Download Week 6 January 11-15 - Trinity Basin Preparatory

TEACHER:
CLASS: 5th Grade
DATE: January 11-12
M T W TH F
FRAME THE LESSON
Life During the Civil War
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
Pearson’s 5th Grade
Building Our Nation
TE
23C: explain how scientific discoveries and technological innovations in the fields of medicine, communication, and
transportation have benefited individuals and society in the United States
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:
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Explain the importance of the Emancipation Proclamation and its impact on America life.
Describe the role of women, African American, and American Indians in the war.
Understand the hardships soldiers faced on and off the battlefields.
Understand the hardships on the home front.
Describe women’s contributions to the war effort.
Explain the impact of letters, newspapers, and photographs that brought the battlefield to the home front.
Rigor & Relevance: (Real World Connection)

Imagine you lived on a farm with your mother, and soldiers tried to steal
the food stored in your cellar. Would your food be worth fighting for?
Why?
(p. 393-399)
Got it Questions
1-9 (p. 393-399)
Vocabulary
Juneteenth
emancipation
proclamation
Stop and Check for Understanding- High Level Questions
The Emancipation Proclamation (p. 392)
 What did Lincoln mean when he said, “Slavery must die that the nation might live”?
 What was the Emancipation Proclamation? What did it do? What did it not do?
 Why did most African Americans remain enslaved after the Emancipation Proclamation?
 If the Emancipation Proclamation did not actually end slavery, why do you think Lincoln used it?
 What types of events would seem the most fitting to take place on Juneteenth?
A Diverse Army (p. 393)
 How did African Americans help the war effort?
 What are immigrants?
 Why were thee more immigrants in the North than in the South? Why did many immigrants choose to fight in the Union army?
A Soldier’s Life (p. 394)
 Why was marching more difficult for Confederate soldiers than Union soldiers?
 What is hardtack?
 What words would you use to describe a soldier’s life during the Civil War?
 How were farmers’ lives made more difficult by the war?
Sick and Wounded (p. 395)
 What caused the death of most soldiers?
 How might knowledge that germs cause more disease have made the lives of wounded soldiers better?
 What did the photographer hope to show in the photograph of the Civil War nurse?
Caring for the Soldiers (p. 395)
 Why was Clara Barton important?
 Why didn’t women join the army?
 What made nurses’ lives so difficult during the war?
On the Home Front (p. 396-397)
 What is the purpose of the quote from the Virginia woman’s letter?
 Imagine you lived on a farm with your mother, and soldiers tried to steal the food stored in your cellar. Would your food be worth fighting for? Why?
 Why do you think women had to hide possessions besides food and livestock?
 How was life different on the home front in the South from in the North? What was similar in both regions?
Women on the Move (p. 397)
 What is a regiment?
 How were some women able to fight in the war?
 Reread the paragraph about Belle Boyd. What questions about what you read would you like to have answered?
 List three ways that Sojourner truth worked to improve people’s lives. Arrange the ways in time order.
 Men who spied and were captured were often thrown into terrible prisons or killed. Why do you think Belle Boyd was treated differently?
Bringing the war Home (p. 398-399)
 How is the camera shown on page 398 different from a modern camera?
 Do you think Mathew Brady was a pioneer? Why?
 Throughout history, people on the home front have wanted news of what was happening on the battlefield. Place these means of communication in
sequence from earliest to most recent: e-mails from soldiers, letters from soldiers, newspaper stories, photographs, radio reports, and television
reports.
 How do you think photography affected the way civilians thought about war?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 392)
 Read to the class the Key Idea: “I will know the importance of the Emancipation Proclamation and the roles of different groups in 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. 392).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know the importance of the Emancipation Proclamation and the roles of different groups in the Civil War. Students are to read assigned
sections and be prepared to share findings with class.
 The Emancipation Proclamation (p. 392)
 A Diverse Army (p. 393)
 A Soldier’s Life (p. 394)
 Sick and Wounded (p. 395)
 Caring for the Soldiers (p. 395)
 On the Home Front (p. 396-397)
 Women on the Move (p. 397)
 Bringing the war Home (p. 398-399)
Remind students that they will know the importance of the Emancipation Proclamation and the roles of different groups in the Civil War.
The Emancipation Proclamation (p. 392)
 Some of Lincoln’s advisors said ending slavery would divide the North and unite the South. They were right. But Lincoln was determined. On January 1,
1863, he issued a proclamation, or official announcement. It called for the emancipation, or setting free, of slaves. Lincoln’s Emancipation Proclamation freed
slaves at war with the Union.
A Diverse Army (p. 393)
 Although the Emancipation Proclamation did not end all slavery, it did change the war. African American abolitionist Frederick Douglass supported Lincoln
and encouraged other African Americans to help the Union. Large numbers of them responded by joining the Union Army.
