Download Week 5 January 4-8 - Trinity Basin Preparatory

TEACHER:
CLASS: 5th Grade
DATE: January 4-5
M T W TH F
FRAME THE LESSON
Struggles Over Slavery
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
4B: identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United
States
(p. 374-381)
4E: identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War,
including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution
7A: describe a variety of regions in the United States such as political, population, and economic regions that result from
patterns of human activity
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:




Understand the economic, political, and geographic differences between the North and the South in the years before the
war.
Summarize different perspectives on both slavery in the western territories and states’ rights.
Describe the efforts that were made to keep the country from dividing.
Explain the events that led to the Civil War
Rigor & Relevance: (Real World Connection)

Describe the issues and regional differences that made the Missouri
Compromise and Compromise of 1850 necessary.
Got it Questions
1-12 (p. 374-381)
Vocabulary
Union
Secession
Confederacy
Underground Railroad
plantation
states’ rights
compromise
abolitionist
Stop and Check for Understanding- High Level Questions
The North and South Grow Apart (p. 374-375)
 What does freedom mean to you?
 The economies of the North and South were different. What does economy mean?
 Which part of the country would be more likely to fight for the right to keep slaves, the North or the South, why?
 Why would an agricultural economy be more dependent on cheap labor-including slavery-than an industrial economy?
Tough Compromises (p. 376-377)
 How could having more representatives in Congress from free states than from slave states threaten states’ rights?
 The line on the map of the United States to indicate which states were free and which could allow slavery is describes as “imaginary.” Why?
 In 1820, did the United States have any say over whether the area from present-day California to present-day Texas would allow slavery? Why?
 What was Texas before it became a state?
 Look at the map at the top of page 377. Why might Southerners have expected California to be admitted as a slave state?
“Bleeding Kansas” (p. 377)
 What is a fugitive?
 Why do you think Daniel Webster worked to reach a compromise in 1850?
 Arrange these states in the order they joined the union: Texas, Nebraska, California, and Missouri.
 What does majority mean?
 What does it mean that “A majority vote would decide” whether Kansas allowed slavery or not?
 So you think the slavery question was an issue worth fighting for in Kansas, even after the vote had decided the issue?
 Why was the Kansas Territory called “Bleeding Kansas” in 1856?
Escape to Freedom (p. 378)
 What was the job of a “slave catcher”?
 Since slave catchers were allowed to detain anyone they thought might be a runaway slave, what questions might you have about how the system was
supposed to work?
 Why do you think the escape route was called the Underground Railroad?
 Why were slave owners afraid of the Underground Railroad?
Starting Down the Road to War (p. 378)
 In the first paragraph, what does found mean?
 How could a work of fiction change people’s opinion of a real-life institution such as slavery?
Anger Grows (p. 379)
 What sequence of events in Dred Scott’s life led to his Supreme Court case?
 How do you think slave owners felt about John Brown’s raid? How do you think abolitionists felt about the Dred Scott decision? Why?
 How do you think John Brown felt about the Dred Scott decision?
The Election of 1860 (p. 380)
 How might what happened to the Democratic Party in 1860 have helped Lincoln, a Republican?
 What did Lincoln mean when he said, “A house divided against itself cannot stand”?
 Lincoln said that the nation would not remain half slave and half free. He said, “It will become all one thing, or all the other.” Was that a fact or an
opinion?
The South Breaks Away (p. 381)
 How is a civil war different from other wars?
 How did South Carolina, Alabama, Florida, Mississippi, Georgia, Louisiana, and Texas respond to the election of Abraham Lincoln in 1860?
 What caused the Southern states to secede?
 Why did a civil war seem certain after the Southern states seceded?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 374)

Read to the class the Key Idea: “I will know the causes of the Civil War.” Tell students in this lesson they will be learning about this quote and what it means to American
History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 350).

Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know the causes of the Civil War. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read
assigned sections and be prepared to share findings with class.

