CORE LESSON PLAN Lincoln s Election and Southern Secession

Transcription

1 section 15.3 CORE LESSON PLAN Lincoln s Election and Southern Secession TENNESSEE CURRICULUM STANDARDS Performance Indicators State 8.2.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 Teacher 8.4.tpi.17., 8.5.tpi.4., 8.5.tpi.5., 8.5.tpi.17., 8.6.tpi.4., 8.6.tpi.5. Learning Expectations 4.04, 4.05, 4.06, 5.15, 5.18, 6.01, 6.02 Process Standards P1, P2, P6, P7, P8, P10, P11, P12, P19, P20, P21, P28, P32, P33, P36, P37 Blueprint BP 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 PE = Pupil s Edition TE = Teacher s Edition URB = Unit 6 Resource Book UTB = Unit 6 Transparency Book BPTK = Best Practices Toolkit Interact with History DTPT = Daily Test Practice Transparencies 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) o Note Taking for Interactive Reading, PE/TE p. 498 o T-Chart/Two-Column Chart, BPTK TT20 o Differentiated Vocabulary, PE/TE p. 498; BPTK TT9 TT16 Section Objectives 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 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 Chapter 15 Core Lesson Plan: Section 15.3 Chapter 15: The Nation Breaking Apart ( ) Lesson Plans 345

2 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 Section 3: Lincoln s Election and Southern Secession PE/TE pp o Reading Study Guide, URB pp. 5 6 o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp o Pronounce and Preview, TE p. 498 o Vocabulary: Idioms, TE p. 500 o RSG Spanish, URB pp o Secession Time Line, TE p. 502 o RSG w/ Support, Spanish, URB pp o RSG w/ Support, URB pp o eedition w/ audio & Spanish o Background, URB p. 26 Chapter 15 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 , 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 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 Core Lesson Plan: Section 15.3 Lesson Plans Chapter 15: The Nation Breaking Apart ( )

3 Section 15.3: CORE LESSON PLAN, continued 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology o Cause-and-Effect Chapter Summary, UTB TT4 o After-Reading Activities: BPTK TT48 61; ClassZone.com o Animated History & Geography, Power Presentations; ClassZone.com o Research & Writing Center, Activity Center, and Map ClassZone.com o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material Interdisciplinary and Tiered Activities 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 EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment o Section Assessment, PE/TE p. 504 o Section Quiz, URB p. 45 o Interactive Review, PE/TE p. 505; ClassZone.com o Chapter Assessment, PE/TE pp o Chapter Test (Levels A, B, C), URB pp 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 Reteaching o Reteaching Activity, URB p. 48 Test Practice & Review o Daily Test Practice 15.3, DTPT TT51 o Test Practice and Review Workbook pp Chapter 15 Core Lesson Plan: Section 15.3 Chapter 15: The Nation Breaking Apart ( ) Lesson Plans 347

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5 section 15.3 STRATEGIES FOR ENGLISH LEARNERS Lincoln s Election and Southern Secession 1 Activate Prior Knowledge Model 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 Language CONNECT VISUALLY Briefly explain the map and legend on the election of 1860 on PE p 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 Explicit Present 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 Describe the separation of the Southern states from the Union. Explain the Union s response to the separation. 4 Support Student Reading COOPERATIVE WORK To 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 Assessment To 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 Chapter 15 Strategies for E.L.: Section 15.3 Chapter 15: The Nation Breaking Apart ( ) Lesson Plans 349

6 section 15.3 STRATEGIES FOR INCLUSION Lincoln s Election and Southern Secession Before Reading 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? Categories People, Conflicts, Actions Chapter 15 During Reading FOCUSED READING Have students use the Interpreting Maps activity in the Best Practices Toolkit to help them understand the map of the election of 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? 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. 350 Strategies for Inclusion: Section 15.3 Lesson Plans Chapter 15: The Nation Breaking Apart ( )

