham are at home to the inconsistent Leeds – currently in fifth place. Carnegie have only won four times away from home but should start as favourites, particularly as Nottingham have only managed five home wins this season. Leeds are targeting a place in the top four which would give them two points to take into the play-offs.
So too are London Welsh, currently in fourth slot, and they play hosts to Doncaster on Sunday. The Exiles will be looking for their seventh win on the trot, and start in pole position, although their home record is unremarkable. It would have been even worse had they not managed to close out a couple of tight encounters.
Rotherham, who have an enviable home record with eight wins already under their belts, take on the Cornish Pirates – whose away record is dire – at Clifton Lane on Saturday. Although the Pirates are sitting in second place, the Titans should shade this one.
Finally, the league's two bottom sides meet when Esher take on London Scottish at Molesey Road on Saturday at 3pm. Esher, whose Chairman of Rugby is John Inverdale, have only recorded one Championship win this term against Rotherham on New Year's Eve. This could be the clash of the weekend, as both clubs are now guaranteed a place in the relegation play-offs and will be keen to build some form going into stage two.
Just to remind you, this is how the table currently stands.


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2019 F1 driver rankings #3: Carlos Sainz Jnr
2019 F1 season review
23rd December 2019, 12:02 23rd December 2019, 9:28 | Written by Keith Collantine
After moving to a team which struggled badly at the end of last season, and being paired with a much-hyped new talent, 2019 could have gone badly wrong for Carlos Sainz Jnr.
When his Renault power unit packed up on its 10th lap of the season-opening race, condemning him from the outset to grid penalties later in the year, it seemed things were indeed starting go pear-shaped. Or, given he's a McLaren driver, perhaps that should be 'papaya'.
But this story was destined to end very differently. Although his faltering start to the season continued over the next two races, which were spoiled by clashes with Max Verstappen and Daniil Kvyat, once Sainz got a grip on the situation he became the midfield's most formidable force.
The McLaren driver scored points in all bar one of the remaining races before the summer break. This included Austria, where those engine penalties left him 19th on the grid, yet he climbed to a superb eighth. A recovery drive like this is routine if you've got a Mercedes or Ferrari at your disposal, but a different matter entirely in McLaren – and it wasn't the last time Sainz performed such a feat.
Sainz deserved more in Germany
He spun off early on in the rain at Hockenheim but recovered well – so much so he chose not to gamble the fifth place he was holding late in the race by pitting for slick tyres. Had he done so he might have taken his first podium, but given the team's championship situation it was completely understandable that they took the safe option.
Sainz began 'part two' of the season much the same way as he started the championship, with three poor results. Technical problems spoiled his race at Spa, and he was hit by Hulkenberg in Singapore, but in Italy he created his own problem by leaving his pit box before being released.
However he hit his stride again soon after and re-established himself as the leading force in the midfield. Had the Safety Car not come out in Russia he probably would have beaten Albon's Red Bull; He did manage to beat Leclerc's recovering Ferrari in Japan.
Carlos Sainz Jnr
Beat team mate in qualifying 10/20
Beat team mate in race 9/14
Races finished 17/21
Laps spent ahead of team mate 600/982
Qualifying margin +0.5
In Brazil he overcame ill luck in qualifying – a power unit left him last on the grid – and charged up to the sharp end of the field. Though aided by retirements and a couple of Safety Cars, Sainz's skilful defence from Raikkonen at the end of the race on badly-worn tyres earned him a superb podium finish.
His confidence high, Sainz gambled on a two-stop strategy to fight his way back into the points places at Yas Marina. A last-lap lunge on Nico Hulkenberg secured the final point and an expected but fully-deserved sixth place in the drivers' championship.
This was fitting, and not just because Sainz led the midfield home six times, more than any other driver. He also ended the season ahead of Pierre Gasly and Alexander Albon, the Red Bull and Toro Rosso drivers who swapped seats at mid-season.
Red Bull ought to reflect on how they managed to let Sainz slip through their fingers following his stint as Verstappen's team mate at Toro Rosso. As this year showed, he measures up better against him than either of the drivers Red Bull have promoted since he left their junior team.
What's your verdict on Carlos Sainz Jnr's 2019 season? Which drivers do you feel he performed better or worse than? Have your say in the comments.
