SECTION CORE LESSON PLAN 15.3 Lincoln’s Election …€™s Election and Southern Secession ... review the multiple-choice questions on TT51 of Daily Test ... lead a discussion of

American History—Beginnings through ReconstructionChapter 15: The Nation Breaking Apart (1846–1860) 345

CORE LESSON PLAN

Lincoln’s Election and Southern Secession

1. ENGAGE Read for Understanding TIME: ___________ min. (10–40 min.)

o Note Taking for Interactive Reading, PE/TE p. 498 Section Objectives

o T-Chart/Two-Column Chart, BPTK TT20 1. Explain how the 1860 election revealed the divisions in the country

2. Describe the reasons for, and responses to, the secession of seven Southern states

o Differentiated Vocabulary, PE/TE p. 498; BPTK TT9–TT16

2. EXPLORE Focus & Motivate TIME: ___________ min. (5–15 min.)

SECTION OPENER:

o 3-Minute Warm-Up, TE p. 499; UTB TT1

o One American’s Story, PE/TE p. 499

o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards

PE = Pupil’s EditionTE = Teacher’s EditionURB = Unit 6 Resource Book

UTB = Unit 6 Transparency BookBPTK = Best Practices Toolkit—Interact with HistoryDTPT = Daily Test Practice Transparencies

Core Lesson Plan: Section 15.3Lesson Plans

SECTION

15.3

TENNESSEE CURRICULUM STANDARDS

Performance Indicators State8.2.spi.9., 8.3.spi.7., 8.4.spi.1., 8.4.spi.3., 8.4.spi.4., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4.

Performance Indicators Teacher8.4.tpi.17., 8.5.tpi.4., 8.5.tpi.5., 8.5.tpi.17., 8.6.tpi.4., 8.6.tpi.5.

Learning Expectations4.04, 4.05, 4.06, 5.15, 5.18, 6.01, 6.02

Process StandardsP1, P2, P6, P7, P8, P10, P11, P12, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 49, BP 62, BP 68, BP 69, BP 71, BP 72, BP 73, BP 75, BP 78, BP 86, BP 87, BP 89, BP 101, BP 195, BP 198, BP 209, BP 211, BP 216, BP 217, BP 221, BP 222, BP 224, BP 225, BP 230, BP 239, BP 244, BP 245, BP 249, BP 250, BP 251, BP 263, BP 266, BP 267, BP 277

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American History—Beginnings through ReconstructionChapter 15: The Nation Breaking Apart (1846–1860)346

SECtiON 15.3: CORE LESSON PLAN, continued

3. EXPLAIN Instruct TIME: ___________ min. (10–30 min.)

Struggling Readers & Inclusion

On-level Gifted and Talented & Pre-AP

English Learners

o Fill in the Blanks, TE p. 498

o Encyclopedia Entries, TE p. 500

o Confederate Map, TE p. 502

o Secession Time Line, TE p. 502

o RSG w/ Support, URB pp. 11–12

o Background, URB p. 26

o Section 3: Lincoln’s Election and Southern Secession PE/TE pp. 498–504

o Reading Study Guide, URB pp. 5–6

o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp. 189–194

o Pronounce and Preview, TE p. 498

o Vocabulary: Idioms, TE p. 500

o RSG Spanish, URB pp. 17–18

o RSG w/ Support, Spanish, URB pp. 23–24

o eEdition w/ audio & Spanish

All Students

o Think, Pair, Share—Small Group Activity: The Election of 1860 TE p. 500

o Reader, Recorder, Reporter—Small Group Activity: Southern States Secede, TE p. 502

o More About: The Presidential Campaign of 1860, TE p. 501; Readers Theater, URB pp. 255–206, John J. Crittenden of Kentucky, TE p. 502; Connect to Today, URB p. 35, Lincoln’s Inauguration, TE p. 504

o Animated Geography: Election of 1860, PE/TE p. 500 and @ ClassZone.com

o Analyzing Political Cartoons, PE/TE p. 501

o Connecting History, PE/TE p. 502

o Connect to the Essential Question, PE/TE p. 503

o Make It Fun: Teacher-Tested Activity, TE p. 503


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4. EXTEND Enrich TIME: ___________ min. (10–40 min.)

Integrated Technology Interdisciplinary and Tiered Activities

o Cause-and-Effect Chapter Summary, UTB TT4

o After-Reading Activities: BPTK TT48–61; and @ ClassZone.com

o Animated History & Geography, Power Presentations; and @ ClassZone.com

o Research & Writing Center, Activity Center, and Map Center @ ClassZone.com

o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material

o Connect to Math: Voting Tallies TE p. 501

o Connect to Art: Campaign Advertising, TE p. 501

o Tiered Activity: Compare and Contrast Events, TE p. 503

5. EVALUATE Assess & Reteach TIME: ___________ min. (5–20 min.)

Core Assessment Reteaching

o Section Assessment, PE/TE p. 504

o Section Quiz, URB p. 45

o Interactive Review, PE/TE p. 505; and @ ClassZone.com

o Chapter Assessment, PE/TE pp. 506–507

o Chapter Test (Levels A, B, C), URB pp. 49–60

o McDougal Littell Assessment System: Test Generator CD-ROM • Section Quiz • Chapter Tests: Forms A, B, & C (and Spanish A,

B, & C)

o Student Products—Guidelines and Rubrics, BPTK pp. 1–14

o Reteaching Activity, URB p. 48

Test Practice & Review

o Daily Test Practice 15.3, DTPT TT51

o Test Practice and Review Workbook pp. 123–124

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StRAtEGiES FOR ENGLiSH LEARNERS


1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Have students begin one on Abraham Lincoln. Ask students what they know about Lincoln. Have them use the discussion to fill out the first column of the KWL Chart. Then have them fill in the second column, writing any questions they have about Lincoln. Tell students that they will fill in the third column after they finish reading the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLYBriefly explain the map and legend on the election of 1860 on PE p. 500. Then have students point to the states that voted for Lincoln. Where are most of these states? (in the North) Then have students point to the states that voted for Breckinridge. Where are most of these states? (in the South) Who won the election? (Lincoln)

BUILD VOCABULARY Discuss the meaning of secede and secession in class. Point out the relationship between the words. Then have pairs of students do a New Word Analysis activity from the Best Practices Toolkit on secession.

