Primary Source Readers Expanding & Preserving the … · Primary Source Readers Expanding & Preserving the Union Samples from Primary Source Readers: Expanding & Preserving the Union

Primary Source Readers

Expanding &Preserving the Union

Samples from Primary Source Readers:Expanding & Preserving the Union

• Table of Contents and Introduction from Teacher’s Guide

• Correlation to NCSS Process Standards

• Sample lesson plan with student reproducibles and quiz

• Table of Contents and one page from each of 16 readers

IntroductionHow to Use This Product . . . . . . . . . . . . . . . . 4

Teaching Reading in the Content Areas . . . . . 9

Nonfiction Literacy Skill Descriptions . . . . . 12

Correlation to NCSS Process Standards . . . . 16

Reader Summaries . . . . . . . . . . . . . . . . . . . . 17

Using the Readers

Unit 1: Expanding the Nation andLewis & Clark Readers . . . . . . . . . . . . . . . 21–44

Unit Overview . . . . . . . . . . . . . . . . . . . 22Differentiation Strategies . . . . . . . . . . . 23

Expanding the Nation ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . . 24Student Reproducibles . . . . . . . . . . . . . 28Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Answer Key . . . . . . . . . . . . . . . . . . . . . 33

Lewis & Clark ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . . 34Student Reproducibles . . . . . . . . . . . . . 38Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Answer Key . . . . . . . . . . . . . . . . . . . . . 43

Unit 2: The War of 1812 and James Madison Readers . . . . . . . . . . . . . . 45–68


The War of 1812 ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . . 48Student Reproducibles . . . . . . . . . . . . . 52Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Answer Key . . . . . . . . . . . . . . . . . . . . . 57

James Madison ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . . 58Student Reproducibles . . . . . . . . . . . . . 62Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Answer Key . . . . . . . . . . . . . . . . . . . . . 67

Unit 3: Pioneer Trails and Laura Ingalls Wilder Readers . . . . . . . . . . 69–92


Pioneer Trails ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . . 72Student Reproducibles . . . . . . . . . . . . . 76Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Answer Key . . . . . . . . . . . . . . . . . . . . . 81

Laura Ingalls Wilder ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . . 82Student Reproducibles . . . . . . . . . . . . . 86Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Answer Key . . . . . . . . . . . . . . . . . . . . . 91

Unit 4: Slavery in America and Harriet Tubman Readers . . . . . . . . . . . . 93–116


Slavery in America ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . . 96Student Reproducibles . . . . . . . . . . . . 100Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 104Answer Key . . . . . . . . . . . . . . . . . . . . 105

Harriet Tubman ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 106Student Reproducibles . . . . . . . . . . . . 110Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 114Answer Key . . . . . . . . . . . . . . . . . . . . 115

Unit 5: American Indians in the 1800sand Sitting Bull Readers. . . . . . . . . . . . 117–140

Unit Overview . . . . . . . . . . . . . . . . . . 118Differentiation Strategies . . . . . . . . . . 119

American Indians in the 1800s ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 120Student Reproducibles . . . . . . . . . . . . 124Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 128Answer Key . . . . . . . . . . . . . . . . . . . . 129

#8723 Expanding & Preserving the Union 2 ©Teacher Created Materials, Inc.

Table of Contents

©Teacher Created Materials, Inc. 3 #8723 Expanding & Preserving the Union

Using the Readers (cont.)

Unit 5: American Indians in the 1800sand Sitting Bull Readers (cont.)

Sitting Bull ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 130Student Reproducibles . . . . . . . . . . . . 134Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 138Answer Key . . . . . . . . . . . . . . . . . . . . 139

Unit 6: Civil War Is Coming andAbraham Lincoln Readers . . . . . . . . . . 141–164


Civil War Is Coming ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 144Student Reproducibles . . . . . . . . . . . . 148Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 152Answer Key . . . . . . . . . . . . . . . . . . . . 153

Abraham Lincoln ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 154Student Reproducibles . . . . . . . . . . . . 158Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 162Answer Key . . . . . . . . . . . . . . . . . . . . 163

Unit 7: Civil War Leaders and Ulysses S. Grant Readers . . . . . . . . . . . 165–188


Civil War Leaders ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 168Student Reproducibles . . . . . . . . . . . . 172Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 176Answer Key . . . . . . . . . . . . . . . . . . . . 177

Ulysses S. Grant ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 178Student Reproducibles . . . . . . . . . . . . 182Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 186Answer Key . . . . . . . . . . . . . . . . . . . . 187

Unit 8: Battles of the Civil War andRobert E. Lee Readers . . . . . . . . . . . . . 189–211


Battles of the Civil War ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 192Student Reproducibles . . . . . . . . . . . . 196Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 200Answer Key . . . . . . . . . . . . . . . . . . . . 201

Robert E. Lee ReaderLesson Plans. . . . . . . . . . . . . . . . . . . . 202Student Reproducibles . . . . . . . . . . . . 206Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 210Answer Key . . . . . . . . . . . . . . . . . . . . 211

AppendixUnit Document-Based Assessment . . . . . . 212

Multiple Choice Questions . . . . . . . . . 212Constructed-Response Questions . . . . 216Document-Based Question Task . . . . . 223Answer Key . . . . . . . . . . . . . . . . . . . . 224

Culminating Activity . . . . . . . . . . . . . . . . 226

Cross-reference to TCM Products . . . . . . 237

Contents of Teacher Resource CD . . . . . . 240

Table of Contents (cont.)