Vote for your 2019 F1 driver of the year
Join in our poll and have your say here:
'I should have done a better job. There's things that I know I can do better'
'I am definitely not a rookie anymore – but I'm still getting better'
'I didn't believe in myself much. But after Australia and Bahrain and I gained a lot of confidence'
'It was my best season for sure so far in terms of pure results and speed'
'There's been plenty of good performances – but there's also other years I've performed at my best'
Browse all 2019 F1 season review articles
Posted on 23rd December 2019, 12:02 23rd December 2019, 9:28 Author Keith CollantineCategories 2019 F1 season review, Driver rankingsTags 2019 F1 season, carlos sainz jnr, F1, f1 2019, formula 1, formula one, formula one 2019
56 comments on "2019 F1 driver rankings #3: Carlos Sainz Jnr"
Matteo (@m-bagattini)
Amazing year, although I rate Leclerc's one more outstanding. I would have swapped these two, but doesn't change too much.
(Long story: McLaren should have aimed to fourth from the beginning and to do so their drivers should have been best of the rest. So I think he's well positioned inside the range of its target. On the other hand, Leclerc's poles and victories are a over what one could have expected from him)
Matn
Sainz would have been a perfect partner for Verstappen…ehm.
Wish him all the luck at McLaren, if he can stay beyond 2020, he surely has grown as a driver.
The 2019 season was good and based on maximizing results P3 is impressive, but to be honest, he's probably not a top 5 driver based on potential.
Antz (@antznz)
Sainz had a superb season for sure, easily his best in f1. I would put Leclerc adove him still as the pressure to perform at McLaren is nothing compared with Ferrari. Interesting comments about red bull and I agree he would be their best number 2. No one of the quality of sainz or riciardo want to put themselves in that situation though so while max is there, I think they're stuck with 2nd tier drivers in their 2nd car.
If McLaren can close the gap to the top 3 I suspect we'll start to see Carlos's limits more clearly, as its obvious with bottas for example. Definitely a top driver and worthy of a top team, I'm just not sure he's WDC material. Would love it if he proves me wrong!
Matthijs (@matthijs)
I find it hard to rate Sainz. Last year he was outraced and outqualified by teammate Hülkenberg, while the same Hülkenberg lost out to Ricciardo this year. Assuming Hülkenberg was a constant factor (which is debatable), then Ricciardo is still a fair share better than Sainz and losing Ricciardo was worse for Red Bull than losing Sainz. I can only wonder what Alonso could have done with this year's McLaren…
Ipsom
@matthijsI honestly find it bizarre when seeing this whole of driver A was slower than B, and now C is beating B, so driver A must be slow argument. These are world class drivers that are extremely specific in how they like their handling dealing with extraordinarily complex machines. That Renault was built around Hulkenberg and it's obvious that Sainz has a different style. Seeing Ricciardo fare better shows nothing more than the fact that Ricciardo adapted better to that specific car.
Krommenaas (@krommenaas)
"That Renault was built around Hulkenberg" — didn't seem to bother Ricciardo, who is ranked far below Sainz this year because his car happens to be worse.
24th December 2019, 5:39
That's why I said it shows nothing more than the fact that Ricciardo adapted better.
@krommenaas
@krommenaas, the larger number of accidents that Ricciardo had during the course of 2019 is a justifiable reason to rank him lower than Sainz (whichever way you cut it, reversing into Kvyat in Baku was a pretty bad mistake by Ricciardo).
Also @matthijs that question about Alonso is exactly why I rate Sainz high this season. If you switched Sainz with Alonso this season, it would have been the exact same story. Alonso might have produced some more fun moments but overall it would have been very similar in the points and standings.
If however, it was Sainz WITH Alonso, then Sainz would have been right behind him the whole season (which is pretty good too)
Those are just your speculations. It's also possible that Alonso would have outpaced and outscored Sainz as much as he did Vandoorne, or even as much as he did Raikkonen.
Esploratore (@esploratore)
Impossible, sainz was excellent; alonso is strong but he can't do miracles, as in beat ferrari or red bull with that mclaren, he'd have just got a few more points overall.
Trust me I rank Alonso really really high (so much that I'd create controversy in the comments lol) but like I said a couple of more points and 6th in the standings is the absolute limit
What Alonso could have done? Easy: "Poison the well" with his toxicity and keep the entire team from performing, and improving, for fear of angering/displeasing the crybaby.
If there's anything to be said that has changed at McLaren for 2019, it is that their drivers have brought in a huge amount of positivity and naivete of youth. Both drivers are more concerned that they get the maximum performance out of their own cars, not that they get preferential treatment compared to their teammate, while simultaneously fuming with jealousy that there are faster cars on the grid.
Cranberry, from what ex-McLaren staff have said about the attitude of the management before Zak Brown was hired, it sounds like the real problems with "toxicity" came from the senior management within McLaren and from Ron Dennis's attempts to cling on to power against the complaints of the other shareholders in the team.