3 Make Objectives ExplicitPresent the objectives below. Check students’ understanding by having them identify what they think is the single most important word or phrase in each objective.

• Tell why the Democratic Party split in the election of 1860.

• Describe the separation of the Southern states from the Union.

• Explain the Union’s response to the separation.

4 Support Student ReadingCOOPERATIVE WORKTo help students summarize what they learned about Abraham Lincoln, have partners work together to fill in the third column of the KWL Chart.

ON ONE’S OWN Preview the following questions by asking students what they understand them to mean. Then have students search for their answers while reading. Once students have finished, help them write complete sentences for their answers.

1. Into what two groups did the Democratic Party split? (p. 500, par. 1)

2. What was the main issue in the election of 1860? (p. 501, par. 2)

3. Why did the Southern states secede from the Union? (p. 502, pars. 1–2)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT51 of Daily Test Practice Transparencies. To assess comprehension of the section, use the Section Quiz on p. 45 of the Unit 6 Resource Book. To assess comprehension of the chapter, have students complete Chapter 15 Test, Form A, on pp. 49–52.

Strategies for E.L.: Section 15.3Lesson Plans

SECTION

15.3

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American History—Beginnings through ReconstructionChapter 15: The Nation Breaking Apart (1846–1860)350

StRAtEGiES FOR iNCLUSiON


ACTIVATING PRIOR KNOWLEDGE Use the KWL activity in the Best Practices Toolkit to prepare students for Section 3. Show the KWL transparency and ask students to recall what they have learned about Lincoln and North-South tensions. Then ask what they would like to learn in this section. Record their responses.

EXAMPLES: LINCOLN AND NORTH-SOUTH TENSIONS

What I Know What I Want to Know What I Learned• Lincoln elected president• South wants slavery• Lincoln wants to keep the country

together

• What happened in the election?

• What did the South do when Lincoln was elected?

CategoriesPeople, Conflicts, Actions

FOCUSED READING Have students use the Interpreting Maps activity in the Best Practices Toolkit to help them understand the map of the election of 1860. Have pairs use copies of the Interpreting Maps transparency to interpret the map. When they have finished, review answers as a class. Finally, lead a discussion of the map by asking questions.

1. How many presidential candidates were there?

2. Which state split its vote, and which candidates received those votes?

3. How many states did Lincoln win, and in what parts of the country were they?

During Reading

After Reading

ASSESSING COMPREHENSION Have students work in small groups. Tell them to identify the main ideas under each heading and subheading in the section and write a question about each one. Then ask them to meet with another group, exchange questions, and answer them. Have the two groups discuss and elaborate on the answers. As a class, complete the “What I Learned” section of the KWL activity.

Before Reading

Strategies for Inclusion: Section 15.3Lesson Plans

SECTION

15.3

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American History—Beginnings through ReconstructionChapter 16: The Civil War Begins (1861–1862) 351

CORE LESSON PLAN

War Erupts


CHAPTER OPENER: Section Objectives

o Connect Geography & History, PE/TE pp. 508–509; and @ ClassZone.com

1. Analyze the events that led up to the first shots at Fort Sumter

2. Explain what strategy each side used to prepare for battle

3. Summarize the significance of the Battle of Bull Run for both sides

o American History Video Series, DVD ; and on Power Presentations DVD-ROM

o Time Line Discussion, TE p. 508

o Read for the Essential Question, TE p. 510

o Interactive Reading/Vocabulary, PE/TE p. 510; BPTK TT9–TT16, TT20


SECTION OPENER:



o Think, Pair, Share: Pair Activity—First Shots at Fort Sumter, TE p. 511





SECTION

16.1 TENNESSEE CURRICULUM STANDARDS

Performance Indicators State8.3.spi.7., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.10., 8.4.tpi.17., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.27., 8.5.tpi.30.

Learning Expectations3.01, 3.02, 4.04, 5.18

Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P14, P15, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 20, BP 49, BP 62, BP 67, BP 75, BP 78, BP 89, BP 230, BP 231, BP 232, BP 233, BP 239, BP 240, BP 244, BP 245, BP 249, BP 253, BP 266

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American History—Beginnings through ReconstructionChapter 16: The Civil War Begins (1861–1862)352




English Learners

o Record Vocabulary Terms, TE p. 510

o Contrast Strategic Words and Phrases, TE p. 513



o Section 1: War Erupts, PE/TE pp. 510–515


o Sketch Map of the Anaconda Plan, TE p. 513





o Background & Vocabulary, URB pp. 85–86


All Students

o Reader, Recorder, Reporter—Small Group Activity: Preparing for Battle, TE p. 512

o Talk About It—Small Group Discussion: First Battle of Bull Run, TE p. 514

o More About: Virginia and West Virginia, TE p. 513; Connect Geography & History, URB pp. 93–94

o America’s History Makers: Abraham Lincoln, PE/TE p. 512; URB pp. 89–90; Primary and Secondary Sources, URB p. 96

o Connect Geography and History: States Choose Sides 1861, PE/TE p. 513; Economics in History, URB p. 88

o Comparing North and South, PE/TE p. 514; Skillbuilder Practice, URB p. 87



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o Fine Art Transparency: Robert E. Lee, UTB TT7

o Map Transparency: Union and Confederate Resources, UTB TT8





o Connect to Drama: Deliver a Speech as Abraham Lincoln, TE p. 512

o Connect to Language Arts: Newspaper Report on the Start of the Civil War, TE p. 512; Primary and Secondary Sources, URB pp. 96–98

o Tiered Activity: Comparing the Strengths of the Union and Confederate armies, TE p. 514



o Section Assessment, PE/TE p. 515; Interactive Review @ ClassZone.com


o McDougal Littell Assessment System: Test Generator CD-ROM: Section Quiz





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War Erupts

1 Activate Prior KnowledgeUse a Brainstorming activity in the Best Practices Toolkit to start a class discussion about recent civil wars in such places as Serbia, Bosnia, and Rwanda. Point out that soldiers in a civil war fight all their battles in their own country. How does that affect the people and the country itself—its land, cities, economy? Tell students that they are about to learn how civil war affected the United States.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the chart on PE p. 514. Ask: Which side had more people? (the North) How would a bigger population help the North? (There would be more people to serve in the army.)