The North and South Grow Apart (p. 374-375)

Tough Compromises (p. 376-377)

“Bleeding Kansas” (p. 377)

Escape to Freedom (p. 378)

Starting Down the Road to War (p. 378)

Anger Grows (p. 379)

The Election of 1860 (p. 380)

The South Breaks Away (p. 381)
Remind students that they will know the causes of the Civil War.
The North and South Grow Apart (p. 374-375)

The North and South had developed quite differently due to differences in geography. Much of the south is low and level with rich soil. The climate is warm and sunny for
much of the year. Big farms called plantations developed. In the 1800s, many Southerners lived on plantations. The economy was primarily based on agriculture, supplying raw
foods to the North. Many of the farmworkers were enslaved people and the Southern economy depended upon their work.
Tough Compromises (p. 376-377)

At the end of the American Revolution, the United States had obtained from Britain the large region we now call the Midwest. Known then as the Northwest Territory, it more
than doubled the size of the country.
“Bleeding Kansas” (p. 377)

A majority vote would decide whether Kansas would be free or allow slavery. Northerners opposed to slavery rushed to Kansas to vote. Southerners also rushed to Kansas to
vote for slavery.
Escape to Freedom (p. 378)

According to the Fugitive Slave Law, escaped slaves had to be returned to their owners, even if they had reached a free state. Slave catchers could hold anyone they suspected
was a runaway slave. This did not stop thousands of enslaved people from trying to escape to freedom, however. The fugitives usually followed different routes on the
Underground Railroad.
Starting Down the Road to War (p. 378)

The North and South became further divided. In Boston, William Lloyd Garrison published a newspaper called The Liberator. Garrison was an abolitionist, someone who
wanted to abolish, or get rid of, slavery. He attacked slavery in his paper, and he also helped found the American Anti-Slavery Society. In the South, writers and speakers
argued for states’ rights and the freedom to keep their way of life.
Anger Grows (p. 379)

One event that made people angry was the case of an enslaved man named Dred Scott from Missouri. Scott’s owner had taken him to two free states, Illinois and Wisconsin,
before returning him to Missouri. When Scott’s owner died, Scott claimed he was free because he had lived in free states. In 1857, the Supreme Court ruled that Scott had no
rights because African Americans were not citizens.
The Election of 1860 (p. 380)

Abraham Lincoln opposed slavery and wanted to keep it from spreading to new territories and states. “I hate it because of its monstrous injustice,” he said in 1854. The
Republican Party in Illinois chose Lincoln to run for the U.S. Senate in 1858. Lincoln’s opponent, Democratic Senator Stephen Douglas (seated to the left of Lincoln below)
disagreed. He believed that each state had the right to decide whether or not to allow slavery. Douglas won that election, but Lincoln’s arguments in a series of famous debates
make him a leader of the new Republican Party.
The South Breaks Away (p. 381)

Even before the election, some Southern states had talked about secession, or separation, from the Union. Many Southerners wanted their own country. After Lincoln’s election,
South Carolina became the first to secede.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: ( below is a sampling of the questions a teach can use to evaluate student mastery).

Look at the graph. Identify how the North’s demand for agriculture affected the South’s economy.

Explain the main ideas of each below.

Loos at the maps on page 377. Describe how the Kansas-Nebraska Act affected the spread of slavery.

Identify what caused the Missouri Compromise and the Compromise of 1850 to become laws.

Explain how a slave might escape.

Explain how John Brown’s raid might have been a sign that war was unavoidable.

Fill in the missing items to show the sequence of events leading to the Civil War.

Analyze what the 1860 election showed about what was going on in the country.