7 section 16.1 CORE LESSON PLAN War Erupts TENNESSEE CURRICULUM STANDARDS Performance Indicators State 8.3.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 Teacher 8.1.tpi.10., 8.4.tpi.17., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.27., 8.5.tpi.30. Learning Expectations 3.01, 3.02, 4.04, 5.18 Process Standards P1, P2, P3, P6, P7, P8, P10, P12, P14, P15, P19, P20, P21, P28, P32, P33, P36, P37 Blueprint BP 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 PE = Pupil s Edition TE = Teacher s Edition URB = Unit 6 Resource Book UTB = Unit 6 Transparency Book BPTK = Best Practices Toolkit Interact with History DTPT = Daily Test Practice Transparencies 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) CHAPTER OPENER: o Connect Geography & History, PE/TE pp ; ClassZone.com 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 Objectives 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 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: o 3-Minute Warm-Up, TE p. 511; UTB TT6 o One American s Story, PE/TE p. 511 o Think, Pair, Share: Pair Activity First Shots at Fort Sumter, TE p. 511 o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards Chapter 16 Core Lesson Plan: Section 16.1 Chapter 16: The Civil War Begins ( ) Lesson Plans 351

8 Section 16.1: 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 Record Vocabulary Terms, TE p. 510 o Contrast Strategic Words and Phrases, TE p. 513 o RSG w/ Support, URB pp o Section 1: War Erupts, PE/TE pp o Reading Study Guide, URB pp o Sketch Map of the Anaconda Plan, TE p. 513 o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp o Pronounce and Preview, TE p. 510 o RSG Spanish, URB pp o RSG w/ Support, Spanish, URB pp o Background, URB p. 86 o Background & Vocabulary, URB pp o eedition w/ audio & Spanish Chapter 16 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 o America s History Makers: Abraham Lincoln, PE/TE p. 512; URB pp ; 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 Core Lesson Plan: Section 16.1 Lesson Plans Chapter 16: The Civil War Begins ( )

9 Section 16.1: CORE LESSON PLAN, continued 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology o Fine Art Transparency: Robert E. Lee, UTB TT7 o Map Transparency: Union and Confederate Resources, UTB TT8 o After-Reading Activities: BPTK TT48 61; ClassZone.com o Animated History & Geography, Power Presentations; ClassZone.com o Research & Writing Center, Activity Center, and Map ClassZone.com o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material Interdisciplinary and Tiered Activities 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 o Tiered Activity: Comparing the Strengths of the Union and Confederate armies, TE p EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment o Section Assessment, PE/TE p. 515; Interactive ClassZone.com o Section Quiz, URB p. 103 o McDougal Littell Assessment System: Test Generator CD-ROM: Section Quiz Reteaching o Reteaching Activity, URB p. 106 Test Practice & Review o Daily Test Practice 16.1, DTPT TT52 o Test Practice and Review Workbook pp Chapter 16 Core Lesson Plan: Section 16.1 Chapter 16: The Civil War Begins ( ) Lesson Plans 353

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11 section 16.1 STRATEGIES FOR ENGLISH LEARNERS War Erupts 1 Activate Prior Knowledge Use 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 Language CONNECT VISUALLY Have students study the chart on PE p 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 Explicit Present 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 Reading COOPERATIVE WORK To 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 Assessment To 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. Chapter 16 Strategies for E.L.: Section 16.1 Chapter 16: The Civil War Begins ( ) Lesson Plans 355

12 section 16.1 STRATEGIES FOR INCLUSION War Erupts Chapter 16 Before Reading 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. 356 Strategies for Inclusion: Section 16.1 Lesson Plans Chapter 16: The Civil War Begins ( )