BUILD VOCABULARY Introduce and discuss the following key terms and names from the section: Confederacy, border states, Anaconda Plan, and First Battle of Bull Run. Then have student partners use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to take turns quizzing each other.

3 Make Objectives ExplicitPresent the objectives listed below. Then have pairs of students get together and explain the objectives in their own words.

• Describe how fighting began at Fort Sumter.

• Identify the strengths and weaknesses of each side.

• Explain the basic strategy of each side.

• Summarize the results of the First Battle of Bull Run.

4 Support Student ReadingCOOPERATIVE WORKTo help students compare the battle at Fort Sumter and the First Battle of Bull Run, have them use a Numbered Heads Together activity from the Best Practices Toolkit. Instruct students to set up a chart and record information about the following topics: leaders, outcome of the battle, and important facts.

ON ONE’S OWN Preview the following questions. Then have students search for their answers while reading.

1. When and where did the Civil War begin? (p. 512, par. 1)

2. Why was Virginia important for the Confederacy? (p. 512, par. 4–5)

3. Which side won the First Battle of Bull Run? (p. 515, par. 3)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT52 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 103 of the Unit 6 Resource Book.


SECTION

16.1

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War Erupts

ACTIVATING PRIOR KNOWLEDGE Use a Round Robin & Roundtable activity in the Best Practices Toolkit to have students discuss what it would be like if parts of their town or state went to war with each other. Explain that civil wars divide communities and sometimes even families. Ask: “How would you feel if you couldn’t go to a certain part of town to see friends or relatives? What if the grocery store wasn’t there? Or the hospital?” Ask students to think about other ways a civil war might cause problems for family, economic, and trade relationships. Write the students’ ideas on the board.

During Reading

FOCUSED READING Have students use the Interpreting Charts activity in the Best Practices Toolkit to help them understand the information on the chart titled “Comparing North and South.” Display the transparency and help students understand that charts summarize a lot of information. Answer the questions on the transparency as a class. Then ask the follow-up questions below.

1. How might the North’s railways and factories have helped its armies?

2. Why did the South have few factories?

3. Why did the Union have most of the naval power?

After Reading

ASSESSING COMPREHENSION Work with students on a Collaborative Rereading activity in the Best Practices Toolkit. Guide students through the process by displaying the transparency and explaining the roles of the Reader and the Listener. Here is an example for the “Planning Strategies” subsection.

EXAMPLES: QUESTIONS

• What was the Confederacy’s strategy?

• What was the North’s strategy?

EXAMPLES: MAIN IDEAS

• In the beginning, the Confederacy used a defensive strategy. As time passed, Confederate leaders used a mix of defensive and offensive strategies.

• The North adopted an offensive strategy. Northern leaders planned to invade the South and derail the South’s economy.

Before Reading


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CORE LESSON PLAN

Life in the Army


o Note Taking for Interactive Reading, PE/TE p. 516 Section Objectives1. Explain why so many civilians volunteered to fight2. Summarize ways the Civil War was considered a

new kind of war

o Cause-and-Effect Diagram, BPTK TT24

o Differentiated Vocabulary, TE p. 516; BPTK TT9–TT16


SECTION OPENER:



o Talk About It: Small Group Discussion—Civilians Become Soldiers, TE p. 517





SECTION


Performance Indicators State8.4.spi.4., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.3.

Performance Indicators Teacher8.1.tpi.8., 8.1.tpi.10., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.12., 8.5.tpi.17., 8.5.tpi.27., 8.5.tpi.30., 8.5.tpi.31.


Process StandardsP1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 7, BP 8, BP 10, BP 79, BP 232, BP 236, BP 239, BP 240, BP 243, BP 244, BP 245, BP 249, BP 254, BP 258, BP 259, BP 264, BP 270, BP 272, BP 277

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English Learners

o Locate Terms and Names in the Text, TE p. 516

o Highlight Descriptions of Military Life, TE p. 519


o Section 2: Life in the Army, PE/TE pp. 516–521


o Create Military Improvement Plans, TE p. 519






All Students

o Reader, Recorder, Reporter—Small Group Activity: A New Kind of War, TE p. 519

o More About: African Americans in the Civil War, TE p. 518; Civil War Surgery, TE p. 519; The First Modern War, TE p. 520

o Analyzing a Photograph, TE p. 518; Primary and Secondary Sources, URB pp. 97–98

o Technology of the Time, PE/TE p. 520; Connect to Today, URB p. 95







o Connect to Language Arts: Write a Letter Describing Life as a Soldier, TE p. 518

o Connect to Art: Create a Portrait of a Soldier, TE p. 518

o Tiered Activity: Technology and the Civil War, TE p. 520

o Interdisciplinary Projects, URB pp. 91–92











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Life in the Army

1 Activate Prior KnowledgeHave students do a Round Robin & Roundtable activity from the Best Practices Toolkit to discuss what they know about life in the armed services. What have they heard from people who have been in the service? What have they learned from television, movies, or books? Have groups spend a few minutes discussing the topic. After you call time, write the students’ thoughts on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to describe what they see in the photo on PE p. 518. Ask: What is the man in the foreground doing? (mending clothes) What are some of the other men doing? (writing) What are their expressions? (sad, serious)

BUILD VOCABULARY Model a Vocabulary: Frayer Model activity from the Best Practices Toolkit for the term hygiene. Have student partners do a Frayer Model activity for these words: rations, military technology and casualties. Briefly discuss the activities in class.


• Explain who joined the armies.

• Describe the military training and supplies during the war.

• Summarize the hardships of military life.

• Identify changes in the weapons use in the war.

4 Support Student ReadingCOOPERATIVE WORKTo help students classify different aspects of army life, have groups work together to complete a Comparison Matrix from the Best Practices Toolkit. Instruct students to provide information about the following topics: soldiers, training, hardships, and new technology.


1. What were most of the soldiers in the Civil War like? (p. 517, par. 4–5)

2. What were conditions like in the military camps? (p. 519, par. 2)

3. What weapons led to the high casualty rate in the Civil War? (p. 521, par. 1–2)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT53 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 104 of the Unit 6 Resource Book.


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Life in the Army

ACTIVATING PRIOR KNOWLEDGE Conduct a List-Group-Label activity in the Best Practices Toolkit to help students understand the topic of “Hardships of the Civil War.” Sample responses are shown.

