What is a DBQ/TDQ? - Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:Regular practice with complex text and vocabulary.Reading, writing, and speaking grounded in evidence from texts. Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. “The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.02262505KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)00KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Common Core State Standards: Focus on VocabularyEffective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction. Teaching Vocabulary for Mastery… Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.Provide a student-friendly definition of the word.Suggest synonyms or antonyms for the word.Put the new word into a context or connect it to a known concept, morpheme, or root.Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall.Use the new words in context of the lesson.Ask questions that contain the new word; so, students must process its meaning in multiple ways.Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.Expect pairs of students to construct semantic word maps for new vocabulary.Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.? DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.?? Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills. Grade 5th Pacing GuideTime1st QuarterTime3rd QuarterWeeks 1-3U.S. Prior to Civil WarCompare and contrast the differences between the North and South prior to the Civil WarWeeks 1-3World War I and Women’s SuffrageAnalyze the involvement of the US during World War I.Evaluate the role of Tennessee and specific people in women's fight for equal rights.Weeks 4-6U.S. Prior to Civil WarEvaluate the election of 1860 and states decisions to secede from the UnionWeeks 4-6The Roaring Twenties and The Great DepressionSummarize the growth of popular culture and the economy in the 1920s.Analyze the events that caused the Great Depressions and examine how the country recoveredWeeks 7-9The Civil WarUnderstands the causes, courses, and consequences of the Civil War. Weeks 7-9World War IIResearch and analyze the cultural, economic, and political developments that contributed to the causes and courses of WWII. Testing BLITZ (Review)Time2nd QuarterTime4th QuarterWeeks 1-3ReconstructionUnderstand the successes and failures of Reconstruction.Weeks 1-2History and CultureTesting BLITZ (continues)Analyze key events of the Civil Rights MovementSummarize contributions of innovators and musicians of 20th centuryWeeks 4-6Industrial America & Westward ExpansionExplains the various causes and consequences of Second Industrial Revolution and events in TN, and describe the nation’s growing role in world affairs.Weeks 3-6HistoryExamine the history of the United States since the conclusion of WWII.Weeks 7-9Progressive Era & Jim Crow LawsResearch major topics on Westward Expansion, Spanish American War; Progressive Era, Jim Crow Laws Weeks 7-9Culture – Geography – History – EconomicsRecognize Global and Environmental Issues Africa in April and Memphis in May Locate AA and MM country on a map/pare and contrast culture, holidays, and national symbols. TN State StandardsGuiding Questions/VocabularyTier 2 & Tier 3 Instructional Activities & ResourcesCulture, Government, Civics, and HistoryWeeks 1-3Suggested Texts:African Immigration to Colonial America [Abridged] by Ira Berlin (1350L): A Diary from Dixie by Mary Boykin Chestnut n/pLife in the North vs Life in the South (1190L): Tennessee Institution: He That Hath No Sword p. 7-10: Tennessee History for Kids Publication for Fifth GradeFrom Slavery to Freedom (1230L): Wesley Harris: An Account of Escaping Slavery (1020L): Narrative of the Life of Frederick Douglass an American Slave excerpt: Powerful Words 5th Tennessee History for Kids Publication for Fifth GradeUncle Tom’s Cabin excerpt by Harriet Beecher Stowe p.10 Powerful Words 5th Tennessee History for Kids Publication for Fifth GradeThe Impact of Uncle Tom’s Cabin (1060L): “Aint I A Woman?” by Sojourner Truth p.7: Powerful Words 5th Tennessee History for Kids Publication for Fifth Grade5.1 Compare and contrast the myth of the Antebellum South to the realities of the region including the harshness of slavery, increased immigration to urban areas, and growth of railroads. (C, G, P)5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population. (C, E)5.3 Use primary sources to analyze multiple samples of abolition leaders’ writings and their stance on slavery, including: (C, P) ? Sojourner Truth ? Frederick Douglass ? the Grimke sisters ? William Lloyd Garrison 5.4 Draw on information from multiple print or digital resources explaining the events that made slavery a national issue during the mid-19th century, including: ? Missouri Compromise? Uncle Tom’s Cabin? Compromise of 1850 ? Brook’s attack on Sumner ? Kansas-Nebraska Act ? John Brown’s Raid ? Dred Scott case5.1 How would you explain the myth versus the reality of the Antebellum South prior to the Civil War?I can explain the differences of ordinary Americans living in the north and south prior to the Civil War.I can explain the difference between the realities of life in the south and the myth of the Antebellum South and support my explanation with evidence from informational text.I can describe the life of African Americans in both the North and South prior to the Civil War.I can compare and contrast the myth of the Antebellum South to the realities of the region including the harshness of slavery, increased immigration to urban areas, and growth of railroads. 