In particular, people had been complaining about McLaren's technical department for years before Alonso joined – complaints go back to at least 2012, and indeed many had been commenting on the internal politicking and infighting when Perez was there in 2013.
Those problems could stretch back into the mid to late 2000s even – Newey didn't leave McLaren on great terms after repeated clashes with Ron on how to run the technical department, suggesting there were already signs of friction within McLaren that went back to 2005. Complaints of there being too many "yes men", combined with interfering and overbearing managers overworking their staff, were circulating in the early 2010s, long before Alonso went there.
To me, the rot had set in at McLaren long before Alonso joined because the senior management didn't want to engage in long overdue reforms, knowing that it would place their own roles at risk – McLaren simply papered over it for a long time with Mercedes's money and then, when they withdrew, used Honda's funding to try and cover up the cracks.
Rather than causing that toxicity, it looks more like Alonso moved to McLaren at the point where the whole rotten edifice started to collapse due to internal strains that had been there for years and could no longer be hidden by throwing more money or resources at it.
Sonics (@sonicslv)
Well have you considered that in 2018:
1. Sainz first year in Renault while it's Hulk 2nd year. Obviously the car is made to suit / according to Hulk suggestions more.
2. Sainz is only loaned from Red Bull, not a true Renault driver. Thus they don't have any incentive to investing in him.
3. Related to above, we don't know if the team is 100% backing / supporting him, especially since there's a big possibility he can bring some Renault engine secret to Honda and to make matter worse the relation between Red Bull and Renault already nuked to oblivion.
Judging Sainz vs Hulk in 2018 without considering those factors that heavily against Sainz is just misleading.
F1oSaurus (@f1osaurus)
It's difficult to say with no proper comparison though. He struggled to beat a rookie. So how much of Sainz' "great performance" is simply the result of the McLaren being the clear best of the rest rather than Sainz' own performance?
Edvaldo
Struggled? He got twice the points Norris got. They were evenly matched on qualy performance but come race day Sainz was a quantum leap ahead.
Yes struggled. The points don't say much. He was outqualified and Sainz wasn't tyhat much better on race day. Sainz didn't finish ahead that much more often.
Neil (@neilosjames)
My instinct is leaning towards thinking that both Sainz and Norris were flattered by the competitiveness of the car and by the fact neither of them are top level. Sainz beat Norris, Norris wasn't embarrassed by Sainz… very different to Leclerc beating Vettel (despite his apparent decline) or Bottas not being embarrassed by Hamilton.
But I did put Sainz equal #5 in my own little list, so I don't think his season is being over-inflated too much… just enough to raise my eyebrows.
@neilosjames Perhaps they both were flattered yes. At the very least I would put Russel above both of them.
I don;t get this one though:
Bottas not being embarrassed by Hamilton
He was though. Bottas is not a rookie and yet he finished ahead only in one third of the races. Even worse, Hamilton took 75% of the wins for Mercedes
Do you ascribe that much to rookie status of Leclerc that you then categorize Vettel and Leclerc performing pretty much on par as "Leclerc beating Vettel"
Luke S (@joeypropane)
Looking at the horror show that is Renault, the massive consistency issues HAAS are having (both in driver and machinery…), the entire financial saga's of Force India/Racing Point and Sauber/Alfa Romeo – McLaren have no excuses for being well clear of the mid-field now.
Did Sainz make the most of that? Absolutely. Did he have much in the way of competition/pressure? Not so sure…
praxis (@praxis)
It is the overall progress of McLaren that's the source of optimism here. Sainz Jnr is a part of that.
Jmlabareda
If you put Sainz in a Ferrari, I doubt he would have done as well as Leclerc … so in my opinion Leclerc should be #3
Arush
when justifying your opinion, you can't just state another assumption as a reason. My question to you is why you think Sainz would not do as well as Charles – I don't disagree, just wondering what your premise is.
Leria Va
If we could transfer Sainz's performance on the Midfield to the top three, I guess he would be 3rd in the WDC, isn't that about right?
Red Bull ought to reflect on how they managed to let Sainz slip through their fingers
They loaned him to Renault and then unceremoniously dropped him for absolutely no good reason. All their own doing so not much to reflect on, just bad management.
GechiChan (@gechichan)
I believe Marko and Horner thought they could keep Danny Ric or that Gasly can get to the same level as Carlos, so they let Sainz go. Also, Carlos didn't want to stay at TorroRosso for too long and tried to find his own path (the other RBR seat seemed locked in by Riciardo back then). The combination of these things made it the way it is now, not sure that was bad management or just how things go in F1.
@gechichan, I would agree that they seemed to be caught completely off guard by Ricciardo signing for Renault – even Renault seem to have been a bit surprised that Ricciardo accepted their offer.