Hardships of the Civil War

Combat Disease Personal

SoldiersRifleMinié ballIronclads

Poor hygieneGermsTyphoidMalaria

Leave familyBrother against brother

FOCUSED READING Help students complete a Listening/Reading Guide activity from the Best Practices Toolkit. Begin by reading aloud the first two paragraphs of “Turning Civilians into Soldiers.” Then ask: “What did I read?” Have students write responses. Then call on students.

Teacher says: “What did I read?”

Student A: “Volunteers went to camps for training.”

Student B: “Soldiers in the North had poor-quality clothing. Soldiers in the South some-times had no uniforms or clothes at all.”

Ask the class what conclusions they can draw about army life.

ASSESSING COMPREHENSION Use a Reading Between the Lines activity from the Best Practices Toolkit. Explain that an inference is a guess based on clues from the text and what the reader already knows about the topic or the world in general. Use the subsection “Unhealthy Conditions” and have small groups fill out copies of the transparency.

Stated Facts Inferences

• Camps were dirty and smelly.• Soldiers had poor hygiene and

many became sick.

• Soldiers probably felt angry and sick.• Must have been difficult to keep the armies going.

ConclusionBeing a soldier in the Civil War was not as glorious as most soldiers had thought it would be.

During Reading

After Reading

Before Reading


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CORE LESSON PLAN

No End in Sight


o Note Taking for Interactive Reading, PE/TE p. 522 Section Objectives

o Spider Map, BPTK TT35 1. Describe Union victories in the West2. Summarize Southern success in the Easto Differentiated Vocabulary, TE p. 522; BPTK

TT9–TT16


SECTION OPENER:



o Roleplay Your Answer: Small Group Activity—Union Victories in the West, TE p. 523



SECTION

16.3




Performance Indicators State8.3.spi.7., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.3.

Performance Indicators Teacher8.1.tpi.10., 8.5.tpi.4., 8.5.tpi.17., 8.5.tpi.27., 8.5.tpi.31.


Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 49, BP 56, BP 231, BP 232, BP 233, BP 237, BP 239, BP 243, BP 244, BP 245, BP 249, BP 253, BP 264, BP 266, BP 272, BP 277

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English Learners

o Complete the Definitions, TE p. 522

o Write a Newspaper Article, TE p. 524

o Analyze Mortality Statistics, TE p. 525

o Time Line of Southern Successes, TE p. 526


o Section 3: No End in Sight, PE/TE pp. 522–529


o Create an Ad for the Union Army, TE p. 524

o Map and Analyze Battle Sites, TE p. 526







All Students

o Think, Pair, Share—Pair Activity: Southern Success in the East, TE p. 526

o More About: Ulysses S. Grant, TE p. 524; The Battle of Shiloh, TE p. 525; William Tecumseh Sherman, TE p. 525; The Fall of New Orleans, TE p. 526; Robert E. Lee, TE p. 527; George McClellan, TE p. 527; President Lincoln and President Davis, TE p. 528

o Connect Geography & History, PE/TE pp. 524, 526

o History through Art, PE/TE p. 527; American Literature Selection: An Episode of War, URB pp. 99–102

o Analyzing a Photograph, TE p. 529



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o Essential Question Graphic, UTB TT10





o Connect to Art: Analyze Winslow Homer’s Art, TE p. 527

o Connect to Language Arts: Write a Letter to President Davis, TE p. 527

o Tiered Activity: Gains and Losses of the Civil Wars, TE p. 528

o Connect to Literature: Across Five Aprils, PE/TE p. 530

o Tiered Activity: Extending the Literature Excerpt, TE p. 530









B, & C)






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No End in Sight

1 Activate Prior KnowledgeHave students use a Pair-Share (Strategic Pairing) activity in the Best Practices Toolkit to discuss good and bad leaders they have had. Ask students to think about why one leader was good and another was not. What qualities do they look for in a leader? Tell students that they will learn about some of the good and bad leaders of the Civil War.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 524–525. Have them point to the places on the larger map that the two inset maps depict in detail. Then have them look at the inset maps. Which side had more victories in the West? (the Union) Which side won at New Orleans? (the Union) Which side won at Vicksburg? (the Confederacy)

BUILD VOCABULARY Model a Vocabulary: Frayer Model activity from the Best Practices Toolkit for the term cavalry. Then have student partners do a Frayer Model activity for reinforcements.


• Tell why the Union victories in the West were important.

• Explain how the fall of New Orleans helped the Union.

• Discuss Lee’s victories in the East and his decision to invade the North.

• Describe the results of the Battle of Antietam.

4 Support Student ReadingTo help students keep track of battles fought during the first two years of the Civil War, have groups use a T- Chart from the Best Practices Toolkit to compare Union and Confederate victories.


1. What was Ulysses S. Grant’s strategy of war? (p. 524, par. 2)

2. What effect did the fall of New Orleans have on the Confederacy? (p. 526, par. 2)

3. Why did Lee invade the North? (p. 527, par. 2–3)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT54 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 105 of the Unit 6 Resource Book. To assess comprehension of the chapter, have students complete Chapter 16 Test, Form A, on pp. 109–112.


SECTION

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No End in Sight

ACTIVATING PRIOR KNOWLEDGE Use an Agree/Disagree activity in the Best Practices Toolkit, as a motivational prereading activity. Write these statements and any others you create on the blank transparency. Ask students to indicate whether they agree or disagree with each statement. Here are some examples:

1. Ulysses S. Grant had limited success as a Union general.

2. Confederate General Robert E. Lee never wanted to invade the North.

3. The Union was unable to capture New Orleans, the largest city in the South.

4. The Battle of Antietam was a huge victory for the North.

FOCUSED READING Use an Interpreting Maps activity in the Best Practices Toolkit to help students understand the maps of Civil War battles on PE pp. 524–525. Use the questions from the transparency and add the following questions:

1. Where did most of the early Union victories take place?

2. Where did early Confederate victories take place?

3. How do you think the Union was able to capture New Orleans?

During Reading

After Reading

ASSESSING COMPREHENSION Use a Finding Evidence activity from the Best Practices Toolkit to help students develop and evaluate opinions. Show students the transpar-ency and guide them in developing a model.

Opinion: “The Battle of Antietam was a disaster for the Union and the Confederacy.”

Facts

Neither side gained anything, and both sides had huge losses.

Examples

23,000 dead or wounded; no territory gainedLincoln fired McClellan for moving too slowly.