5.2 How did the differing economics, transportation, and population of the North and South impact the nation?I can identify the sectional differences between the North and the South in economics, transportation, and population.I can understand the relationships supported by the chart information.I can use information in the chart to compare the attributes of the regions (North vs South).I can explain the impact of economics, transportation, and population on the culture of the regions (the North and the South) in the nation.5.3 How did the abolitionists defend their positions on the stance of slavery? (use evidence from an abolitionist’s writing) I can analyze abolitionist leaders’ writing and use it to understand his/her stance on slavery. I can explain how abolitionist convinced others to protest slavery using evidence from informational text.I can explain how events led to the Civil War.5.4 How were the decisions or compromises influential in making the United States either move together as one or lead to secession? I can draw on information from multiple print or digital resources explaining the events that made slavery a national issue during the mid-19th century.Content Vocabulary Tier 3:Antebellum, economics, cash crops, slavery, tariff, immigration, states’ rights, sectionalism, urban, Union, Confederacy, abolitionist, discrimination, slave state, free state, popular sovereignty, fugitive, secede, slavery Academic Vocabulary Tier 2: primary source, secondary source, national5.1, 5.2 Teachers will use the following links and multiple text resources to develop students’ understanding of the northern and southern perspectives prior to the Civil War. sst/ , 5.2 The teacher will divide the students into groups and chunk one of suggested text for them to find the main idea of the assigned section. The students will take the information from the chunking activities to create a two paragraph letter to someone else to describe what life is like in that area of the United States (either the north or the south), including descriptions of the life of African Americans and academic vocabulary. Literacy RI.5.2, RI.5.9, W.5.3 sst/ , 5.2 Students will integrate information from multiple print to create a variety of presentations showing the differences between the North and the South prior to the Civil War. . Literacy RI.5.7, RI.5.9, W.5.25.1, 5.2 Students will use information from the research to debate the strengths and weaknesses of the Union and Confederacy. Literacy RI.5.3, RI.5.85.1, 5.2 Students will create a timeline of events using graphics and visual representations from one of the links provided or researched including headings that establish main ideas of the events or key details. Literacy RI.5.7, RI.5.9, W.5.25.1, 5.2 Students will create a brochure for the North using blue paper and the South using grey paper. Include each region’s: economics, largest area populations, transportation systems, and maps of states in the regions. , 5.2 Students will discuss the relationship between population densities of slaves vs. free people to understand decisions made by states about secession. , 5.2 Students will use maps to compare density of slave/free populations in Northern and Southern states The teacher will play audio, read, or distribute excerpts from primary texts of abolitionist leaders using the links below.The Underground Railroad: Escape from Slavery Truth Douglass Grimke sisters Lloyd Garrison The students will compare and contrast the images and languages used in text. They will use evidence from the stimuli to support their responses. Literacy W.5.1, RI.5.85.3 Students will decide which text/author provided the strongest argument for abolition? Journeys Writing Handbook Lesson 7, p26-27 W.5.15.3 The students will construct interview questions for one or more authors and role play for the class. Journeys Writing Handbook pages 96-97 Literacy W.5.75.3 The students will create a foldable to show differences of each text and the implications that could lead to the Civil War.5.3 The students will research and create a timeline that enables one to travel on the Underground Railroad: Literacy RI.5.7, W .5.75.1, 5.2, 5.3 The students will respond to the following prompt. The students should use text readings from abolitionists, lessons or notes from laws, and learned information to cite as supporting evidence in their essay. In 1850, most Northerners would never have dreamed they would be fighting a war against the South. Compare and contrast the public opinion of Northern citizens in 1850 