13 section 16.2 CORE LESSON PLAN Life in the Army TENNESSEE CURRICULUM STANDARDS Performance Indicators State 8.4.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 Teacher 8.1.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. Learning Expectations 1.03, 1.04, 3.01, 3.02, 4.04, 5.18, 5.19 Process Standards P1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P32, P33, P36, P37 Blueprint BP 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 PE = Pupil s Edition TE = Teacher s Edition URB = Unit 6 Resource Book UTB = Unit 6 Transparency Book BPTK = Best Practices Toolkit Interact with History DTPT = Daily Test Practice Transparencies 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) o Note Taking for Interactive Reading, PE/TE p. 516 o Cause-and-Effect Diagram, BPTK TT24 o Differentiated Vocabulary, TE p. 516; BPTK TT9 TT16 Section Objectives 1. Explain why so many civilians volunteered to fight 2. Summarize ways the Civil War was considered a new kind of war 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: o 3-Minute Warm-Up, TE p. 517; UTB TT6 o One American s Story, PE/TE p. 517 o Talk About It: Small Group Discussion Civilians Become Soldiers, TE p. 517 o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards Chapter 16 Core Lesson Plan: Section 16.2 Chapter 16: The Civil War Begins ( ) Lesson Plans 357

14 Section 16.2: 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 Locate Terms and Names in the Text, TE p. 516 o Highlight Descriptions of Military Life, TE p. 519 o RSG w/ Support, URB pp o Section 2: Life in the Army, PE/TE pp o Reading Study Guide, URB pp o Create Military Improvement Plans, TE p. 519 o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp o Pronounce and Preview, TE p. 516 o RSG Spanish, URB pp o RSG w/ Support, Spanish, URB pp o eedition w/ audio & Spanish 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 o Technology of the Time, PE/TE p. 520; Connect to Today, URB p EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Interdisciplinary and Tiered Activities Chapter 16 o After-Reading Activities: BPTK TT48 61; ClassZone.com o Animated History & Geography, Power Presentations; ClassZone.com o Research & Writing Center, Activity Center, and Map ClassZone.com o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material 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 EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment o Section Assessment, PE/TE p. 521; Interactive ClassZone.com o Section Quiz, URB p. 104 o McDougal Littell Assessment System: Test Generator CD-ROM: Section Quiz Reteaching o Reteaching Activity, URB p. 107 Test Practice & Review o Daily Test Practice 16.2, DTPT TT53 o Test Practice and Review Workbook pp Core Lesson Plan: Section 16.2 Lesson Plans Chapter 16: The Civil War Begins ( )

15 section 16.2 STRATEGIES FOR ENGLISH LEARNERS Life in the Army 1 Activate Prior Knowledge Have 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 Language CONNECT VISUALLY Have students use Interpreting Visual Sources to describe what they see in the photo on PE p 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. 3 Make Objectives Explicit Present the objectives listed below. Then have pairs of students get together and explain the objectives in their own words. 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 Reading COOPERATIVE WORK To 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. ON ONE S OWN Preview the following questions. Then have students search for their answers while reading. 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 Assessment To 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. Chapter 16 Strategies for E.L.: Section 16.2 Chapter 16: The Civil War Begins ( ) Lesson Plans 359

16 section 16.2 STRATEGIES FOR INCLUSION Life in the Army Before Reading 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 Soldiers Rifle Minié ball Ironclads Poor hygiene Germs Typhoid Malaria Leave family Brother against brother Chapter 16 During Reading 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 sometimes had no uniforms or clothes at all. Ask the class what conclusions they can draw about army life. After Reading 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 probably felt angry and sick. Soldiers had poor hygiene and Must have been difficult to keep the armies going. many became sick. Conclusion Being a soldier in the Civil War was not as glorious as most soldiers had thought it would be. 360 Strategies for Inclusion: Section 16.2 Lesson Plans Chapter 16: The Civil War Begins ( )

