Expanding & Preserving the Union

Transcription

1 Primary Source Readers Expanding & Preserving the Union Samples from Primary Source Readers: Expanding & Preserving the Union Table of Contents and Introduction from Teacher s Guide Correlation to NCSS Process Standards Sample lesson plan with student reproducibles and quiz Table of Contents and one page from each of 16 readers

2 Table of Contents Introduction How to Use This Product Teaching Reading in the Content Areas Nonfiction Literacy Skill Descriptions Correlation to NCSS Process Standards Reader Summaries Using the Readers Unit 1: Expanding the Nation and Lewis & Clark Readers Unit Overview Differentiation Strategies Expanding the Nation Reader Lesson Plans Student Reproducibles Quiz Answer Key Lewis & Clark Reader Lesson Plans Student Reproducibles Quiz Answer Key Unit 2: The War of 1812 and James Madison Readers Unit Overview Differentiation Strategies The War of 1812 Reader Lesson Plans Student Reproducibles Quiz Answer Key James Madison Reader Lesson Plans Student Reproducibles Quiz Answer Key Unit 3: Pioneer Trails and Laura Ingalls Wilder Readers Unit Overview Differentiation Strategies Pioneer Trails Reader Lesson Plans Student Reproducibles Quiz Answer Key Laura Ingalls Wilder Reader Lesson Plans Student Reproducibles Quiz Answer Key Unit 4: Slavery in America and Harriet Tubman Readers Unit Overview Differentiation Strategies Slavery in America Reader Lesson Plans Student Reproducibles Quiz Answer Key Harriet Tubman Reader Lesson Plans Student Reproducibles Quiz Answer Key Unit 5: American Indians in the 1800s and Sitting Bull Readers Unit Overview Differentiation Strategies American Indians in the 1800s Reader Lesson Plans Student Reproducibles Quiz Answer Key #8723 Expanding & Preserving the Union 2 Teacher Created Materials, Inc.

3 Table of Contents (cont.) Using the Readers (cont.) Unit 5: American Indians in the 1800s and Sitting Bull Readers (cont.) Sitting Bull Reader Lesson Plans Student Reproducibles Quiz Answer Key Unit 6: Civil War Is Coming and Abraham Lincoln Readers Unit Overview Differentiation Strategies Civil War Is Coming Reader Lesson Plans Student Reproducibles Quiz Answer Key Abraham Lincoln Reader Lesson Plans Student Reproducibles Quiz Answer Key Unit 7: Civil War Leaders and Ulysses S. Grant Readers Unit Overview Differentiation Strategies Civil War Leaders Reader Lesson Plans Student Reproducibles Quiz Answer Key Ulysses S. Grant Reader Lesson Plans Student Reproducibles Quiz Answer Key Unit 8: Battles of the Civil War and Robert E. Lee Readers Unit Overview Differentiation Strategies Battles of the Civil War Reader Lesson Plans Student Reproducibles Quiz Answer Key Robert E. Lee Reader Lesson Plans Student Reproducibles Quiz Answer Key Appendix Unit Document-Based Assessment Multiple Choice Questions Constructed-Response Questions Document-Based Question Task Answer Key Culminating Activity Cross-reference to TCM Products Contents of Teacher Resource CD Teacher Created Materials, Inc. 3 #8723 Expanding & Preserving the Union

4 Introduction How to Use This Product (cont.) Timeline for the Unit This chart provides information to help you organize your scheduling of the unit. It estimates how long each part of each lesson plan will take to complete with your class. Unit Learning Objectives Listed here are the social studies, reading, and writing objectives for the lesson plans. The reading and writing objectives are similar for each book in the pair. The social studies objectives differ depending on the content of each specific book. Introductory Activity Each set of lessons has an introductory activity for the students. This activity introduces the reading and/or writing skills for the unit of study. This activity is completed as a whole class. Using the Primary Source Transparencies Each lesson has a primary source overhead transparency. These transparencies can be used in small group lessons or for whole-class activities. The primary sources on the transparencies support the social studies content of the readers. Learning Objectives Listed here are the social studies, reading, and writing objectives for the lesson. All the activities relate back to these objectives. Before Reading This section begins the actual lesson plan for working with the students as they read the readers. This is the first page of the lesson plan. In total, there are three sections: Before Reading, During Reading, and After Reading. Many of the activities and questions can be used in any order that you would like. You don t need to follow the step-by-step directions to be successful with these activities. #8723 Expanding & Preserving the Union 6 Teacher Created Materials, Inc.