and in 1860 include the events that led up to their change in thinking. Cite evidence from text and/or images to support your reasoning. Literacy-RI. 5.9, W.5.25.4 Teams of students will develop presentations on: the Missouri Compromise, Uncle Tom’s Cabin, Compromise of 1850, Brook’s attack on Sumner, the Kansas-Nebraska Act, John Brown’s Raid, and the Dred Scott case. Presentations should include: visual components and a written piece that includes academic vocabulary when addressing the event’s contribution to slavery becoming a national issue. Literacy RI.5.7 Slave Rebellions: The students will summarize key details during a gallery walk created by the teacher to draw on information in multiple print and digital resources to explain how slavery became a national issue that lead to the civil war, including academic vocabulary. Literacy RI.5.7 that led to the Civil War will read text and complete the Missouri Compromise Activity: Tom’s Cabin: , , of 1850: , , ’s Attack on Sumner: , , Kansas-Nebraska Act: , Brown’s Raid: , Scott case: , Activities: 12 years a Slave Teacher’s Guide: students will read the NY Times paired text: 12 years a Slave: Text to Text: Sales: Primary Documents and Supporting Texts to Read: Students will read various excerpts and provide explanatory writings to demonstrate their understanding of the text. Writings Review:Ain’t I a Woman, Sojourner Truth excerpts from Uncle Tom’s Cabin, Harriet Beecher Stoweexcerpts from Narrative of the Life of Frederick Douglass, Frederick Douglass; excerpts from the writings of the Grimke sisters; excerpts from the Writings of William Lloyd GarrisonLiteracy-RI. 5.9, W.5.25.1-5.4 Writing Prompt: Based on the excerpts you have just read, explain which abolitionist best supported his/her stance on slavery. Cite evidence from the text to support your answer. Literacy- RI.5.8, W.5.15.1-5.4 Compare and contrast the North and the South during the antebellum period. Write an explanation of how their social, economic, and political differences led to the Civil War. Cite evidence from the stimuli to support your response. Literacy-RI. 5.9, W.5.2Each student will choose one of the 4 rebellions they just learned about in order to write a newspaper article. The teacher will explain how newspaper articles focus on who, what, when, where, why, and how of a story. Use the “why” (purpose) of each event to develop the central idea of escaping and/or ending slavery. Hold a class discussion on each point of view. Cite evidence from the text or image(s) to support your response.Writing to Respond: Choose to be a present day journalist or a 19th century journalist. Construct an article from the point of view of a Northern abolitionist paper or Southern proslavery paper. Use strong sensory details and precise words to convey the point of view of your chosen newspaper. Literacy RI.5.6, W.5.1lGovernment, Civics, and History Weeks 4-6Suggested Texts:United States Presidential Election of 1860 (1890L): Most Consequential Elections in History: Abraham Lincoln and the Election of 1860 U.S. News & World Reports (960L): react to Abraham Lincoln’s 1860 presidential win: . History Pre-Columbia to the New Millennium- From Uneasy Peace to Bitter Conflict (1130L): of Uncle Tom’s Cabin, Slavery, and the Civil War (1290L): Civil War: Causes of the Civil War (1080L): and Weaknesses U.S. History Pre-Columbia to the New Millennium (1080L): Civil War Timeline for kids(820L): Civil War: Women (1060L): War Facts (1140L): education/history/faq/?referrer= War for Kids (n/p): Most Consequential Elections in History: Abraham Lincoln's Victory in 1864 Led to the End of the Civil War (950L): Evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country. (H, P, TN) 5.6 Explain with supporting details why Tennessee was divided on the issue of secession and the events that led it to eventually leave the Union to include: state convention vote of 1861, the Free and Independent State of Scott, Hurst Nation, East Tennessee mostly pro-Union and divided families. (H, P, TN)5.7 Determine the meaning of the terms of this period with a visual representation, including: (G, C) ? Union and Confederate States ? Yankees and Rebels ? Blue and Gray ? Johnny Reb and Billy Yank5.8 Analyze the geographic, social, political, and economic strengths and weakness of the North and South. (E, G, H, P)5.9 Identify the Border States and the efforts of both sides to secure them to their cause. (G.H) 5.10 Create a visual display to explain the Union’s Anaconda Plan for defeating the Confederacy and how the geography of the South formed the Eastern, Western, and Trans-Mississippi theaters of war. (G, H, P) 5.5 How would you explain the campaign of 1860? I can evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country.I can explain the significance of the electoral split during the election of 1860.5.6 What differences existed between East and West Tennessee that led to the eventual separation from the Union?I can explain with supporting details why Tennessee was divided on the issue of secession