The attitude Red Bull seem to have had when going into those negotiations was that they thought Ricciardo wasn't prepared to leave the team, giving them the upper hand. From the statements they made afterwards, it sounds as if they had no contingency plans and Gasly wasn't really being prepared as a potential replacement, as it seems they'd assumed they'd have at least another year to train him up.
Sainz was destroyed by Verstappen though. So I guess it makes sense they felt no need keeping Sainz around. They just wanted him in the program still so they could collect the "education payoff" if someone wanted to scoop up Sainz.
Rui (@colinmcrui)
He is not a strong qualifier, but definitely one of the most consistent on the grid. Largely underrated by many F1 fans…
About the exact opposite what people said about him before.
Last year Sainz was beaten by Hulkenberg, who is now ranked #15.
Option 1) Sainz' skills massively improved and/or Hulkenberg's massively deteriorated in just 1 year.
Option 2) These aren't really driver ratings, these are mostly car ratings.
Apply Ockham's razor.
Aussie Rod (@aussierod)
…or Option 3) Some drivers thrive in different cars and / or environments.
eg, compare HH Frentzen in a '97 & '98 Williams (poor) v a '99 Jordan (excelled). Or G Fisichella in a '09 Force India (excelled) v a '09 Ferrari (poor).
Direct comparisons based on previous seasons don't tell the full story.
Historically this is what we have always seen in non-expert driver ratings: if a car improves unexpectedly, they think it's the driver. (see also: losing to a great driver means you're not good)
Sainz is too old and too experienced too improve considerably and we know from all the previous driver matchups that he is probably performing close to Hulkenberg level, be it above or below.
Option 3) works as an idea, but not so much in practice.
Drivers don't exactly thrive in different cars or environments as they're driving near their potential most of the time. A driver can't suddenly give more than he's got, but occasionally drivers do underperform and can't give it their best due to circumstances.
In your example '99 Jordan was a case of Hill underperforming and Frentzen just going back to the form he had for most of his career.
P. S. There is also the case of Norris, a rookie who still has a lot to learn and yet is already matching Sainz in speed, if not in racecraft. Given the average rate of improvement with age and experience (and the fact Sainz is probably near his peak) the only logical conclusion is that Norris will dominate the sport in a few years time.
No, norris is NOT gonna dominant the sport in a few years time at all.
I'm afraid you're making a lot of conclusions and logical leaps that don't necessarily reflect the truth in most cases. Driver performance is affected by many variables and can't be quantified/characterized quite so objectively. Gasly is an excellent example of the chaos theory.
@krommenaas I'm going for option 2. Although it's also generally true that the better drivers will end up in the better cars.
Race winner soon.
Pironi the Provocateur (@pironitheprovocateur)
One of the worst preconceptions some get about Sainz's season is that "he was simply flattered by the car"; "he couldn't beat a rookie over the season and therefore he just profitted from clearly the most superior machinery in the midfield." I disagree with those assumptions simply because McLaren didn't have a great nor a superior car compared to the midfield – their car was the most balanced and performing well within the widest spectrum of the tracks, but even on some of their "stronger tracks" there were cars quicker than them. I can recall several instances when Toro Rosso, Renault and Racing Point were visibly quicker, but then were nowhere the next race; and even when McLaren had a great weekend, there was still someone from the midfield threatening them. Sainz has great drives in Austria, Brazil, could have got a podium as early as Bahrain and his drive for the final point to secure him the 6th in the Driver's is just memorable for me. All these moments weren't about car, he wouldn't have got in front of Hulkenberg on the last lap in Abu Dhabi if he hadn't tried the dive, an it was hell of impressive in that moment. And it wasn't the only time this season. I'd simply say McLaren suits him way better than his previous outfit.
Agree 100%
Sainz had a great season and showed his skill. No need to sell him short.
@pironitheprovocateur I guess you just say this stuff to troll/provoke, but whatever it is you are doing you are wrong as usual. McLaren clearly did have the 4th best car. Sainz has never really been impressive (destroyed by Verstappen and Hulkenberg). Norris is an unkown and most likely simply not that good.
slowmo (@slowmo)
Fully deserved a top 5 ranking in my opinion, very few mistakes and maximised his opportunities. A lot of drivers below him in this list made a lot of mistakes that cost them points. I think some of you need to assess what you take from these lists. For me they're a ranking of a drivers performance across this season and for that you have to take into account raw performance level, consistency, maximising your potential opportunities and minimising errors. When taking that into account its hard to argue that anyone is more than a couple of places apart from where they should be. Sure some drivers rank High every year it seems but thats because they are the most consistent performers in cars that allow them to shine. Ever consider part of a driver make up is being able to get yourself one of those seats.