A Soldier’s Life (p. 394)
 The average age of a Civil War soldier was 25. However, boys as young as 12 went into battle as drummer boys. For young soldiers and old, life on the Civil
War battlefields was dirty, dangerous, and difficult.
Sick and Wounded (p. 395)
 In the mid-1800s, the idea that germs caused disease was a new and untested theory. Most doctors hadn’t heard of it. Many doctors never washed their hands
or medical instructions.
Caring for the Soldiers (p. 395)
 At this time, there were almost no nursing schools in the United States. Most nurses learned as they worked, and most were volunteers. One nurse described a
field hospital this way: “…just across the lawn there are some of the worst cases & the sights and sounds we have to encounter daily are most distressing.
On the Home Front (p. 396-397)
 Not all women would work on the battlefield. Most stayed home and took care of the families. They filled the jobs that had been held by men. They ran stores
and planted corps. In addition, they worried.
Women on the Move (p. 397)
 Women on both sides contributed to the war effort. In addition to being nurses on the battlefield or keeping farms and family businesses running, they sewed
clothing and made handbags. They sold personal possessions to raise money and sent food to the armies.
Bringing the war Home (p. 398-399)
 New technology changed the way the war was fought, but it also changed the way people at home experienced the war. People still got news from the
battlefield through the “old” technology of soldiers’ letters and newspapers.
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).
 Explain who you think is the intended audience of this painting.
 Speculate about how immigrants contributed to the Union army.
 Soldiers were away from home for long periods during the war. Explain what this photos tells you about how families solved this.
 Identify two things you might do to help nurse soldiers.
 Identify three things you would take with you if you had to escape before an enemy army came.
 Explain how you think seeing photographs of the war might have changed people’s feelings about the war?
 Organize these events in the correct sequence: Emancipation proclamation, Juneteenth holiday created, First battle of Bull Run, Clara Barton starts the red
Cross, Battle of Antietam.
 Write a letter from the point of view of a Confederate soldier describing his experiences to his family.
 Explain how the development of the camera benefited people during the Civil War.
TEACHER:
CLASS: 5th Grade
DATE: January 12
M T W TH F
FRAME THE LESSON
The War Ends
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,
Columbus Day, and Veterans Day
List the significant battles and turning point leading to the war’s end.
Compare the leaders of the two armies.
Understand the reaction to the war’s end.
Explain the human and material costs of the war in the North and the South.
Describe the significance of the Gettysburg Address.
Know how Abraham Lincoln died.
Rigor & Relevance: (Real World Connection)
(p. 400-407)
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:


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
Pearson’s 5th Grade
Building Our Nation
TE
Got it Questions
1-9 (p. 400-407)
Vocabulary
Siege
Total war
assassinate
Stop and Check for Understanding- High Level Questions
Union Victory at Gettysburg (p. 400)
 What is important about the Confederates, marching toward Gettysburg, Pennsylvania?
 What is a turning point?
Union Victory at Vicksburg (p. 401)
 How are the terms siege and blockade connected?
 How would a siege force a city to surrender?
 Why did so many battles take place along the Mississippi River?
Grant Versus Lee (p. 402)
 Why does the writer point out the Lee’s father fought alongside George Washington?
 Why do you think Robert E. Lee decided to command the Confederate troops-even though he hated slavery?
 How was Grant’s fighting style different from Lee?
 What is one question you would ask Robert E. Lee about his style as a leader?
Sherman in Georgia (p. 403)
 How was Sherman’s siege of Atlanta similar to one that Grant used against Vicksburg?
 Why did General Sherman have Atlanta burned?
 Shy do you think Sherman ordered everyone to leave Atlanta before he burned the city?
 What do you think the consequences of all the damage Union soldiers caused will be?
 Why do you think Sherman turned north an caused destruction in South Carolina after completing his march through Georgia
The Road to Appomattox (p. 404-405)
 Why do you think President Lincoln went to Richmond after the city was captured?
 What were some of the terms of surrender that Grant and Lee agreed to?
 Why were Confederate soldiers allowed to keep their guns and horses?
 How do the two generals look in the painting? Why do you think the artist painted them that way?
 What does the term healing of the nation mean?
 How could Grant have treated Lee’s men differently?
The Cost of the Civil War (p. 405)
 How much did both governments, North and South combined, spend on the war?
 Besides the financial toll, what other costs did the war have? Do you think most Americans believed that the victory was worth the costs?
Explain your answers.
 Why did Lincoln ask the band to play?
The Gettysburg Address (p. 406)
 What meaning of address is being used in this heading?
 Why do you think Lincoln chose to start the Gettysburg Address by reminding people it had been 87 years since the Declaration of
Independence was signed?