Introduction

How to Use This Product (cont.)

Timeline for the Unit• This chart provides information to help you organize

your scheduling of the unit. It estimates how long eachpart of each lesson plan will take to complete with yourclass.

Unit Learning Objectives• Listed here are the social studies, reading, and writing

objectives for the lesson plans. The reading and writingobjectives are similar for each book in the pair. Thesocial studies objectives differ depending on the contentof each specific book.

Introductory Activity• Each set of lessons has an introductory activity for

the students. This activity introduces the readingand/or writing skills for the unit of study. This activityis completed as a whole class.

Using the Primary Source Transparencies• Each lesson has a primary source overhead

transparency. These transparencies can be used insmall group lessons or for whole-class activities. Theprimary sources on the transparencies support thesocial studies content of the readers.

Learning Objectives• Listed here are the social studies, reading, and writing

objectives for the lesson. All the activities relate back tothese objectives.

Before Reading• This section begins the actual lesson plan for working

with the students as they read the readers. This is thefirst page of the lesson plan. In total, there are threesections: Before Reading, During Reading, and AfterReading. Many of the activities and questions can beused in any order that you would like. You don’t need tofollow the step-by-step directions to be successful withthese activities.


Introduction


Historical Background Information• Each overhead transparency lesson has a brief

paragraph that gives some background informationon the subject. You should use this information toextend your group discussion of the primary source.

Teaching Suggestions• The teaching suggestions provide one way of

studying the primary source with the students. Thereare two student reproducibles related to eachoverhead primary source. After a group discussionand/or activity, students will be asked to complete theactivity sheets. Much of their analysis of the primarysource takes place while they are working on theactivity sheets.

Primary Sources• Each student reproducible page has primary sources

about the topic of the reader. These photographs,maps, charts, quotations, or letters are reproduced forthe students to study.

Questions• Students use a basic knowledge of the time period, the

information they gained from reading the book, and theinformation provided in the primary source to answerquestions about the topic. Suggested answers areprovided for each student reproducible page.

Multiple-Choice Questions• For each reader, a quiz is provided. These quizzes

will help you evaluate student learning. They alsoserve as study guides for the end-of-unitassessment. Each quiz has five multiple-choicequestions based on the content of the reader.

Short-Answer Question

• Also included in each quiz is one short-answerquestion. This question is meant to be answered in aparagraph or two by the students. Suggestedanswers are provided for the multiple choice and theshort-answer questions.

Introduction


Assessment SuggestionsAt the end of each lesson, there is a short quiz provided for you. These quizzes will help studentsreview the contents of each book. Each book has a quiz with five multiple-choice questions and oneessay-style question. These short assessments may be used as open book evaluations or as reviewquizzes where students study the content prior to taking the quiz.

The format for the multiple-choice questions includes a variety of questions. The items are designed togive students a variety of question styles (e.g., open-ended, true/false, fill-in-the-blank, what-happened-next) to read and analyze. To help students improve their essay-writing skills, it is suggested that youhave students rewrite an essay that does not meet your standards.

When the quizzes have been graded, it is suggested that students keep them to review prior to taking thefinal unit exam (pages 212–223). The final test also has multiple-choice questions. Some of the itemsare identical to the quizzes and others are reworded. The final section of the unit test is a document-based question essay.

Reading Levels of the ReadersBelow is a chart that lists each of the readers and its reading level. Since this program is not meant tobe a guided reading program, these reading levels are meant to help guide you as you assign yourstudents to these books. The text of every reader is provided in paragraph form as a Microsoft Word fileon the CD-ROM. These files can be used for fluency practice.

Reader Title Reading Level

Expanding the Nation 5.9

Lewis & Clark 4.5

The War of 1812 5.5

James Madison 4.7

Pioneer Trails 5.4

Laura Ingalls Wilder 4.6

Slavery in America 5.2

Harriet Tubman 4.4

American Indians in the 1800s 5.3

Sitting Bull 4.8

Civil War Is Coming 5.6

Abraham Lincoln 4.9

Civil War Leaders 5.9

Ulysses S. Grant 4.9

Battles of the Civil War 5.8

Robert E. Lee 4.9



Slavery in America Reader

Before Reading1. Complete the Introductory Activity (page 94) with the whole class. Then, divide

your students into ability-based reading groups. The students who read this bookshould be reading on or above the fifth-grade reading level. For additionalresources to teach this lesson’s objectives, see the appendix on pages 237–239.