5 How to Use This Product (cont.) Introduction Historical Background Information Each overhead transparency lesson has a brief paragraph that gives some background information on the subject. You should use this information to extend your group discussion of the primary source. Teaching Suggestions The teaching suggestions provide one way of studying the primary source with the students. There are two student reproducibles related to each overhead primary source. After a group discussion and/or activity, students will be asked to complete the activity sheets. Much of their analysis of the primary source takes place while they are working on the activity sheets. Primary Sources Each student reproducible page has primary sources about the topic of the reader. These photographs, maps, charts, quotations, or letters are reproduced for the students to study. Questions Students use a basic knowledge of the time period, the information they gained from reading the book, and the information provided in the primary source to answer questions about the topic. Suggested answers are provided for each student reproducible page. Multiple-Choice Questions For each reader, a quiz is provided. These quizzes will help you evaluate student learning. They also serve as study guides for the end-of-unit assessment. Each quiz has five multiple-choice questions based on the content of the reader. Short-Answer Question Also included in each quiz is one short-answer question. This question is meant to be answered in a paragraph or two by the students. Suggested answers are provided for the multiple choice and the short-answer questions. Teacher Created Materials, Inc. 7 #8723 Expanding & Preserving the Union

6 Introduction How to Use This Product (cont.) Assessment Suggestions At the end of each lesson, there is a short quiz provided for you. These quizzes will help students review the contents of each book. Each book has a quiz with five multiple-choice questions and one essay-style question. These short assessments may be used as open book evaluations or as review quizzes where students study the content prior to taking the quiz. The format for the multiple-choice questions includes a variety of questions. The items are designed to give students a variety of question styles (e.g., open-ended, true/false, fill-in-the-blank, what-happenednext) to read and analyze. To help students improve their essay-writing skills, it is suggested that you have students rewrite an essay that does not meet your standards. When the quizzes have been graded, it is suggested that students keep them to review prior to taking the final unit exam (pages ). The final test also has multiple-choice questions. Some of the items are identical to the quizzes and others are reworded. The final section of the unit test is a documentbased question essay. Reading Levels of the Readers Below is a chart that lists each of the readers and its reading level. Since this program is not meant to be a guided reading program, these reading levels are meant to help guide you as you assign your students to these books. The text of every reader is provided in paragraph form as a Microsoft Word file on the CD-ROM. These files can be used for fluency practice. Reader Title Reading Level Expanding the Nation 5.9 Lewis & Clark 4.5 The War of James Madison 4.7 Pioneer Trails 5.4 Laura Ingalls Wilder 4.6 Slavery in America 5.2 Harriet Tubman 4.4 American Indians in the 1800s 5.3 Sitting Bull 4.8 Civil War Is Coming 5.6 Abraham Lincoln 4.9 Civil War Leaders 5.9 Ulysses S. Grant 4.9 Battles of the Civil War 5.8 Robert E. Lee 4.9 #8723 Expanding & Preserving the Union 8 Teacher Created Materials, Inc.

7 Slavery in America Reader Learning Objectives Students will analyze slavery to identify reasons individuals might respond to it in different ways. (Social Studies Content Objective) Students will identify the main idea and supporting details of a paragraph. (Nonfiction Reading Objective) Students will plan, organize and write key points for a debate. (Persuasive Writing Objective) Resources Slavery in America readers Copies of student reproducibles (pages ) The First Reading of the Emancipation Proclamation primary source overhead transparency Before Reading 1. Complete the Introductory Activity (page 94) with the whole class. Then, divide your students into ability-based reading groups. The students who read this book should be reading on or above the fifth-grade reading level. For additional resources to teach this lesson s objectives, see the appendix on pages Begin the Writing Activity by writing the word debate on the board. Explain that a debate presents two opposing sides on the same issue. The issue must be presented with facts or a persuasive opinion and an action you want your audience to take. Write the words North and South on the board. Distribute the Slavery in America readers. Have the students look through the readers noticing the chapter titles, bolded words, captions, and images. Discuss what words might be appropriate for someone debating from the North against slavery and what words would be appropriate for someone debating from the South for slavery. Make a list of North and South words on the board. 3. This Social Studies Activity involves the students in creating lists of people who might be against slavery in the 1800s (for example, those from the northern states, African Americans, ministers, or religious people). Lists should also be created of those who might be for slavery (southern farmers and plantation owners, business people, or slave traders). Discuss possible reasons for these people s different reactions and opinions. #8723 Expanding & Preserving the Union 10 Teacher Created Materials, Inc.

8 Slavery in America Reader (cont.) Before Reading (cont.) 4. Divide the students into groups for this Reading Activity. One group will identify problems with slavery (cruel to humans, child slaves, families separated, etc.). Have this group come up with three supporting details for their suggested problems. The other group must identify benefits of slavery (free labor, lower costs, greater exports, etc.). Have these students come up with three supporting details for the benefits they identified. During Reading 5. Read a few pages from the reader for the students. Model reading, remembering, and retelling. This technique allows students to remember what they have read and state main ideas in their own words. After the students listen to you read, ask them what they remember about what you just read. Ask, What was the topic? What was (were) the point(s) the author made about the topic? Instill in students that the point the author makes is the main idea. Finally, ask them how they know that this is the point the author is trying to make. Encourage them to remember important facts that support the main idea. You may write these questions on the board to help them practice this technique. 6. Allow students to read the book with a partner. On one page, a student reads, remembers, and retells. On the next page, the partner reads, remembers, and retells. You should circulate and join groups to model reading, remembering, and retelling. If you prefer, you can use the PowerPoint slide show of the reader (filename: slavery.ppt) as an electronic big book to read the book as a group. 7. Discuss the following questions for the Social Studies Activity. Who were some people against slavery? Who were some people for slavery? List three reasons from the readers that a person would be against slavery. List three reasons from the readers that a person would be for slavery. 8. Assign the document-based assessment Slaves for Sale (page 100) as a group activity with two or three in a group. Allow students to spend a few minutes looking at the poster for hidden and obvious details. Then, have the groups answer the questions. Discuss the answers within their groups, and then discuss the answers as a whole group. Suggested answers are found on page 105. Teacher Created Materials, Inc. 11 #8723 Expanding & Preserving the Union