Quotes from experts

“Again and again . . . this portion of the field was lost and recovered”—John B. Gordon

Now give students this opinion to evaluate on their own: “The quality of generals dramati-cally affected the first two years of the Civil War.”


SECTION

16.3

Before Reading

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American History—Beginnings through ReconstructionChapter 17: The Tide of War Turns (1863–1865) 367

CORE LESSON PLAN

The Emancipation Proclamation




1. Analyze how the Emancipation Proclamation affected the war effort

2. Identify contributions African-American soldiers made to the Union cause

o American History Video Series, DVD; and on Power Presentations DVD-ROM



o Interactive Reading/Vocabulary, PE/TE p. 536; BPTK TT9–TT16, TT25


SECTION OPENER:


o One American’s Story, PE/TE, p.537

o Reader, Recorder, Reporter: Small Group Activity—A War of Liberation, TE p. 537



SECTION

17.1




Performance Indicators State8.4.spi.2., 8.4.spi.3., 8.4.spi.4., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.8., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.3., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.10., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.12., 8.5.tpi.17., 8.5.tpi.27., 8.5.tpi.29., 8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.3.



BlueprintBP 7, BP 8, BP 9, BP 71, BP 77, BP 83, BP 231, BP 232, BP 233, BP 236, BP 239, BP 240, BP 243, BP 244, BP 245, BP 249, BP 254, BP 258, BP 259, BP 264, BP 265, BP 268, BP 270, BP 272, BP 277

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American History—Beginnings through ReconstructionChapter 17: The Tide of War Turns (1863–1865)368




English Learners

o Terms in Context, TE p. 536



o Section 1: The Emancipation Proclamation, PE/TE pp. 536–541


o Understand the Emancipation Proclamantion, TE p. 538



o Language: Conversational Patterns, TE p. 538





All Students

o Think, Pair, Share— Pair Activity: Fighting for Freedom, TE p. 540

o More About: The Battle of Antietam, TE p. 538; The Emancipation Proclamation, TE p. 538; Primary and Secondary Sources, URB pp. 164–165; Reactions to the Emancipation Proclamation, TE p. 540; African-American Soldiers, TE p. 540; Primary and Secondary Sources, URB pp. 166–167

o Analyzing Political Cartoons, PE/TE p. 539; Skillbuilder Practice, URB p. 155




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o Connect to Math: Graphing Populations, TE p. 539

o Connect to Art: Using Hand Lettering, TE p. 539

o Tiered Activity: Create an Op-Ed Page, TE p. 540









o Test Practice and Review Workbook, pp. 131–132

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1 Activate Prior KnowledgeHave students do a Pair-Share activity from the Best Practices Toolkit to discuss a time when they stood up for something they believed in. What cause or belief did you stand up for? Did you ever feel like giving up? Explain that Civil War soldiers continued to fight for their beliefs during a long, difficult struggle.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to describe what they see in the poster on PE p. 540. Ask: Who are the men? (African-American soldiers) What words would you use to describe their expressions? (smiling, defiant, proud) How do you think the men feel to be able to fight for their freedom? (proud, happy, relieved)

BUILD VOCABULARY Write the words emancipation and proclamation on the board. Use the words’ roots to explain their meaning: an announcement of freedom. Tell students that Lincoln issued the Emancipation Proclamation to free slaves in the South. Then have student pairs complete a Reporter’s Questions activity from the Best Practices Toolkit on the Emancipation Proclamation.

3 Make Objectives ExplicitHave student pairs get together and explain the objectives below in their own words.

• Discuss the importance of the Emancipation Proclamation.

• Explain the response to the proclamation.

• Describe the importance of African-American soldiers in the war.

4 Support Student ReadingCOOPERATIVE WORK

To help students understand how people responded to the Emancipation Proclama-tion, assign students to record the reactions of different groups, including abolitionists, Northern democrats, Union soldiers, and white Southerners. Have groups present their findings in a Carousel Report from the Best Practices Toolkit.


1. What did the Emancipation Proclamation mean to the North? (p. 539, par. 2)

2. How did Southerners react to the proclamation? (p. 540, par. 3)

3. What dangers did captured African-American soldiers face? (p. 541, par. 4)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT55a and TT55b of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 171 of the Unit 6 Resource Book.


SECTION

17.1

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ACTIVATING PRIOR KNOWLEDGE Use an Agree/Disagree activity in the Best Practices Toolkit as a motivational prereading activity. Write these statements and any others you create on the blank transparency. Ask students to indicate whether they agree or disagree with each statement.

1. Abraham Lincoln wanted to free all the slaves as soon as he became president.

2. Most Northern soldiers were abolitionists.

3. African-American soldiers fought in the Union army.

4. The Emancipation Proclamation freed very few slaves.

During Reading

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices Toolkit to help students understand “Abolitionists Demand Action.” Here is an example:

Teacher reads first and second paragraphs.

Teacher says: “That’s interesting. Lincoln didn’t think a president had the power to free slaves in all states. He also believed that keeping the country together was more important than ending slavery. I’ll keep reading to find out what happens.”

Teacher reads third and fourth paragraphs.

Teacher says: “So, Lincoln didn’t want to upset the slave states that were still in the Union. But he later decided that freeing slaves in the South would help the Union.”

After Reading

ASSESSING COMPREHENSION Have student pairs use a Collaborative Rereading activity from the Best Practices Toolkit to help each other read “African-American Soldiers” or “The 54th Massachusetts.” Sample responses are shown.

EXAMPLES: QUESTIONS

• When were African Americans allowed to fight for the Union?

• How were African-American soldiers treated differently?

EXAMPLES: MAIN IDEAS

• The Emancipation Proclamation allowed African Americans to be soldiers.

• African-American soldiers were separated, paid less, and given the worst jobs.


SECTION

17.1

Before Reading

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CORE LESSON PLAN

War Affects Society


o Note Taking For Interactive Reading, PE/TE p. 542 Section Objectives

o Main Idea and Details, BPTK TT34 1. Describe the disagreements that emerged inside the Union and the Confederacy

2. Identify economic and social changes caused by the Civil War

o Differentiated Vocabulary, PE/TE p. 542; BPTK TT9–TT16


SECTION OPENER



o Think, Pair, Share: Pair Activity—A Divisive Time, TE p. 543





SECTION


Performance Indicators State8.2.spi.5., 8.2.spi.6., 8.4.spi.2., 8.4.spi.3., 8.4.spi.4., 8.4.spi.5., 8.5.spi.2., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.10., 8.4.tpi.12., 8.4.tpi.15., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.22., 8.5.tpi.27., 8.6.tpi.3.

