5 th grade Social Studies Unit 1

Frayer Models What is a Frayer Model? Why are they used in teaching vocabulary?

Frayer Models The Frayer model is a word map activity that helps a learner to develop their understanding of new vocabulary terms by developing a visual representation of the word by using a graphic organizer. Frayer Models utilize prior knowledge and critical thinking skills to create a visual tool for the learner.

The Frayer model provides students with the opportunity to understand what a concept is and what it is not. It gives students an opportunity to explain their understanding and to elaborate by providing characteristics or facts about the term, examples from their own lives and visual cue to aid in developing an understanding of the term and application of how the term is used in the context of social studies.

The Frayer Model is a graphical organizer used for word analysis and vocabulary building. This four-square model prompts students to think about and describe the meaning of a word or concept by... O Defining the term, O Describing its essential characteristics or facts, O Providing examples of the idea, and O Developing a visual representation of the word

Beliefs and Ideals  Belief – something that someone accepts as true  Ideal – the best or most suitable; a standard of excellence; someone or something considered perfect

Conflict and Change  Conflict – a serious and usually lengthy disagreement; to clash or to disagree  Change – to become or make different

Stand Tall Molly Lou Melon by: Patty Lovell What beliefs and ideals did Molly Lou Melon have?  “Walk as proudly as you can and the world will look up to you.”  “Smile big and the world will smile right alongside you.”  “Sing out clear and strong and the world will cry tears of joy.”  “Believe in yourself and the world will believe in you too.”

Stand Tall Molly Lou Melon by: Patty Lovell How did Molly Lou Melon’s beliefs affect the people around her?  By walking proudly, she was able to run under Ronald Durkin’s legs and score a touchdown. Ronald felt foolish.  By smiling big, she was able to stack 10 pennies on her teeth and Ronald felt foolish.  By singing out clear, she made Ronald hit his head and go to the nurse. He felt foolish and the other children were happy.  By believing in herself, she made the prettiest snowflake in the class. The children oohed and aahed.

Stand Tall Molly Lou Melon by: Patty Lovell What conflict did Molly Lou Melon experience? 1. Ronald Durkin called her “Shrimpo” and “Bucky-Tooth Beaver”. 2. “Ronald Durkin said, “You sound like a sick duck – HONK HONK!” 3. “Ronald Durkin said that she’d made the snowflake all wrong.”

Stand Tall Molly Lou Melon by: Patty Lovell What change occurred at the end of the story?  Ronald Durkin gave Molly Lou Melon a stacking penny for her tooth, and they became friends.

Apply What You Learned 1. What beliefs or ideals to you have? 2. How have your beliefs affected the people around you? 3. What conflict have you experienced? 4. What change occurred because of the conflict?

It’s time to form groups to work on a project. The teacher said you can make groups of 2 or 3, but no more. You quickly rush to join your two best friends because you know you work very well together. You glance up and see another friend looking very sad without a partner. What will you do?

At recess, a big group of kids have gathered to play kickball. A few kids who don’t usually play have joined teams, too. One of these students comes up to kick and trips over the ball as it comes to him. What will you do?

You’re just about to leave the bathroom when your best friend comes in. He says his brother told him about a prank some kids played in middle school. They took the toilet paper off the rolls and threw it all over the bathroom. They didn’t get caught, but all the rest of the kids know they did it and think it was really funny. He wants to do the same thing now. What will you do?

The class is working on a watercolor project. Your table has four sets of watercolors. Most of them are old and all the colors have run together, but one set is brand new. Everyday, one student at your table grabs all the watercolors and finds the new one, then puts the rest back on the table for everyone else. What will you do?

When it’s time to line up for lunch, your best friend always cuts in line to stand by you. He talks to you the whole way down the hall and sometimes you get in trouble for it. What will you do?

Three girls from your Girl Scout troop are in your class. They’re your good friends, but two of them have gotten into a big fight and aren’t talking to each other anymore. They have both asked you to stop being friends with the other girl. What will you do?

Your class has one kickball and a few jump ropes for students to share during recess. Everyday when you go outside, the same students grab the equipment leaving everyone else with nothing to do. What will you do?

You are the last one to come back from art class. When you sit down at your desk, you realize that your brand new mechanical pencil is gone. You search everywhere and can’t find it. Later on, you realize that the student sitting behind you is using the same kind of pencil. You ask him about it, but he says it is his. What will you do?

LOCATION, MOVEMENT, MIGRATION  Location – a place or position  Movement – the act of changing place or position  Migration – move from one country or area to another

Questions and Answers 1. What region would you live in the U.S. if you wanted to work in a textile mill? Why? the Northeast because there are more factories located there 2. Would a sugar farmer do well in Ohio? Why or Why Not? No, because corn and wheat are the main crops 3. Where would a person live if they wanted to grow rice? along the coast of GA, SC, or NC near the Atlantic Ocean

Use the map to answer the question s

Questions and Answers  What type of work might a person living in Mississippi find? cotton farmer  What might happen if more people moved from New York to Illinois? more textile mills and manufacturing plants would be built; there would be less land to plant corn and wheat

Push Factors – Involuntary Migration  Unemployment  famine  Poverty  low wages  Crop failure  Natural disaster  Poor medical services  Plagues & epidemics  War  Religious persecution

Pull Factors – Voluntary Migration  Greater job opportunities  Higher wages in urban areas  Natural disasters don’t have as great an effect  Better services like schools and housing  Better medical facilities like hospitals, clinics  Attraction of the “bright lights” – entertainment, television, computers, and radio are more accessible  Government democracies  Improved standard of living

1. As water became locked up in the polar ice caps, sea levels dropped as much as 300 feet. The Bering Sea between Siberia and Alaska is no more than 180 feet deep and would have been dry land at those times. The land bridge, called Beringia, was open several times in the last sixty thousand years: During each of these periods, central and northwestern Alaska were ice free, and for 80% of the period from 10,000 to 30,000 years ago there was an ice-free corridor between the eastern and western North American ice sheets that linked Alaska to the American Great Plains

It is estimated that sometime around 12,000 BCE, humans crossed the Bering Straits into present day Alaska thereby entering a part of the world humans had never before seen – North America. They came as explorers and settled the area all the way into the South American continent. They moved in!

2. September Germany and Austria. The Nazi Government sets up the Office of Emigration in Vienna. There were more than 180,000 Jews in Austria in Jews are told to move out and by September of 1939, there were only about 60,000 remaining in Austria.

3. Every year thousands of retirees aged 55 or older go to Arizona. They do not come to visit but to move in and settle down in this Southwestern state. The primary reason for moving is to take advantage of the milder winters and the active lifestyle offered.

Questions: 1. What activity is being introduced via these statements? Movement or migration 2. How are the activities described different? Do they all represent the same type of activity? Some are voluntary and some are involuntary (forced)  Do they all represent the same type of activity? Yes, they all represent movement and location

Individuals—Groups--Institutions  Individuals-one person, singular