Identify the Republican presidential candidate of 1860.
FRAME THE LESSON
Reading Circle Graphs
TEACHER:
CLASS: 5th Grade
DATE: December 16
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and
maps
Objective/Key Understanding:


Understand how factual and
quantitative information is
presented in a circle graph.
Apply the use of circle graphs to
their own lives.
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 382)
 Explain what a circle graph is.
 In this circle graph, what does the entire circle represents?
 What do the wedges represent?
Closing Product/ Question/ Informal
Assessment:
Practice the Skill (p. 382)
 Which side had more soldiers fighting in the war?
 Could
you answer that question if no numbers were written on the graph?
Vocabulary:
 WhatVocabulary:
state had the most Civil War battles? How do you know?
Apply the Skill (p. 383)
Apply the Skill (p.383)
Use the circle graph to interpret the information and answer the questions.
Rigor & Relevance: (Real World
Connection)

How could you use a circle
graph to show what your day is
like?






Which side had a large army?
Which side had the greater number of casualties?
How many states had 15 or more battles?
Which state saw the most fighting?
How does the second graph help explain the first graph?
How could you use a circle graph to show what your day is like?
Pearson’s 5th Grade
Building Our Nation
TE
(p. 382-383)
Engage
Explore
Explain
Elaborate
Evaluate
Preview the Skill (p. 382)
Before students read page 382, ask students to explain what a circle graph is. Find a circle graph in a newspaper or magazine or in another textbook.
Display the graph for the class. Read the title of the graph aloud.
 In this circle graph, what does the entire circle represents?
 What do the wedges represent?
Ask more questions that require students to read and interpret the graph.
Distinguishing Facts from Opinions (p.382)
Build background knowledge on interpreting information in a circle graph. Use the following ideas to differentiate instruction for students when discussing how to
give an effective presentation
Special Needs:
 Help students select a topic for their graph and work with them to identify wedges or sections for it. Assist as needed with the completion of their graphs.
Extra Support:
 Have students complete three sections for their graphs. Ask them to tell you the topic and sections they plan to use before beginning. Provide support as
needed.
On-Level:
 Have students create a circle graph with at least three sections for an appropriately challenging topic. Tell them to use colors and labels to show the different
aspects of their graphs.
Challenge/Gifted:
 Have students create a circle graph with at least three sections for an appropriately challenging topic. Tell them to use only one color, and to develop patterns
to show the different sections of the graph. Have them include a key.
Practice the Skill (p. 382). Ask students to read the information on page 382 to learn how to interpret information in a circle graph. Graphs are visuals that show
information. There are many kinds of graphs, and each kind shows a different way to make comparisons.
 Circle graphs are sometimes called pie charts.
 The entire circle is the whole.
 The wedges are the parts.
A circle graph makes it easy to compare the parts to the whole and to other parts. Reading a circle graph can help you interpret numbers and facts. To interpret a circle
graph:
 Look at the title to understand what the graph is about.
 Read the words in the graph to find out what each part shows.
Discuss the circle graph on page 382 with students.
After students learn about distinguishing facts and opinions, use the ELPS support note on page 374b to help the English Language Learners.
Beginning
 Read the first two Try It! Questions aloud with students. Discuss how the –er on the end of larger and greater show comparison. Ask students to name
something that is larger than something else and to name a number that is greater than another number. You can also discuss the words more and most to help
them answer the next two questions.
Intermediate
 Follow the same procedure as with beginning students, but have students take it further by suggesting other words that form their comparison and superlative
forms by regular and irregular methods. Have students use these words in written or spoken sentences.
Advanced
 Have students work in pairs or groups to conduct a class or grade survey on a topic such as favorite food, favorite pet, or best new song. When they have
totaled up their results, they should create a circle graph and then describe their findings aloud to the class, using comparative and superlative word endings in
their descriptions.
Advanced High
 Have students find articles in newspapers or online describing casualties in wars in the 2012s.havethem use the information to form circle graphs and present
their results to the class, using comparison words.
Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
Apply the Skill (p. 383)
Use the circle graph to interpret the information and answer the questions.
 Which side had a large army?
 Which side had the greater number of casualties?
 How many states had 15 or more battles?
 Which state saw the most fighting?
 How does the second graph help explain the first graph?
 How could you use a circle graph to show what your day is like?
TEACHER:
CLASS: 5th Grade
DATE: January 7
M T W TH F
FRAME THE LESSON
The War Begins
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
4E: identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including
Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution
Pearson’s 5th Grade
Building Our Nation
TE
(p. 384-389)
19B: identify past and present leaders in the national government, including the president and various members of Congress, and their
political parties
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:






Understand how the Civil War started.
Compare the political and military strategies of the North and the South.
Describe the similarities and differences between Abraham Lincoln and Jefferson Davis.
Assess the strengths and weaknesses of the North and the South.
Understand the importance of new technologies to the way the war was fought and to its outcome.
Describe significant battles in the first years of the war.
Rigor & Relevance: (Real World Connection)
Vocabulary
Do you agree with Jefferson Davis that the Union army would eventually give up
since they were not fighting to defend their own land? Why or why not. Explain.
Enlist
blockade
Got it Questions
1-7 (p. 384-389)
Stop and Check for Understanding- High Level Questions
The First Shots (p. 384)
 Was it unrealistic for Confederate leaders to expect that secession would be peaceful? Why?
 Why wouldn’t Union troops leave Fort Sumter and return to their own territory?
 Arrange these events in their proper order: (a) Union forces surrender; (b) South Carolina’s governor asks Union forces to leave Fort
Sumter; (c) the Confederates ask the Union forces to leave a second time; (d) Jefferson Davis sends troops to help the South Carolina
governor.
 Why was the firing on Fort Sumter by Confederate troops significant?
The Civil War Begins (p. 385)
 What two rights in particular was the South defending?
The First Battle of Bull Run (p. 385)
 How do you think the First Battle of Bull Run might have affected people in the North and in the South?
 How did the first Battle of Bull Run change the way people in both the North and the South felt about the war?
Lincoln Versus Davis (p. 386)
 Describe the sequence of important events in Jefferson Davis’s life.
 Lincoln and Davis were both born in Kentucky. How did where they later moved help change their lives and ways of thinking?
 Do you agree with Jefferson Davis that the Union army would eventually give up since they were not fighting to defend their own land?
 If you were creating a battle plan, what animal would you choose as a name for your plan? Why?
 Britain had a strong navy. If Britain offered help to either side, what difference might that have made?
New Tools of War (p. 387)
 What are technologies?
 What two words make up the word ironclad?
 How do these people help you understand what an ironclad ship was?
 Why is a submarine a valuable tool of war?
 What questions about the battle between the Monitor and the Virginia would you like to have answered?
Brilliant Confederate Generals (p. 388)
 Why do you think General Lee was respected by people in both sides of the war?
 The Union had more people, more soldiers, and almost all the weapons. Why did they fare so poorly in the early stages of the war?
 What might have happened if the Confederacy had captures Washington, D.C.?
The Battle of Antietam (p. 389)
 Why was the Battle of Antietam an important victory for the North?
 Do you think the defeats at Bull Run and Richmond, and the terrible losses at Antietam might have caused some Northerners to change
their minds about whether the abolition of slavery was a cause worth fighting for? Why?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 384)
 Read to the class the Key Idea: “I will know the strategies and key battles in the first years of the Civil War.” Tell students in this lesson they will be learning
about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 384).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know the strategies and key battles in the first years of the Civil War. Each group is to read a section and be prepared to discuss and
share findings with the class. Students are to read assigned sections and be prepared to share findings with class.
 The First Shots (p. 384)
 The Civil War Begins (p. 385)
 The First Battle of Bull Run (p. 385)
 Lincoln Versus Davis (p. 386)
 New Tools of War (p. 387)