Learning Expectations1.03, 2.01, 2.04, 4.04, 5.18, 5.19, 6.01, 6.02

Process StandardsP1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 7, BP 8, BP 12, BP 18, BP 20, BP 23, BP 24, BP 30, BP 31, BP 34, BP 66, BP 67, BP 71, BP 72, BP 75, BP 77, BP 83, BP 84, BP 231, BP 232, BP 233, BP 236, BP 237, BP 239, BP 244, BP 245, BP 247, BP 249, BP 253, BP 254, BP 258, BP 259, BP 274

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English Learners

o Create Visual or Oral Clues, TE p. 542



o Section 2: War Affects Society, PE/TE pp. 542–547


o Persuasive Speech: Conscription, TE p. 544



o Key Academic Vocabulary, TE p. 544





All Students

o Reader, Recorder, Reporter—Small Group Activity: Economic and Social Change, TE p. 545

o More About: African Americans and Union Forces, TE p. 544; Immigrant Soldiers, TE p. 544; Clara Barton, TE p. 546; America’s History Makers, URB pp. 157–158; Women Soldiers, TE p. 546

o Comparing Northern and Southern Inflation, PE/TE p. 545; Economics in History URB p. 156


o Make It Fun: Teacher-Tested Activities, TE p. 54

Core Lesson Plan Section 17.2Lesson Plans

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o Connect to Math: Calculate Daily Living Costs, TE p. 545

o Connect to Language Arts: Write a Letter from the Future, TE p. 545

o Tiered Activity: Exhibit on Social Change, TE p. 546










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War Affects Society

1 Activate Prior KnowledgeHave students use a brainstorming activity to talk about the effects of war on society. How does war affect food supplies? the economy? What happens when people become tired of a war? How might they react? What do people do to support a war? Write students’ responses on the board. Tell them that they will learn how the Civil War affected society in the North and South.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the graphic on PE p. 545. Have them point to and examine the prices of food in the chart. Explain that the war caused prices to rise in the South. Then ask: How much money did a Confederate soldier receive every month? ($18) Could he afford to buy a pound of coffee and a quart of milk? (no) What does the chart tell you about a soldier’s pay? (It wasn’t enough to buy everything he needed.)

BUILD VOCABULARY Model a Frayer Model from the Best Practices Toolkit for the term conscription. Then have student partners do a Frayer Model for inflation, greenbacks, and income tax. Briefly discuss the Frayer Models in class.


• Explain disagreements over the war and the draft laws.

• Identify the economic effects of the war.

• Tell how women helped the war effort.

• Describe conditions in Northern and Southern prison camps.

4 Support Student ReadingCOOPERATIVE WORK

To help students compare the Union and the Confederacy, have student groups complete a Numbered Heads Together activity from the Best Practices Toolkit for the following topics: draft laws, economic effects, role of women, and prison camps.


1. Who were Lincoln’s main opponents in the North? (p. 543, par. 6)

2. What did slaves do to hurt the Southern economy? (p. 544, par. 1)

3. How did people with money avoid military service in the North and South? (p. 544, par. 5)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT56 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 172 of the Unit 6 Resource Book


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17.2

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War Affects Society

ACTIVATING PRIOR KNOWLEDGE Use a Predicting ABCs activity in the Best Practices Toolkit to help students identify key words and concepts in Section 2. Have them call out and define any words they are likely to find in “War Affects Society,” and use the transparency to record their responses. Continue this process as they skim and discuss the section. When students have finished the section, show them the transparency again and ask them which terms were used. Here is a sample chart.

A—B C—D E—F G—H I—J K—LClara Bartonburden

Copperheadconscription

greenbackhardship

income taxinflation

losses

M—N O—P Q—R S—T U—V W—X—Y—Zpoverty riot shortage

FOCUSED READING Have students use the Interpreting Graphs activity in the Best Practices Toolkit to help them understand the information on the “Comparing Northern and Southern Inflation” graph. Use the questions from the transparency and add the following questions:

1. About how long would it take for a Confederate soldier to earn enough money to buy a dozen eggs?

2. Why were economic problems especially bad in the South?

3. Why are the prices of eggs, butter, milk, and coffee important?

ASSESSING COMPREHENSION Have small groups use a Divide and Conquer Four-Square activity in the Best Practices Toolkit to summarize information about each of the subtopics in the section. Give each group a copy of the transparency. Ask them to list the two or three most important ideas in the subtopic they have been assigned. Here is an exam-ple for the subtopic “Women Aid the War Effort.”

1. Did “men’s work”

2. Volunteers and nurses—Clara Barton, Susie King Taylor

3. Spies—Harriet Tubman, Belle Boyd

During Reading

After Reading

Before Reading


SECTION

17.2

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CORE LESSON PLAN

The North Wins



o Cause-and-Effect Diagram, BPTK TT25 1. Explain the significance of the battles of Gettysburg and Vicksburg

2. Analyze why the Confederacy fellDifferentiated Vocabulary, TE p. 548; BPTK TT9–TT16


SECTION OPENER



o Think, Pair, Share: Pair Activity—Union Victories at Gettysburg and Vicksburg, TE p. 549



SECTION

17.3





Performance Indicators Teacher8.1.tpi.10., 8.5.tpi.4., 8.5.tpi.12., 8.5.tpi.27., 8.5.tpi.31.