9 Slavery in America Reader (cont.) During Reading (cont.) 9. Reading Activity Ask students to choose five vocabulary words (bolded words) from the reader. The students will write each word in a sentence on separate pieces of paper. The sentences will become main idea sentences. Then, based on facts from the reader, the students should go back and write two or three sentences with supporting details to go with each of their main idea sentences. Encourage them to write the information in their own words instead of copying from the readers. 10. For homework, have the students complete the United States/Divided States (page 101) document-based assessment. Ask the students to answer the questions at the bottom of the page. The next day, discuss the answers as a group. Possible answers are found on page 105. After Reading 11. Writing Activity Refer back to the North and South word lists that were made in the Before Reading activity. The students will plan, organize, and write speeches for debates. They must choose main ideas on which to focus and write supporting details that would persuade their audience to believe as they do and suggest courses of action. If time permits, allow students to present their debates to the group. Hold a vote to see who convinced the most listeners to a particular point of view. 12. Ask the following questions as a Social Studies Activity: How did most blacks in the North feel about slavery? How did most blacks in the South feel about slavery? Would those in the North be receptive to slaves escaping to the North? Why or why not? 13. Have students choose favorite two-page spreads from Slavery in America for this Reading Activity. They should practice reading it to themselves and then to buddies. They must be ready to retell their particular page to the group to persuade them that that is the best part of the book. Allow students to vote on their favorite parts of the book based on the retellings. After each retelling, read the appropriate pages together to check for accuracy of facts. 14. A short posttest, Slavery in America Quiz (page 104), is provided for your use if you want to assess student learning from the reader. A Unit Document-Based Assessment exam is also provided on pages to help you further evaluate student learning. 15. Finally, pull the students back into a whole group to have them complete the Concluding Activity on page 95. #8723 Expanding & Preserving the Union 12 Teacher Created Materials, Inc.

10 Using the Readers Student Reproducibles Name Slaves for Sale Directions: Read the information on this poster for the sale of slaves and answer the questions below. 1. What problems could be caused for slave families as a result of their sale? 2. Is the order important in which the slaves for sale are listed? Why? 3. Why would the description of a slave be important when selling a slave? 4. A plantation owner needs many slaves to work his fields and to do chores. What could be the reason a farmer would be selling so many slaves at one time? #8723 Expanding & Preserving the Union 14 Teacher Created Materials, Inc.

11 Using the Readers Student Reproducibles Name United States/Divided States Courtesy of Images of American Political History Directions: Use this map to answer the following questions. 1. Name a state that did not support slavery and is east of the Mississippi River. 2. Name at least two slave states. 3. Why was the country divided geographically? In other words, why were the slave states in the South and the free states in the North? Teacher Created Materials, Inc. 15 #8723 Expanding & Preserving the Union

12 Using the Readers Student Reproducibles Name Slavery in America Quiz Directions: Circle the best answer for the multiple-choice questions. Write your response to the short-answer question on the back of this page or on another sheet of paper. 1. How were indentured servants different from slaves? a. They were released after four to seven years. b. They were paid money to work. c. They did not have to work as hard as slaves. d. They were always male. 2. What types of jobs did slaves do? a. farming and mining c. cleaning and washing clothes b. caring for children d. all of the above 3. An abolitionist was a person who. a. owned many slaves c. wanted to end slavery b. took care of a plantation d. took Africans captive 4. What began the Civil War? a. Southern states wanted to leave the Union. b. Britain began attacking American ships. c. Slaves were caught in the Underground Railroad. d. Northern states wanted a new president. 5. Where did the Underground Railroad travel? a. from the South to the North c. west to California b. from Canada to Mexico d. across the Oregon Trail Short-Answer Question 6. Make a T-chart of things slaves had to do and what they were not allowed to do. #8723 Expanding & Preserving the Union 18 Teacher Created Materials, Inc.

13 Table of Contents Slavery in the New World Slavery: Nothing New From Africa to the Plantation Slavery Grows in the South How Slaves Lived Slavery in the New World Europeans first sent slaves to the Americas in the 1500s. The slaves did not have a fresh start like others that came to the new land. Instead, they began hard lives of servitude (SUHR-vuh-tood). By 1860, there were four million slaves in the United States. Most were destined to harsh lives with no rights and no choices. Slaves in the United States were finally freed in Born into Slavery Who Were the Abolitionists? The Underground Railroad No Place in Society The Struggle to Free the Slaves Proclaiming Freedom Glossary Index