and the events that led it to eventually leave the Union to include: state convention vote of 1861, the Free and Independent State of Scott, Hurst Nation, East Tennessee mostly pro-Union and divided families.I can explain how the secession led to the Civil War.5.7 What are different ways that the North and South identified themselves during the Civil War? I can determine the meaning of the terms of this period with a visual representation, including: (G, C) ? Union and Confederate States ? Yankees and Rebels ? Blue and Gray ? Johnny Reb and Billy Yank5.8 How were the geographical, social, political, and economic advantages and disadvantages for the North and South prior to the Civil War?I can analyze the geographic, social, political, and economic strengths and weakness of the North and South.I can explain the impact of the relationship between the strengths/weaknesses and secession that led to the beginning of the Civil War.5.9 What strategies might you have used to secure the Border States for your cause?I can identify the Border States and the efforts of both sides to secure them to their cause.I can explain why southerners disagreed with federal government and the northern states.I can explain why events caused the North and South to divide.I can explain how an event led to the Civil War5.10 How did the Union’s Anaconda Plan defeat the Confederacy?How was the geography of the war an advantage for the South? I can create a geographically accurate visual display to explain the Union’s Anaconda Plan for defeating the Confederacy and how the geography of the South formed the Eastern, Western, and Trans-Mississippi theaters of war.Content Vocabulary Tier 3:electoral votes, secede, candidate, economics,campaign, secession, Confederacy, Civil War border state, UnionAcademic Vocabulary Tier 2:Election, defeat, concur, secure5.5 The students will use event/United-States-presidential-election-of-1860 to create a three-tab book (foldable) for each of the candidates of the election of 1860 including the party that was represented. The students will design a campaign poster for the candidates of the Election in 1860. Students will include each party and key elements that emphasize the countries’ divisive issues at the time. , Election of 1860_GP 1860 Election.pdf5.5 The students will write a persuasive essay to campaign for each candidate. The students essay should focus on facts that support their opinions. Journeys Writer’s Handbook pages 40-44, TE p298-3015.5 The students will create a two-tab foldable that explains the debate between the two candidates in the election. The students will compare and contrast the reactions of the nation. They will write a paragraph to convey the differing points of view about President Abraham Lincoln’s win.The students will examine political cartoons for the details that convey the era and reason that the image was used. Literacy L.5.6Election of 1860: 5.6 The students will create a four door book to show the reasons that Tennessee was divided on secession. Literacy.RI.5.35.6 The students will create a brochure that describes the events that led to Tennessee eventually leaving the Union, including information regarding the split between East and West Tennessee. 5.7 The students will Color-code a map of the Union and Confederate states. Union = blue, Confederate = grey. Territories = greenRead text about Union and Confederate soldier uniforms. Create a comparison chart to show the differences and classify each nickname for the soldiers. Discuss the similarities and differences of the uniforms. The students will create a postage stamp showing representations of:Yankees and Rebels Blue and Gray Johnny Reb and Billy YankThe teacher will distribute excerpts that include the terms in context and require the students to define the terms using context clues in statements that appear before and after the one that includes the term.The students will practice defining ideas and words using context clues. Literacy.L.5.6 The teacher will provide the students with following information for them to gather information:War uniform comparisons: War in Pictures The student will develop a graphic organizer to analyze the strengths and weaknesses of the North and South. The student will develop a graphic organizer to analyze the strengths and weaknesses of the North and South. The students will use a graphic organizer to display the ways the North and South tried to influence the border states. Include the reasons each state gave for their final decision. Border States: Describe the events that led up to Lincoln’s election. Explain the significance of the border states to Lincoln. Support your answer with evidence from the maps, passage, and comparison chart.Literacy.RI.5.3 The teacher will model the steps to define ideas and unfamiliar words in context and provide excerpts to practice the strategy. 