Learning Expectations3.01, 4.04, 5.18


BlueprintBP 43, BP 49, BP 56, BP 231, BP 232, BP 233, BP 239, BP 243, BP 244, BP 245, BP 253, BP 264, BP 266, BP 272

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English Learners

o Complete the Definitions, TE p. 548

o Finding Causes and Effects, TE p. 550

o Label a Map, TE p. 551



o Section 3: The North Wins, PE/TE pp. 548–555


o Civil War Reenactment Needs, TE p. 550

o Analyze Geography of Gettysburg, TE p. 551

o Editorial Assessing Grant’s Plan, TE p. 553








All Students

o Reader, Recorder, Reporter—Small Group Activity: The Confederacy Falls, TE p. 553

o More About: Strategy at Gettysburg, TE p. 550; Pickett’s Charge, TE p. 550; Cavada’s Aerial Sketches, TE p. 551; The Fall of Vicksburg, TE p. 552; American Literature Selection: from In My Father’s House, URB pp. 168–170; Petersburg, TE p. 554; Surrender at Appomattox, TE p. 555; Connect to Today, URB p. 163

o Connect Geography & History: Battle of Gettysburg, PE/TE p. 551; Vicksburg and Sherman’s March, PE/TE p. 553; Grant’s Virginia Campaign, PE/TE p. 554, URB pp. 161–162

o America’s History Makers: Ulysses S. Grant and Robert E. Lee, PE/TE p. 552

o Make It Fun: Teacher-Tested Activities, TE p. 550


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o Fine Art Transparency: Battle of Fredericksburg, UTB TT12

o Map Transparency: Vicksburg Campaign, UTB TT13





o Connect to Art: Design Civil War Postage Stamps, TE p. 552

o Connect to Language Arts: Vicksburg Journal Entries, TE p. 552

o Tiered Activity: Time Line of Grant’s Virginia Campaign, TE p. 554










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The North Wins

1 Activate Prior KnowledgeDo a Round Robin activity in the Best Practices Toolkit to have students generate as many facts as they can about famous speeches. Ask whether they are familiar with Martin Luther King Jr.’s “I Have a Dream” speech or Father Hidalgo’s “Cry of Dolores.” Have student groups discuss the topic for a few minutes. After you call time, write students’ responses on the board. Tell them that Lincoln gave a famous speech called the Gettysburg Address after the North won the Battle of Gettysburg.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 551. Have them point to Culp’s Hill, Cemetery Ridge, Little Round Top, and Big Round Top. Ask: Which side was positioned around these areas? (the Union) Have students point to Pickett’s Charge. What area were the Confederate troops moving toward? (Cemetery Ridge) Why was the Union in a good position on the ridge? (because Union troops could watch Confederate troop movements)

BUILD VOCABULARY Have pairs of students use a T-Chart from the Best Practices Toolkit to jot down unfamiliar battle terms and their definitions. Encourage students to use context clues to figure out the terms’ meanings.


• Tell why the Battle of Gettysburg was so important.

• Explain the importance of the victory at Vicksburg and Sherman’s March.

• Describe the surrender at Appomattox.

4 Support Student ReadingCOOPERATIVE WORKTo help students keep track of the key battles that contributed to the Union’s victory, have groups do a Jigsaw Reading activity from the Best Practices Toolkit to record key information about Gettysburg, Vicksburg, Atlanta, and Richmond.


1. Why was the victory at Gettysburg important? (p. 550, par. 7–8)

2. What was General Sherman’s idea of “total war”? (p. 553, par. 3)

3. What terms of surrender did Grant offer at Appomattox? (p. 555, par. 7)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT57a and TT57b of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 173 of the Unit 6 Resource Book.


SECTION

17.3

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The North Wins

ACTIVATING PRIOR KNOWLEDGE Use a P.L.A.N. activity in the Best Practices Toolkit to help students preview the section. Project the transparency and write “The North Wins” in the center. In the surrounding circles, write the subheads. Students should locate visual information and vocabulary words and link them to the appropriate subhead. For “The Battle of Gettysburg,” they should identify the photograph on PE p. 550. They might list the terms Pickett’s Charge and George Pickett. Have students identify topics they know most about, those with which they are unfamiliar, those they find interesting, and those that surprise them. Urge students to use the diagram to focus their reading.

FOCUSED READING Use an Interpreting Maps activity in the Best Practices Toolkit to helps students understand the map “Vicksburg and Sherman’s March.” Use the questions from the transparency and add the following questions:

1. Where did Sherman’s troops march after they took Atlanta?

2. Where did Sherman’s troops march to after occupying Savannah?

3. What does the map tell you about naval power during the Civil War?

During Reading

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection of Section 3. Have students share their outlines in class to create a complete outline of the sec-tion.

III. The North Wins

A. Union won key victories at Gettysburg and Vicksburg

1. Both sides suffered huge losses at Gettysburg.

2. Union was successful in stopping Lee’s invasion of Pennsylvania.

3. Union army surrounded Vicksburg and forced surrender.

B. Confederacy defeated

1. Sherman burned Atlanta and marched to Savannah.

2. Confederate government fled Richmond.

3. Lee surrendered to Grant at Appomattox.


SECTION

17.3

Before Reading

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o T-Chart/Two-Column Chart, BPTK TT20 1. Describe the losses and costs of the war2. Analyze how the war transformed the nationo Differentiated Vocabulary, PE/TE p. 558; BPTK

TT9–TT16


SECTION OPENER



o Talk About It: Small Group Discussion—Costs of the War, TE p. 559


CORE LESSON PLAN

The Legacy of the War


SECTION

17.4




Performance Indicators State8.4.spi.2., 8.4.spi.3., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.10., 8.5.tpi.4., 8.5.tpi.5., 8.5.tpi.7., 8.5.tpi.17., 8.5.tpi.27., 8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.3.


Process StandardsP1, P2, P6, P7, P8, P10, P11, P12, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 7, BP 8, BP 9, BP 20, BP 30, BP 31, BP 35, BP 39, BP 67, BP 68, BP 69, BP 71, BP 77, BP 83, BP 87, BP 95, BP 231, BP 232, BP 233, BP 239, BP 240, BP 243, BP 244, BP 245, BP 249, BP 253, BP 258, BP 259, BP 270, BP 272, BP 273, BP 277

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English Learners

o Record Terms and Names, TE p. 558

o Rephrase Text, TE p. 564



o Section 3: The Legacy of the War, PE/TE pp. 558–562


o Walt Whitman’s Poetry, TE p. 560

o Recite Passages of the Gettysburg Address, TE p. 564



o Language: Verb Tenses, TE p. 560





All Students

o Think, Pair, Share— Pair Activity: The Nation Transformed, TE p. 561

o More About: John Wilkes Booth, TE p. 560

o Comparing Images of Battle, PE/TE p. 560



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o Essential Question Graphic, UTB TT15






o Interdisciplinary Projects: Pinhole Photography, URB pp. 159–160

o Tiered Activity: Civil War Posters, TE p. 561

o Tiered Activity: Mural of Lincoln’s Words, TE p. 563









B, & C)






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1 Activate Prior KnowledgeAsk students to name some recent and historical figures that have been killed. Who killed them? Why were they killed? What happened as a result of their deaths? Draw a Cluster Diagram from the Best Practices Toolkit on the board and record students’ responses on it. Then tell students that they will learn how and why President Lincoln was killed when they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to compare the painting and the photograph on PE p. 560. Read the caption aloud. Then ask: How does the artist portray the soldiers in the painting? (heroic, strong, brave). How would you describe the scene shown in the photograph? (horrible, sad, deadly)

BUILD VOCABULARY Discuss the word assassination in class. Then have pairs of students complete a Word Web from the Best Practices Toolkit for assassination.