17 section 16.3 CORE LESSON PLAN No End in Sight TENNESSEE CURRICULUM STANDARDS Performance Indicators State 8.3.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 Teacher 8.1.tpi.10., 8.5.tpi.4., 8.5.tpi.17., 8.5.tpi.27., 8.5.tpi.31. Learning Expectations 3.01, 3.02, 5.18, 5.20 Process Standards P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37 Blueprint BP 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 PE = Pupil s Edition TE = Teacher s Edition URB = Unit 6 Resource Book UTB = Unit 6 Transparency Book BPTK = Best Practices Toolkit Interact with History DTPT = Daily Test Practice Transparencies 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) o Note Taking for Interactive Reading, PE/TE p. 522 o Spider Map, BPTK TT35 o Differentiated Vocabulary, TE p. 522; BPTK TT9 TT16 Section Objectives 1. Describe Union victories in the West 2. Summarize Southern success in the East 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: o 3-Minute Warm-Up, TE p. 523; UTB TT6 o One American s Story, PE/TE p. 523 o Roleplay Your Answer: Small Group Activity Union Victories in the West, TE p. 523 o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards Chapter 16 Core Lesson Plan: Section 16.3 Chapter 16: The Civil War Begins ( ) Lesson Plans 361

18 Section 16.3: 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 Complete the Definitions, TE p. 522 o Section 3: No End in Sight, PE/TE pp o Create an Ad for the Union Army, TE p. 524 o Pronounce and Preview, TE p. 522 o Write a Newspaper Article, TE p. 524 o Reading Study Guide, URB pp o Map and Analyze Battle Sites, TE p. 526 o Vocabulary: Idioms, TE p. 525 o Analyze Mortality Statistics, TE p. 525 o Time Line of Southern Successes, TE p. 526 o RSG w/ Support, URB pp o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp o RSG Spanish, URB pp o RSG w/ Support, Spanish, URB pp o eedition w/ audio & Spanish Chapter 16 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 o Analyzing a Photograph, TE p. 529 o Connect to the Essential Question, PE/TE p Core Lesson Plan: Section 16.3 Lesson Plans Chapter 16: The Civil War Begins ( )

19 Section 16.3: CORE LESSON PLAN, continued 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology o Cause-and-Effect Chapter Summary, UTB TT9 o Essential Question Graphic, UTB TT10 o After-Reading Activities: BPTK TT48 61; ClassZone.com o Animated History & Geography, Power Presentations; ClassZone.com o Research & Writing Center, Activity Center, and Map ClassZone.com o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material Interdisciplinary and Tiered Activities 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 EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment o Section Assessment, PE/TE p. 529 o Section Quiz, URB p. 105 o Interactive Review, PE/TE p. 531; ClassZone.com o Chapter Assessment, PE/TE pp o Chapter Test (Levels A, B, C), URB pp 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 Reteaching o Reteaching Activity, URB p. 108 Test Practice & Review o Daily Test Practice 16.3, DTPT TT54 o Test Practice and Review Workbook pp Chapter 16 Core Lesson Plan: Section 16.3 Chapter 16: The Civil War Begins ( ) Lesson Plans 363

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21 section 16.3 STRATEGIES FOR ENGLISH LEARNERS No End in Sight 1 Activate Prior Knowledge Have 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 Language CONNECT VISUALLY Have students study the map on PE p 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. 3 Make Objectives Explicit Present the objectives listed below. Then have pairs of students get together and explain the objectives in their own words. 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 Reading To 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. ON ONE S OWN Preview the following questions. Then have students search for their answers while reading. 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 Assessment To 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 Chapter 16 Strategies for E.L.: Section 16.3 Chapter 16: The Civil War Begins ( ) Lesson Plans 365

22 section 16.3 STRATEGIES FOR INCLUSION No End in Sight Chapter 16 Before Reading 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. During Reading 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 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? After Reading ASSESSING COMPREHENSION Use a Finding Evidence activity from the Best Practices Toolkit to help students develop and evaluate opinions. Show students the transparency 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 gained Lincoln 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 dramatically affected the first two years of the Civil War. 366 Strategies for Inclusion: Section 16.3 Lesson Plans Chapter 16: The Civil War Begins ( )

