Grade 5 Social Studies Unit: 10 Lesson: 01 Suggested Duration: 5 days Grade 05 Social Studies Unit 10 Exemplar Lesson 01: America Rebuilds Grade 05 Social Studies Unit 10 Exemplar Lesson 01: America Rebuilds This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis This lesson helps students understand the effects of the Civil War and Reconstruction. Other issues and events are also included in this lesson relevant to the time period. TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase ) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: 5.4E Identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution. 5.4G Identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups. 5.17 Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to: 5.17D Describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day. Social Studies Skills TEKS 5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. 5.25E Use standard grammar, spelling, sentence structure, and punctuation. GETTING READY FOR INSTRUCTION Performance Indicators Grade 05 Social Studies Unit 10 PI 01 Write a story depicting the results of Reconstruction. Include a description and summary of the 13th, 14th, and 15th Amendments and how each of these amendments changed America. Standard(s): 5.4E , 5.4G , 5.25D , 5.25E ELPS ELPS.c.5F Key Understandings Economic and social structures often change or are effects of political decisions. — What were the effects of the Civil War and Reconstruction? — What were the challenges, opportunities, and contributions of people from various American Indian and immigrant groups? — What is the origin and significance of Memorial Day? Vocabulary of Instruction amendment Reconstruction memorial assimilation Materials Last Updated 05/13/13 Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD page 1 of 17
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Grade 5
Social Studies
Unit: 10
Lesson: 01
Suggested Duration: 5 days
Grade 05 Social Studies Unit 10 Exemplar Lesson 01: America RebuildsGrade 05 Social Studies Unit 10 Exemplar Lesson 01: America Rebuilds
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson helps students understand the effects of the Civil War and Reconstruction. Other issues and events are also included in this lesson
relevant to the time period.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.4 History. The student understands political, economic, and social changes that occurred in the United States during
the 19th century. The student is expected to:
5.4E Identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including
Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution.
5.4G Identify the challenges, opportunities, and contributions of people from various American Indian and immigrant
groups.
5.17 Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent
American beliefs and principles and contribute to our national identity. The student is expected to:
5.17D Describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,
Columbus Day, and Veterans Day.
Social Studies Skills TEKS
5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
5.25E Use standard grammar, spelling, sentence structure, and punctuation.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 10 PI 01
Write a story depicting the results of Reconstruction. Include a description and summary of the 13th, 14th, and 15th Amendments and how each of these amendments
changed America.
Standard(s): 5.4E , 5.4G , 5.25D , 5.25E
ELPS ELPS.c.5F
Key Understandings
Economic and social structures often change or are effects of political decisions.
— What were the effects of the Civil War and Reconstruction?— What were the challenges, opportunities, and contributions of people from various American Indian and immigrant groups?— What is the origin and significance of Memorial Day?
Vocabulary of Instruction
amendment
Reconstruction
memorial
assimilation
Materials
Last Updated 05/13/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 17
Computer lab if available (see alternative in Instructional Note)
markers or pencil colors
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Handout: Lincoln's Second Inaugural Address ( 1 per pair)
Handout: Reconstruction (1 per student group)
Handout: Student Response to Reconstruction (1 per group)
Handout: Reconstruction: Analyzing Images (1 per group)
Handout: Immigrants Have Challenges and Triumphs in America
Handout: American Indians Have Challenges and Triumphs in America
Handout: Chart for Challenges, Opportunities and Contributions (1 per student)
Teacher Resource: Significance of Memorial Day KEY
Resources
History of Memorial Day: http://www.va.gov/opa/speceven/memday/
Advance Preparation
1. Become familiar with content and procedures for the lesson, including the 13th, 14th, and 15th amendments.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information
In 1863, the Emancipation Proclamation freed African Americans in the Confederate States of America, and after the Civil War, the 13th Amendment freed all people who were
enslaved throughout the United States. Even after the Emancipation Proclamation, two more years of war, service by African American troops, and the defeat of the
Confederacy, the nation continued to wrestle with the question of full citizenship for its newly freed population. Reconstruction, implemented by Congress, which lasted from
1866 to 1877, was aimed at reorganizing the Southern states after the Civil War, providing the means for readmitting them into the Union and defining the means by which
whites and African Americans could live together in a non-slave society. Many citizens of the South, however, did not welcome Reconstruction efforts.
With the protection of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and the Civil Rights Act of 1866, African Americans enjoyed a period of time
when they were allowed to vote, participate in the political process, acquire land, and seek their own employment. Opponents of this progress, however, soon rallied against
the former enslaved people's freedom and began to find means for eroding the gains for which many had shed their blood.
Adapted: Library of Congress: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one
approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create
original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “MyContent” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Reconstruction
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
1. Create a metaphor for Reconstruction in the following way:
Using a nice smooth clean piece of paper, in front of students wad the paper up
tightly. Hand it to a student and ask the student to smooth out the paper once
again. No matter how hard the student tries, the paper can never be quite as
smooth as it first was.
Purpose
A metaphor and a speech helps students
understand the effects of war.
TEKS: 5.4E; 5.25D
Grade 5
Social Studies
Unit: 10
Lesson: 01
Suggested Duration: 5 days
Last Updated 05/13/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 17
4. Take a close look at what they are wearing. How might this be symbolic?
5. What are some other symbols found in this image?
Leslie, F. (Artist). (1866). Misses cooke's school room. [Print Drawing]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/7/75/Freedman_Bureau_Richmond_VA.jpg
American Indians Have Challenges and Triumphs in America
American Indians were trying to cope with being removed from native territories and being placed onto reservations in the middle to later 1800s. Laws such as the Indian Removal Act created many challenges for American Indians.
American Indians were displaced with many believing the U.S. government had treated them unfairly. Many tribes wanted to keep long-held traditions by following herds of bison. Very few tribes were accustomed to staying just in one place and farming. It was not a way of life for all tribes, and many tribes were unfamiliar with farming methods.
In the second half of the 1800s, many American Indian children were removed from their home environment and moved to schools where they were required to learn English, wear American clothing, and learn American customs. This effort of the government was called assimilation.
Living at the new schools was a big cultural change for these children. They may have been glad to have a regular meal from the government, but they may have felt uncomfortable in clothing that they were unaccustomed to wearing.
American Indian tribes had a long tradition of sustainable living in North America. Hunting and fishing made them self-sufficient. American Indians took good care of the earth ensuring clean air and water for future generations.
American Indians also produced beautiful arts and crafts. Some made weavings, rugs, blankets, or silver jewelry, or pottery and eventually sold goods to make money for their tribe or for their family. Many were careful to preserve their own way of beliefs, symbols and languages, and to pass them along to their children.
Some American Indian languages have survived, and their languages saved many lives when used as “code” during World War II. Most often the American Indians were not allowed to fight until World War I and II, and then they had to have their own units, separate from other soldiers.
Americans today have learned to appreciate the culture and heritage of the American Indian tribes. It is an important and unique characteristic of the history and culture of the United States.
(2012). Tuberculosis sanitorium, phoenix indian school, phoenix, arizona, c. 1890-1910. (2012). [Print Photo]. Retrieved from http://www.nlm.nih.gov/exhibition/if_you_knew/images/school_small.jpg
Grade 05 Social Studies
Unit: 10 Lesson: 01
Chart for Challenges, Opportunities and Contributions of Immigrants and American Indians