 Brilliant Confederate Generals (p. 388)
 The Battle of Antietam (p. 389)
Remind students that they will know the strategies and key battles in the first years of the Civil War.
The First Shots (p. 384)
 A Union force controlled Fort Sumter in South Carolina. It was in a Confederate state, so Confederate President Jefferson Davis thought the Union force
should surrender th fort. He sent South Carolina’s governor to ask the Union soldiers to leave the fort, but they refused.
The Civil War Begins (p. 385)
 Lincoln responded to the attack on Fort Sumter by raising an army. Virginia, Arkansas, Tennessee, and North Carolina joined the Confederacy. The
Confederacy now had 11 states; the Union consisted of 23. Men on both sides eagerly enlisted. To enlist is to join the military. After all, it was an important
cause. The North wanted to preserve the unity of the United States as a whole. The North also didn’t want to lose access to the Mississippi River. The South
was fighting for states’ rights and a way of life.
The First Battle of Bull Run (p. 385)
 At first, it seemed that he war would be over soon-and the Confederates would win. Lincoln sent 35,000 troops against the Confederates capital in Richmond,
Virginia. On July 21, 2861, they met Confederate troops at a stream called Bull Run. The Union soldiers did well at first. But the Confederates stood their
ground, inspired by a general named Thomas Jackson. “There stands Jackson like a stone wall,” declared another Confederate general. This earned the general
the nickname “Stonewall” Jackson. When Southern reinforcements arrived, the overwhelmed Union soldiers fled.
Lincoln Versus Davis (p. 386)
 Abraham Lincoln, the president of the Union, and Jefferson Davis, the President of the Confederacy, were both skilled leaders. Both were born in Kentucky,
but Davis had moved to Mississippi and Lincoln had moved to Illinois. Lincoln trained as a lawyer. Davis, a West Point graduate, became an army officer.
Both served in Washington, D.C.
New Tools of War (p. 387)
 Wars often result in the invention of new tools and technologies. During the Civil War, guns were improved. The new guns could shoot farther and more
accurately. Both Union and Confederate soldiers used early versions of the hand grenade. The Confederacy built a submarine, a ship that could travel under
water.
Brilliant Confederate Generals (p. 388)
 While the Union had far greater resources than the Confederacy, the South had brilliant generals, especially Thomas “Stonewall” Jackson and Robert E. Lee.
These generals often outsmarted Union forces many times larger than their own.
The Battle of Antietam (p. 389)
 The Union needed a victory. It got one on September 17, 1862, at the Battle of Antietam. This battle was the single bloodiest day in the war. In the end, about
23,000 men lay dead or wounded, evenly divided between North and South. This horrific battle led Lincoln to make a decision that would change the war and
the country.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).
 Identify the events on these pages. Organize them in the correct sequence.
 Complete this chart to compare the Union and the Confederacy.
 Create a newspaper headline for the battle of the Monitor and the Virginia.
 Analyze the painting below of the Battle of Antietam. Write a newspaper headline to go with this painting.
 Fill in this chart. Identify the purpose, or main idea, of the Anaconda Plan. Then fill in details to show how the plan would work.
 Write a short dialogue between Lincoln and Davis describing why they are willing to fight.
 Identify the President of the Union and the President of the Confederacy.
FRAME THE LESSON
Sequencing
TEACHER:
CLASS: 5th Grade
DATE: January 8
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
24B: analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions
Objective/Key Understanding:



Understand how to organize
information in sequential order.
Understand how a timeline
presents events in proper
sequence.
Understand how transitional
words and dates can help signal
sequential order.
Closing Product/ Question/ Informal
Assessment:
Apply the Skill (p. 383)
Rigor & Relevance: (Real World Connection)

How could you use a circle graph
to show what your day is like?
Pearson’s 5th Grade
Building Our Nation
TE
(p. 390-391)
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 390)
 When you put things in time order, what do you do?
 What would be a good word to signal event number 1 in a series of event?
 What would be a good word to signal or introduce event number 2?
 How does a timeline organize information in sequence?
 Why is it useful to be able to arrange facts you read in history in order?
PracticeVocabulary:
the Skill (p. 390)
 Discuss
the way dates and signal words show the correct order of events you read about.
Vocabulary:
 How did the person who created the timeline use dates and signal words from the paragraph to
arrange the event s in sequence.
Apply the Skill (p. 391)
Remind students about using dates and connecting words to arrange events in sequence. Once students have
filled in answers to the three questions, have them compare their answers in small groups to see if everyone
put the events in the right order.
 Reread the section titled The First hots on page 384. Identify dates and sequence words that tell you
the order of event at Fort Sumter. Write the dates and sequence words below.
 Analyze the information on page 384 and identify the events of Fort Sumter beside the date when
they happened. The dates are April 8, 1861, April 11, 1861, and April 12, 1861.
 Describe what happened on April 13, 1861
Engage
Explore
Explain
Preview the Skill (p. 390)
Before students read page 390, ask students to explain what the expression time order means.
 When you put things in time order, what do you do?
 What would be a good word to signal event number 1 in a series of event?
 What would be a good word to signal or introduce event number 2?
 How does a timeline organize information in sequence?
 Why is it useful to be able to arrange facts you read in history in order?
Sequencing Events (p. 390)
Build background knowledge on how to arrange events in sequence. Use the following ideas to differentiate instruction for students when discussing
how to give an effective presentation
Special Needs:
 Ask students to describe 3-4 events that occurred in a television show that they saw recently. Encourage them to use transition word to connect
events in the proper time order.
Extra Support:
 Ask students to take the role of a reporter covering the firing on Fort Sumter and the First Battle of Bull Run. They should reread the text on
pages 384-385 to refresh their memories. Discuss how using the sequence chart on page 385 could help make the reporting process easier for
them.
On-Level:
 Have students complete a sequence graphic organizer similar to the one on page 385 to arrange the parts of General Scott’s Anaconda Plan and
Jefferson Davis’s battle plan for the Confederacy. Discuss how transition words in the text on page 387 helped them create their charts.
Challenge/Gifted:
 Have students work in groups to prepare a “live broadcast” of the battle between the Monitor and the Virginia. Group members should take
different roles, including notetaker, script writer, broadcaster, and technical staff (who can prepare audio-visual aids). Have them present their
report to the class. Discuss whether the sequence of events was clear in the broadcast.
Practice the Skill (p. 390). Ask students to read the information on page 390 to learn how to arrange events in sequence.



Elaborate
Evaluate
Sequence is the order in which events take place. Dates are a good way to figure out the sequence of events. Look for days, months, and years.
You can also look for sequence words such as first, second, third, then, after, next, finally, past, future, now, and later.
Students are to read the paragraph on page 390 paying close attention to the sequence signal words.
Students are to compare the paragraph to the timeline to observe the way the information in the text is represented on the timeline.
Use the first paragraph of the text on page 390 to help students understand how to signal sequence, or time order, by using connecting words, or
transitions.
Beginning
 Put the numbers 1, 2, 3 on the board. Ask students to suggest a word from the first paragraph of the Reading Skills Worksheet that could go
with each number (1-first, 2-second, 3-third). Have students describe how to make a sandwich in three stages, using the connecting words to
start each direction.
Intermediate
 Have students work in pairs. They should prepare a set of directions of at least six steps. Have them use six different connecting words from the
first paragraph of the worksheet in their directions. Then have volunteers read their directions aloud while class members raise their hands when
they hear a connecting word.
Advanced
 Have students prepare a timeline of key dates in their own lives, such as their own birthday and the birth dates of their siblings. They can use
their timelines to give brief autobiographical speeches for the class. Encourage them to use dates and connecting words in their speeches.
Advanced High
 Once students complete Lesson 2, have them work in pairs or small groups to prepare and deliver a brief synopsis of the key events in the early
years of the Civil War. Encourage them to use dates and connecting words in their synopsis.
Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
Apply the Skill (p. 383)
Use the circle graph to interpret the information and answer the questions.
 Reread the section titled The First hots on page 384. Identify dates and sequence words that tell you the order of event at Fort Sumter. Write the
dates and sequence words below.
 Analyze the information on page 384 and identify the events of Fort Sumter beside the date when they happened. The dates are April 8, 1861,
April 11, 1861, and April 12, 1861.
 Describe what happened on April 13, 1861