5.10 The students will produce a map that shows the terrain of the Eastern, Western, and Trans-Mississippi South. Overlay the movements in the Union’s Anaconda Plan. Explore how the terrain contributed to the successes/failures of this strategy. Literacy.RI.5.6Union’s Anaconda Plan: Drummer Boys:After students read Drummer Boys Played an important Role in the Civil War and some even Became soldiers by Carolyn Reeder using the link, students will cite evidence in text as they read about the importance of the role of drummer boy during the war. Students will conclude with and explanatory paragraph on the importance of Drummer Boys. Journeys Writer’s Handbook pages 60-64, TE p318-321 Literacy W.5.2, RI.5.8 Government and CivicsWeeks 7-9Suggested Texts:Lincoln’s Gettysburg Address, 1863 (1110L): gtsburgaddress.htmReactions to the Gettysburg Address (1220L) , Civil War, & Reconstruction- The Emancipation Proclamation (820L): War Events/Battles the Home Front How did the assassination of Abraham Lincoln affect the nation? (870L): Explain the significance and outcome of the major battles and identify their location on a map or visual representation, including: (G, H, TN) ? Fort Sumter ? First Battle of Bull Run ? Fort Henry and Donnelson ? Chickamauga ? Gettysburg ? Appomattox Court House? Shiloh? Antietam? Nashville? Franklin? Vicksburg5.12 Draw on informational text to explain the roles of the military and civil leaders during the Civil War, including: (C, H, P)? Abraham Lincoln? Jefferson Davis? Ulysses S. Grant? Robert E. Lee? Frederick Douglas? Clara Barton5.13 Read and write an informative piece summarizing the Gettysburg Address to determine its meaning and significance. (H)5.14 Use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front. (H, C)5.15 Explain the contributions of Tennesseans during the war, including: (H, TN)? Nathan Bedford Forrest? Sam Watkins? Andrew Johnson? Matthew Fontaine Maury? Sam Davis5.16 Evaluate and debate the rationales for the Emancipation Proclamation. (C, P) 5.17 Explain why Lincoln chose Andrew Johnson as his running mate in the election of 1864. (H, P, TN) 5.18 Describe the physical, social, political and economic consequences of the Civil War on the southern United States. (E, G)5.19 Draw on information from multiple print or digital resources to describe the impact of the assassination of Abraham Lincoln on the nation. (H)5.11 What factors impacted the major battles wins/ losses impact the outcome of the war? I can explain the significance and outcome of the major battles of the civil war, including identifying their location on the map. 5.12 How did each of the people listed influence the results of the Civil War? I can draw on informational text to explain the roles of the military and civil leaders during the Civil War.5.13 What significance did the Gettysburg Address have on the Civil War? I can analyze the word choice used in the Gettysburg Address to convey Abraham Lincoln’s message to the audience.I can examine an image to determine its connection to the meaning of the speech.I can connect a text and an image to write an informative piece summarizing the Gettysburg Address to convey its meaning and significance.5.14 How would you explain war on the battlefield or home front during the Civil War? I can use concrete words, phrases, and sensory details to describe the experience of the war on the battlefield and home front.5.15 How did each person listed contribute to the Civil War?I can explain the contributions of Tennesseans during the war.5.16 What is the Emancipation Proclamation? How was it a changing point for southern plantation owners? I can evaluate and debate the rationales for the Emancipation Proclamation.5.17 What reasons did Lincoln have for choosing Andrew Johnson as his running mate for the 1864 election? I can explain why Lincoln chose Andrew Johnson as his running mate in the election of 1864.5.18 What physical, social, political, and economic impact did the Civil War have on southern United States? I can explain why Lincoln chose Andrew Johnson as his running mate in the election of 18645.19 What events occurred on the night of Lincoln’s assassination and how did this assassination affect our nation?I can explain why Lincoln chose Andrew Johnson as his running mate in the election of 1864.Content Vocabulary Tier 3:Causalities, draft, emancipation, civilian, telegraph, desert, battlefield, total war, home front, economics, assassination, running mateAcademic Vocabulary Tier 2: Camp, impact, consequences, debate, contributions, significanceThe students will create a time line of the battles. The teacher will construct a gallery walk of battles. text and answer text dependent questions based on battles of the Civil war.The students will produce a map of the major battles wins and losses – Color-code the Union and Confederate sides with blue and gray. , , students will create an accordion foldable with each battle showing Generals of battles, causes for wins/losses. , The students will use Samuel Morse Code to decode or write messages as used with telegraph. students will write a newspaper article about one battle in a group. Literacy.RI.5.5 5.12 The teacher will distribute multiple