GtisBetter (@)
Personally I rate leclerc higher this season. He jumped in the crazy world of ferrari F1 and showed everybody how it's done. That takes tremendous skill and confidence. Sainz did good most of the time, but he is like Perez and Bottas. Great for midfield, not for a world championship. That is why RB dumped him. It might look that RB let him slip, but they are kind of weird that way. You are either a world champion or you are filler till they find the next world champion.
Sainz isn't a top 5 driver. If he was still a Red Bull driver, he might not even be in their top 5.
Unbelievable! How can Sainz Jr be 3rd yet the team mate that demolished him be out of f1. How can you rate a steady driver higher than druvers that have actually proved to have exceeded their cars capabilities. The McLaren is an unknown quantity, and McLaren was a bit patchy. Hulk dropped the ball yet he has proved to be far quicker than Sainz jr and so has Verstappen hence why RB llet sainz jr go. Not good enougb for RB, dropped by Renault because he was too slow, often as was the case with str, 20s slower than his team mate over race pace. Mclaren hired him because he has good sponsors and McLaren was well outside the points last season, Sainz jr was the best mclaren could get. people rate Sainz Jr based on McLaren's perceived lack of quality and perceive his steadyness as solidity. you get beaten in Q by a rookie, have a bad track record in f1 yet you are 3rd best driver of the season… Spanish bias, is the only reason, the most overrates f1 of the past 30 years is loved by media. I'm sure Zak is still wondering what can the new McLaren do with a top driver.
@peartree, so, now the sport has to be biased towards Spaniards in order to fit with your prejudices?
Funny how the sport always seems to be biased in a different way when you need to find a reason for a result that you don't like. Firstly it must be biased towards the Brits, then towards Germans, then towards Spaniards – at this rate, you seem to be on course to claim that it is biased towards every single nationality and team under the sun.
McLaren has quite a good pair of drivers now. Good for them.
I disagree with 3rd rank though. He does not seem that good. More like 5-7.
Torpedo Dave
Am I the only one who's noticed that almost every entry on this list so far includes "tangled with Kvyat" or similar?
spoutnik (@spoutnik)
I find it weird that some people criticize this standing on the basis of percieved talent based on previous year. Whether Sainz is WDC material or not, he just had a great year, made fewers mistakes than most and got some stand-out features, including a podium, some great moves and 6th in WDC. And being tied in quali may look bad but let's remember that even Alonso praised Norris speed. Sainz 2019 has been outstanding in my book, fully deserved and I wouldn't swap him with other drivers bar maybe Leclerc.
@spoutnik
he just had a great year
The thing is, why would a driver suddenly be great when he never shown much greatness before? So it's more likely due to him having a relatively great car.
@f1osaurus I'm more thinking about other's seasons and tend to appreciate Sainz's one. He is probably not the new Hamilton and had a good car but he had a very nice season nonetheless. He exceeded expectations and hardly put a foot wrong, cumulating standout features to end up the year in the best position possible despite some bad luck. So to me, just a great car doesn't explain all that but I understand your point.
@f1osaurus, the thing is, a lot of comments from people here almost seem to treat driver performance as if it is fixed and, if a driver was good one year, he would always outperform that driver to the same extent.
Now, whilst it is certainly true that the rate of improvement of performance tails off after a few years, most statistical studies have shown that driver performance can still vary quite noticeably from year to year – maybe as much as 10% either way from what might be considered an approximate "baseline" performance.
It's why I have a certain question over whether relying on performance over a single season is necessarily the best thing, as individual seasons may show one trend whilst multiple seasons together might show a different trend.
He can have a better or worse year than before, but is Sainz suddenly justifiable #3 ranked better? No.
Carlos impressed a lot this season and he deserves all the praise the can get. He's proof that you can shine if you're given the chance and he hadn't had that chance till now.
I always find it odd the weight some people give to qualifying battles. Unless it's a Williams situation in which you have nothing else to rely on for comparison, I find qualifying battles to be at most a curiosity.
You can beat your teammate black and blue on Saturday but if he got the best of you on Sunday he beat you. There's no getting around that.
Leria Va , I suspect that the "qualifying battle" is given prominence because it is a simple metric to understand and it appears to give a single definitive answer.
It appears to answer the question of which driver is faster over a single lap than the other, and is used as a proxy for who is quicker – though it has to be said that it is an incomplete assessment and one that does tend to be quite often oversimplified, particularly when compared to the rather messier evaluation of performance over a race distance.
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