23 section 17.1 CORE LESSON PLAN The Emancipation Proclamation TENNESSEE CURRICULUM STANDARDS Performance Indicators State 8.4.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 Teacher 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.29., 8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.3. Learning Expectations 1.03, 4.04, 5.18, 5.19 Process Standards P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37 Blueprint BP 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 Chapter 17 PE = Pupil s Edition TE = Teacher s Edition URB = Unit 6 Resource Book UTB = Unit 6 Transparency Book BPTK = Best Practices Toolkit Interact with History DTPT = Daily Test Practice Transparencies 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) CHAPTER OPENER: o Connect Geography & History, PE/TE pp ; ClassZone.com o American History Video Series, DVD; and on Power Presentations DVD-ROM o Time Line Discussion, TE p. 534 o Read for the Essential Question, TE p. 536 o Interactive Reading/Vocabulary, PE/TE p. 536; BPTK TT9 TT16, TT25 Section Objectives 1. Analyze how the Emancipation Proclamation affected the war effort 2. Identify contributions African-American soldiers made to the Union cause 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: o 3-Minute Warm-Up, TE p. 537; UTB TT11 o One American s Story, PE/TE, p.537 o Reader, Recorder, Reporter: Small Group Activity A War of Liberation, TE p. 537 o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards Core Lesson Plan: Section 17.1 Chapter 17: The Tide of War Turns ( ) Lesson Plans 367

24 Section 17.1: CORE LESSON PLAN, continued 3. EXPLAIN Instruct TIME: min. (10 30 min.) Chapter 17 Struggling Readers & Inclusion o Terms in Context, TE p. 536 o RSG w/ Support, URB pp o Background, URB p. 154 On-level o Section 1: The Emancipation Proclamation, PE/TE pp o Reading Study Guide, URB pp Gifted and Talented & Pre-AP o Understand the Emancipation Proclamantion, TE p. 538 o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp English Learners o Pronounce and Preview, TE p. 536 o Language: Conversational Patterns, TE p. 538 o RSG Spanish, URB pp o RSG w/ Support, Spanish, URB pp o Background & Vocabulary, URB pp o eedition w/ audio & Spanish 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 ; Reactions to the Emancipation Proclamation, TE p. 540; African- American Soldiers, TE p. 540; Primary and Secondary Sources, URB pp o Analyzing Political Cartoons, PE/TE p. 539; Skillbuilder Practice, URB p. 155 o Connecting History, PE/TE p Core Lesson Plan: Section 17.1 Lesson Plans Chapter 17: The Tide of War Turns ( )

25 Section 17.1: CORE LESSON PLAN, continued 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology o After-Reading Activities: BPTK TT48 61; ClassZone.com o Animated History & Geography, Power Presentations; ClassZone.com o Research & Writing Center, Activity Center, and Map ClassZone.com o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material Interdisciplinary and Tiered Activities 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 Chapter EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment o Section Assessment, PE/TE p. 541; Interactive ClassZone.com o Section Quiz, URB p. 171 o McDougal Littell Assessment System: Test Generator CD-ROM: Section Quiz Reteaching o Reteaching Activity, URB p. 175 Test Practice & Review o Daily Test Practice 17.1, DTPT TT55 o Test Practice and Review Workbook, pp Core Lesson Plan: Section 17.1 Chapter 17: The Tide of War Turns ( ) Lesson Plans 369

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27 section 17.1 STRATEGIES FOR ENGLISH LEARNERS The Emancipation Proclamation 1 Activate Prior Knowledge Have 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 Language CONNECT VISUALLY Have students use Interpreting Visual Sources to describe what they see in the poster on PE p 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 Explicit Have 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 Reading COOPERATIVE WORK To help students understand how people responded to the Emancipation Proclamation, 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. ON ONE S OWN Preview the following questions. Then have students search for their answers while reading. 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 Assessment To 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. Chapter 17 Strategies for E.L.: Section 17.1 Chapter 17: The Tide of War Turns ( ) Lesson Plans 371

28 section 17.1 STRATEGIES FOR INCLUSION The Emancipation Proclamation Chapter 17 Before Reading 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. 372 Strategies for Inclusion: Section 17.1 Lesson Plans Chapter 17: The Tide of War Turns ( )