pieces of informational text, create activities for website use, and create writing opportunities for the students to develop a deeper understanding of the roles and events pertaining to the Civil War. 5.12 The students will research biographies to complete a Facebook profile page, write a research report on selected individual, or write a headline/hash tag. The students will also create a power point or brochure that highlights the contributions of the military and civil leaders during the Civil War. The products should include images and maps to enhance the meaning of the material. Lincoln Jefferson Davis - return-to-military-%281846–47%29Ulysses S. Grant Robert E. Lee Douglas Clara Barton Journeys Writer’s Handbook p86, 98, TE p344 Literacy.RI.5.9, W.5.75.12 The students will create an accordion foldable with each battle showing leaders of battles, wins and/or loses, causes for the victories or failures, and the significance of the battle.5.13 The students will read the Gettysburg Address. The teacher will use annotated notes to guide students through the first two sentences and a strategy to understand the text. The students will complete a graphic organizer/paragraph in small groups using annotation notes. Teachers and may refer to the links below for planning and background knowledge.Gettysburg Address Lesson Plan Address Close Reading Lesson Plan Address Achieve the Core Close Read Lesson Plan The students will rewrite the Gettysburg Address in their own words addressing an issue today. Reader’s Theater – read script for performance. RI.5.9 5.13 You have just read the Gettysburg Address which was accompanied by an image of Abraham Lincoln delivering this famous speech. Write a summary of the speech to convey its meaning, include the significance of both the speech and image in your writing. Literacy W.5.2 5.14 The students will read letters of correspondence from soldiers during wartime. The students will write a journal entry as if they are a soldier on the battlefield or on the home front. , W.5.1 5.15 The students will research the contributions (who, what, when, where) of Tennesseans during the war. Produce a 5 layer foldable with each person and their contributions. Teachers and students may us the links below as resources. Nathan Bedford Forrest Sam Watkins Andrew Johnson Matthew Fontaine Maury Sam Davis Explore the question: Which Tennessean had the biggest impact on the outcome of the Civil War? How/why?Journeys Writer’s Handbook, 60-64, TE318-321 LiteracyRI.5.9, W.5.55.13-5.15 Students will read excerpts from the following primary source documents and suggested text below and write explanatory paragraphs to demonstrate their understanding of the text. LiteracyRI.5.9, W.5.2Suggest Texts and Primary Source DocumentsThe Gettysburg Address, Abraham Lincoln The Emancipation ProclamationSecond Inaugural Address, Abraham LincolnThe Thirteenth, Fourteenth, and Fifteenth Amendments to the U.S. Constitution; The Retrospective in Co. Aytch, Sam Watkins5.16 The teacher will conduct a fishbowl on the question: Did the Emancipation Proclamation accomplish Lincoln’s goals? Emancipation Proclamation Documents The students will create a graphic organizer showing the attributes of Johnson as Lincoln’s running mate. Documents on Andrew Johnson The students will construct a cause and effect graphic organizer that shows the physical, social, political, and economic impact of the Civil War on the South. Summarize conditions in the South before, name the major impact of changes in these areas, then summarize the conditions of the South at the end of the war to demonstrate an understanding of the before, after, and causes for change. Literacy.RI.5.3 5.19 The students will -Research internet for information about the events surrounding Lincoln’s assassination. Complete a cause and effect chart to understand the impact of Lincoln’s assassination. Write a newspaper article to announce the death of the President.President Lincoln’s Assassination Literacy.RI.5.7Additional Resources Student Resources- Civil War education/students/Socratic Seminars Fishbowl Discussions for KidsTennessee History for Kids Studies Practice Tests History Atlas: Primary documents, Short Passages, Photos, Timelines: Photos, maps, graphs of Congress: Lesson Plans, Photos, Primary Documents Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheets Digital Learning (username: shelby / password: county) Works: Social Studies Reading Passages Book Resources (Must Be Purchased) GUIDE TO WRITING A DBQ Based Questions and Constructed Response Questions Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents): Released Test Questions (All Content Areas): Resource Packs Username: Shelby Password: County History Project: Lesson and Primary Documents Grade Practice Test: Document Based Question, Multiple Choice, Constructed Response Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ): 3rd Grade Resources: 4th Grade Resources: 5th Grade Resources ................
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