 What does Lincoln mean when he says “…that these dead shall not have died in vain”?
A Terrible Loss for the Nation (406-407)
 What do you think Booth and the other plotters hoped to accomplish by assassinating President Lincoln and other government leaders?
 How do you think Lincoln’s death will affect the still war-torn country?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 400)
 Read to the class the Key Idea: “I will know the people, battles, and events that led to the end 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. 400).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know the people, battles, and events that led to the end 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.
 Union Victory at Gettysburg (p. 400)
 Union Victory at Vicksburg (p. 401)
 Grant Versus Lee (p. 402)
 Sherman in Georgia (p. 403)
 The Road to Appomattox (p. 404-405)
 The Cost of the Civil War (p. 405)
 The Gettysburg Address (p. 406)
 A Terrible Loss for the Nation (406-407)
Remind students that they will know the people, battles, and events that led to the end of the Civil War
Union Victory at Gettysburg (p. 400)
 The Battle of Gettysburg was one of the most important battles of the war. It lasted three brutal days and was a turning point in the war.
Union Victory at Vicksburg (p. 401)
 The Confederates held a strong position at Vicksburg, Mississippi. They had turned back all previous Union attacks. But controlling Vicksburg meant
controlling the Mississippi River, so the Union wanted to take Vicksburg.
Grant Versus Lee (p. 402)
 President Lincoln once said of Ulysses S. Grant, “I can’t spare this man. He fights.” Grant proved to be the fighter the Union needed. In March of 1864,
Lincoln promoted Grant and gave him control over the entire Union army.
Sherman in Georgia (p. 403)
 Union General William Tecumseh Sherman played a major role in ending the war. Sherman’s idea was that war should be as horrible as possible, so the
enemy would stop fighting. He didn’t just attack military targets; he worked to destroy the South economically, so it could no longer support an army.
Sherman’s approach came to be known as total war.
The Road to Appomattox (p. 404-405)
 Union forces were closing in on Lee’s army in Virginia. On April 2, 1865, General Lee sent a message to Jefferson Davis that the Confederates should leave
Richmond, Virginia. The next day, Union troops entered the city. The Union had captured the capitol of the Confederacy! When President Lincoln arrived to
tour Richmond, the city’s former slaves cheered him.
The Cost of the Civil War (p. 405)
 The Civil War was the most destructive war in our history. The human costs were very high. About 620,000 people died. Families were torn apart, as some
members sided with the Union and others with the Confederacy. The governments of both sides spent billions.
The Gettysburg Address (p. 406)
 Abraham Lincoln left us a beautiful summary of why so many had to die in this terrible war. He wrote a year and a half before the war ended.
A Terrible Loss for the Nation (406-407)
 Friday evening, April 14, 18165, President Lincoln and his wife, Mary, attended a play at Ford’s heater. During the play, the audience was surprised to hear a
gunshot. This was followed by Mary Lincoln’s screams. President Lincoln had been shot.
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).
 Write a sentence summarizing what the map shows about Civil War battles.
 Explain how Lee and Grant were similar?
 Identify the part of Sherman’s route known as his March to the Sea.
 Identify Generals Lee and Grant in the painting by labeling them.
 Add up the costs of the war.
 Underline the words in this excerpt that describe democracy.
 Fill in the missing details that support the main idea.
 Explain how not punishing the South relates to the Union’s reason for fighting.
 Describe how Memorial Day came to be celebrated.
FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: January 13-14
M T W TH F
Reconstruction
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,
Columbus Day, and Veterans Day
Objective/Key Understanding:
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Understand the effects of Abraham’s assassination on the course of Reconstruction.
Compare and contrast the different aims and plans towards Reconstruction held by Congress and President Lincoln and
Johnson.
Explain the difficulty in rebuilding the South.
Describe the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.
Understand the impact on racial relations in the United States make by Reconstruction.
Related what happened after Reconstruction.
Rigor & Relevance: (Real World Connection)

The Freedmen’s Bureau was created by Lincoln to help the 4 million
recently freed slaves and refugees from the war. It built schools and
hospitals and hired African American and white teachers from the North
and South. Can you think of any organizations today that provide services
for people in need?
Vocabulary
Reconstruction
Amendment
Impeachment
sharecroppiong
Segregation
Carpetbaggers
Black codes
Pearson’s 5th Grade
Building Our Nation
TE
(p. 408-413)
Closing Product/
Question/ Informal
Assessment:
Got it Questions
1-7 (p. 408-413)
Stop and Check for Understanding- High Level Questions
Congress and Reconstruction (p. 408-409)
 What were freedmen?
 Do you think Congress was more interested in reuniting the country or punishing the South after the war ended? How do you know?
 Why did Andrew Johnson believe the Reconstruction Acts were against the law?
 Describe the sequence of events in the impeachment of President Johnson.