• Discuss the economic, physical, and emotional costs of the Civil War.

• Explain the importance of the Thirteenth Amendment.

• Describe the events related to President Lincoln’s assassination.

• Summarize the results of the Civil War.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the information under the first heading of the section, have groups do a Reciprocal Teaching activity in the Best Practices Toolkit. After students have finished reading the section, assign the groups the remaining headings.


1. About how many soldiers died in the Civil War? (p. 559, par. 5)

2. What effect did the war have on the South’s economy? (p. 560, par. 1–2)

3. What did the Thirteenth Amendment do? (p. 562, par. 4)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT58 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 174 of the Unit 6 Resource Book. To assess comprehension of the chapter, have students complete Chapter 17 Test, Form A, on pp. 179–182.


SECTION

17.4

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ACTIVATING PRIOR KNOWLEDGE Use a KWL activity in the Best Practices Toolkit to prepare students for Section 4. First, show the transparency and ask them to recall what they have learned about the Civil War. Then ask what they would like to learn in this section. Record student responses. Have students complete the “What I Learned” column after they have read the section.

What I Know What I Want to Know What I Learned• North won• Huge losses on both

sides

• How many people died?• How did the United States

become one country again?• What happened to all the freed

people?

• 360,000 Union soldiers and 260,000 Confederate soldiers died

FOCUSED READING Use a Listening/Reading Guide in the Best Practices Toolkit to help students understand Section 4. Create questions on key ideas, as shown below. Give each student sticky notes to mark the locations of the answers as they read. Then read the questions aloud, having students identify the most important words in each question. Finally, have pairs answer the questions, referring back to the locations they marked. Discuss answers as a class.

1. What were the costs of the Civil War?

2. What did the Thirteenth Amendment do?

3. Who was John Wilkes Booth?

During Reading

After Reading

ASSESSING COMPREHENSION Use a Distinguishing Fact and Opinion activity in the Best Practices Toolkit as students analyze the Gettysburg Address. Use the transparency to remind students of the differences between facts and opinions. Then have volunteers take turns reading the speech aloud. Complete the transparency as a class.

The Gettysburg Address (1863)

Facts Opinions87 years ago, the United States beganThere is a civil war going on.Lincoln is speaking at a battlefield.

“It is altogether fitting and proper” to make this land into a national cemetery.“The world will little note, nor long remember what we say here, but it will never forget what they did here.”


SECTION

17.4

Before Reading

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American History—Beginnings through ReconstructionChapter 18: Reconstruction (1865–1877) 391

CORE LESSON PLAN

Rebuilding the Union




1. Identify the goals of presidential Reconstruction and summarize its successes and failures

2. Explain the laws passed to enforce the goals of Congressional Reconstruction

3. Describe how Reconstruction affected national politics and governments in the South

o American History Video Series, DVD; and on Power Presentations DVD-ROM



o Interactive Reading and Vocabulary, PE/TE p. 570; BPTK TT9–16, TT20


SECTION OPENER:


o One American’s Story, PE/TE, p. 571

o Think, Pair, Share: Pair Activity—Presidential Reconstruction, TE p. 571



SECTION

18.1





Performance Indicators Teacher8.4.tpi.10., 8.4.tpi.22., 8.4.tpi.25., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.7., 8.5.tpi.14., 8.5.tpi.15., 8.5.tpi.27., 8.5.tpi.30., 8.6.tpi.3.

Learning Expectations1.03, 2.01, 3.01, 4.04, 4.06, 5.18, 5.19, 6.01


BlueprintBP 7, BP 8, BP 49, BP 62, BP 67, BP 69, BP 71, BP 72, BP 73, BP 77, BP 83, BP 87, BP 95, BP 97, BP 98, BP 100, BP 101, BP 102, BP 233, BP 236, BP 238, BP 239, BP 240, BP 244, BP 245, BP 249, BP 250, BP 253, BP 254, BP 258, BP 259, BP 266, BP 268, BP 270

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American History—Beginnings through ReconstructionChapter 18: Reconstruction (1865–1877)392




English Learners

o Definitions for Terms and Names, TE p. 570

o Identify Civil Rights, TE p. 573


o Background Vocabulary, URB, p. 216

o Section 2: Rebuilding the Union, PE/TE pp. 570–575


o Write a “What If?” Scenario TE p. 573







All Students

o Roleplay Your Answer—Small Group Activity: Congressional Reconstruction, TE p. 573

o Reader, Recorder, Reporter—Small Group Activity: The Impact of Reconstruction, TE p. 574

o More About: Black Codes, TE p. 572; Charles Sumner, TE p. 573

o History Makers: Andrew Johnson, PE/TE p. 572

o Connect Geography & History: Southern Military Districts 1867, PE/TE p. 574

o Connect to the Essential Question, TE p. 575



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393


American History—Beginnings through ReconstructionChapter 18: Reconstruction (1865–1877)




o Political Cartoon Transparency: A Carpetbagger Goes South, UTB TT17

o Map Transparency: Southern Military Districts, 1867, UTB TT18


o Animated History & Geography, Power Presentations DVD-ROM; and @ ClassZone.com



o Connect to World Languages: Identify Root Words for “Amnesty” TE p. 572

o Connect to Language Arts: Write a Letter About Rejoining the Union, TE p. 572

o Tiered Activity: Time Line, TE p. 574

o Interdisciplinary Project: Sharecropping Data, URB, pp. 221–222










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Documents

SECTION CORE LESSON PLAN 15.3 Lincoln’s Election …€™s Election and Southern Secession ... review the multiple-choice questions on TT51 of Daily Test ... lead a discussion of