29 section 17.2 CORE LESSON PLAN War Affects Society TENNESSEE CURRICULUM STANDARDS Performance Indicators State 8.2.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 Teacher 8.1.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 Expectations 1.03, 2.01, 2.04, 4.04, 5.18, 5.19, 6.01, 6.02 Process Standards P1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P32, P33, P36, P37 Blueprint BP 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 Chapter 17 PE = Pupil s Edition TE = Teacher s Edition URB = Unit 6 Resource Book UTB = Unit 6 Transparency Book BPTK = Best Practices Toolkit Interact with History DTPT = Daily Test Practice Transparencies 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) o Note Taking For Interactive Reading, PE/TE p. 542 o Main Idea and Details, BPTK TT34 o Differentiated Vocabulary, PE/TE p. 542; BPTK TT9 TT16 Section Objectives 1. Describe the disagreements that emerged inside the Union and the Confederacy 2. Identify economic and social changes caused by the Civil War 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) Section Opener o 3-Minute Warm-Up, TE p. 543; UTB TT11 o One American s Story, PE/TE p. 543 o Think, Pair, Share: Pair Activity A Divisive Time, TE p. 543 o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards Core Lesson Plan: Section 17.2 Chapter 17: The Tide of War Turns ( ) Lesson Plans 373

30 Section 17.2: CORE LESSON PLAN, continued 3. EXPLAIN Instruct TIME: min. (10 30 min.) Chapter 17 Struggling Readers & Inclusion o Create Visual or Oral Clues, TE p. 542 o RSG w/ Support, URB pp o Background, URB p. 154 On-level o Section 2: War Affects Society, PE/TE pp o Reading Study Guide, URB pp Gifted and Talented & Pre-AP o Persuasive Speech: Conscription, TE p. 544 o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp English Learners o Pronounce and Preview, TE p. 542 o Key Academic Vocabulary, TE p. 544 o RSG Spanish, URB pp o RSG w/ Support, Spanish, URB pp o Background & Vocabulary, URB pp o eedition w/ audio & Spanish 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 ; Women Soldiers, TE p. 546 o Comparing Northern and Southern Inflation, PE/TE p. 545; Economics in History URB p. 156 o Connecting History, PE/TE p. 546 o Make It Fun: Teacher-Tested Activities, TE p Core Lesson Plan Section 17.2 Lesson Plans Chapter 17: The Tide of War Turns ( )

31 Section 17.2: CORE LESSON PLAN, continued 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology o After-Reading Activities: BPTK TT48 61; ClassZone.com o Animated History & Geography, Power Presentations; ClassZone.com o Research & Writing Center, Activity Center, and Map ClassZone.com o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material Interdisciplinary and Tiered Activities 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 Chapter EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment o Section Assessment, PE/TE p. 547; Interactive ClassZone.com o Section Quiz, URB p. 172 o McDougal Littell Assessment System: Test Generator CD-ROM: Section Quiz Reteaching o Reteaching Activity, URB p. 176 Test Practice & Review o Daily Test Practice 17.2, DTPT TT56 o Test Practice and Review Workbook pp Core Lesson Plan: Section 17.2 Chapter 17: The Tide of War Turns ( ) Lesson Plans 375

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33 section 17.2 STRATEGIES FOR ENGLISH LEARNERS War Affects Society 1 Activate Prior Knowledge Have 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 Language CONNECT VISUALLY Have students study the graphic on PE p 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. 3 Make Objectives Explicit Have student pairs get together and explain the objectives below in their own words. 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 Reading COOPERATIVE 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. ON ONE S OWN Preview the following questions. Then have students search for their answers while reading. 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 Assessment To 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 Chapter 17 Strategies for E.L.: Section 17.2 Chapter 17: The Tide of War Turns ( ) Lesson Plans 377

34 section 17.2 STRATEGIES FOR INCLUSION War Affects Society Chapter 17 Before Reading 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 L Clara Barton burden Copperhead conscription greenback hardship income tax inflation losses M N O P Q R S T U V W X Y Z poverty riot shortage During Reading 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? After Reading 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 example 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 378 Strategies for Inclusion: Section 17.2 Lesson Plans Chapter 17: The Tide of War Turns ( )