 What are two reasons for the Republicans in Congress didn’t trust President Johnson or his plan for the South?
Rebuilding the South (p. 410)
 What organization was started by Abraham Lincoln to help former slaves and other refugees from the war?
 What were some failures of Reconstruction?
 Why do you think Southerners resented new state governments, taxes, carpetbaggers, and scalawags?
 The Freedmen’s Bureau was created by Lincoln to help the 4 million recently freed slaves and refugees from the war. It built schools and hospitals
and hired African American and white teachers from the North and South. Can you think of any organizations today that provide services for
people in need?
New Amendments (p. 411)
 What did the Thirteenth Amendment do?
 Why was it important that the former Confederate states accept the new amendments before being allowed back into the Union?
 Why do you think the Fifteenth Amendment gave the vote to African American men, but not to African American women?
 Do you think that Jefferson Davis ever ran for election to the U.S. Senate again after the Civil War? Why?
 What were the purposes of the Thirteenth, Fourteenth, and Fifteenth Amendments?
After Reconstruction (p. 412)
 Why do you think that Northern whites began to lose interest in the problems of the South?
 What was one positive effect of sharecropping? What was one negative effect?
 What made sharecropping an unfair system?
 How did Jim Crow laws go against the Fourteenth an Fifteenth Amendments?
Negative Reaction (p. 412-413)
 What are three ways African Americans in the South were treated unfairly after Reconstruction?
 What do you think was the point of selling a poll tax, requiring a reading test, and the “grandfather clause”?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 408)
 Read to the class the Key Idea: “I will know the different plans for Reconstruction and the effects of new amendments to the Constitution. 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. 408).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know the different plans for Reconstruction and the effects of new amendments to the Constitution. 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.
 Congress and Reconstruction (p. 408-409)
 Rebuilding the South (p. 410)
 New Amendments (p. 411)
 After Reconstruction (p. 412)
 Negative Reaction (p. 412-413)
Remind students that they will know the different plans for Reconstruction and the effects of new amendments to the Constitution.
Congress and Reconstruction (p. 408-409)
 The Republicans who controlled Congress didn’t trust Johnson. He was a Southerner and had been a Democrat before becoming Lincoln’s vice president.
Members of Congress began developing a new plan of Reconstruction. They passed the Civil Rights Act of 1866 to grant freedom full legal equality. Congress
then passed several Reconstruction Acts between 1867 and 1868.
Rebuilding the South (p. 410)
 Reconstruction had many successes. The Freedmen’s Bureau had been created by President Lincoln to help freed slaves and refugees of the war. Congress
strengthened the Bureau to help the 4 million recently freed slaves.
New Amendments (p. 411)
 Ending slavery was one of the first steps in Reconstruction-and the most important. The Emancipation Proclamation had not ended all slavery. The
Republicans in Congress now wanted slavery to be illegal everywhere in the United States.
After Reconstruction (p. 412)
 After Reconstruction, the South remained the poorest section of the country. Rebuilding was slow. Poverty was widespread. African Americans lost much of
the political power they had gained during Reconstruction. Northern whites began to lose interest in the problems of the South.
Negative Reaction (p. 412-413)
 During Reconstruction, some white Southerners objected to rights for African Americans. A few formed a group called the Ku Klux Klan. This group used
terror to restore white control. They burned African American schools and homes. They attacked African Americans who tried to vote. Congress passed laws
against the group and its activities. However, the Klan continued its activity for years.
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 who supported the idea in each part of the Venn Diagram.
 Explain why education is important for freedom.
 Use your own words to describe how each of these amendments extended rights for United States citizens.
 Analyze the picture. What can you infer about the life of a sharecropper?
 Organize these events in the correct sequence on the timeline: 13 th 14th, and 15th Amendments, Civil Rights, first Reconstruction Act.
 As a result of the war, you are now freed from slavery. In a letter to a friend, describe how things have changed for you because of the war.
 Identify three effects the Civil War had on the Constitution.
FRAME THE LESSON
TEKS Practice
TEACHER:
CLASS: 5th Grade
DATE: January 15
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
Pearson’s 5th Grade
Building Our Nation TE
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
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution
Day, Columbus Day, and Veterans Day
20B: describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens
23C: explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have
benefited individuals and society in the United States
:
24C: organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
Objective/Key Understanding:
~ After studying this topic, students will demonstrate the following enduring understandings:
 Social, political, and economic differences can lead to conflict.
 When change is imposed or forced, it is more difficult.
 People will fight to protect their beliefs and way of life.
 In wars, men, women, children, and the environment can all be affected.
 Conflicts can have unexpected results that can reshape a country.
~Students will answer questions about every TEKS on the TEKS Practice pages 414-417.
(p. 414-417)