2. Begin the Writing Activity by writing the word debate on the board. Explain that adebate presents two opposing sides on the same issue. The issue must bepresented with facts or a persuasive opinion and an action you want your audienceto take. Write the words North and South on the board. Distribute the Slavery inAmerica readers. Have the students look through the readers noticing the chaptertitles, bolded words, captions, and images. Discuss what words might beappropriate for someone debating from the North against slavery and what wordswould be appropriate for someone debating from the South for slavery. Make a listof North and South words on the board.

3. This Social Studies Activity involves the students in creating lists of people whomight be against slavery in the 1800s (for example, those from the northern states,African Americans, ministers, or religious people). Lists should also be created ofthose who might be for slavery (southern farmers and plantation owners, businesspeople, or slave traders). Discuss possible reasons for these people’s differentreactions and opinions.

✓ Students will analyze slavery to identify reasons individualsmight respond to it in different ways. (Social StudiesContent Objective)

✓ Students will identify the main idea and supporting detailsof a paragraph. (Nonfiction Reading Objective)

✓ Students will plan, organize and write key points for adebate. (Persuasive Writing Objective)

• Slavery in America readers• Copies of student reproducibles (pages 100–104)• The First Reading of the Emancipation Proclamation primary source overhead

transparency

Learning Objectives

Resources


Slavery in America Reader (cont.)

Before Reading (cont.)

4. Divide the students into groups for this Reading Activity. One group will identifyproblems with slavery (cruel to humans, child slaves, families separated, etc.).Have this group come up with three supporting details for their suggestedproblems. The other group must identify benefits of slavery (free labor, lower costs,greater exports, etc.). Have these students come up with three supporting detailsfor the benefits they identified.

During Reading5. Read a few pages from the reader for the students. Model reading, remembering,

and retelling. This technique allows students to remember what they have readand state main ideas in their own words. After the students listen to you read, askthem what they remember about what you just read. Ask, “What was the topic?”What was (were) the point(s) the author made about the topic?” Instill in studentsthat the point the author makes is the main idea. Finally, ask them how they knowthat this is the point the author is trying to make. Encourage them to rememberimportant facts that support the main idea. You may write these questions on theboard to help them practice this technique.

6. Allow students to read the book with a partner. On one page, a student reads,remembers, and retells. On the next page, the partner reads, remembers, andretells. You should circulate and join groups to model reading, remembering, andretelling. If you prefer, you can use the PowerPoint slide show of the reader(filename: slavery.ppt) as an electronic big book to read the book as a group.

7. Discuss the following questions for the Social Studies Activity.• Who were some people against slavery? • Who were some people for slavery? • List three reasons from the readers that a person would be against slavery.• List three reasons from the readers that a person would be for slavery.

8. Assign the document-based assessment Slaves for Sale (page 100) as a groupactivity with two or three in a group. Allow students to spend a few minutes lookingat the poster for hidden and obvious details. Then, have the groups answer thequestions. Discuss the answers within their groups, and then discuss the answersas a whole group. Suggested answers are found on page 105.


Slavery in America Reader (cont.)

After Reading11. Writing Activity—Refer back to the North and South word lists that were made in

the Before Reading activity. The students will plan, organize, and write speechesfor debates. They must choose main ideas on which to focus and write supportingdetails that would persuade their audience to believe as they do and suggestcourses of action. If time permits, allow students to present their debates to thegroup. Hold a vote to see who convinced the most listeners to a particular point of view.

12. Ask the following questions as a Social Studies Activity: How did most blacks inthe North feel about slavery? How did most blacks in the South feel aboutslavery? Would those in the North be receptive to slaves escaping to the North?Why or why not?

13. Have students choose favorite two-page spreads from Slavery in America for thisReading Activity. They should practice reading it to themselves and then tobuddies. They must be ready to retell their particular page to the group topersuade them that that is the best part of the book. Allow students to vote ontheir favorite parts of the book based on the retellings. After each retelling, readthe appropriate pages together to check for accuracy of facts.

14. A short posttest, Slavery in America Quiz (page 104), is provided for your use ifyou want to assess student learning from the reader. A Unit Document-BasedAssessment exam is also provided on pages 212–223 to help you further evaluatestudent learning.

15. Finally, pull the students back into a whole group to have them complete theConcluding Activity on page 95.

During Reading (cont.)

9. Reading Activity—Ask students to choose five vocabulary words (bolded words)from the reader. The students will write each word in a sentence on separatepieces of paper. The sentences will become main idea sentences. Then, based onfacts from the reader, the students should go back and write two or threesentences with supporting details to go with each of their main idea sentences.Encourage them to write the information in their own words instead of copying fromthe readers.

10. For homework, have the students complete the United States/Divided States (page101) document-based assessment. Ask the students to answer the questions atthe bottom of the page. The next day, discuss the answers as a group. Possibleanswers are found on page 105.


Using the Readers Student Reproducibles

Name ________________________________________________

Slaves for SaleDirections: Read the information on this poster for the sale of slaves andanswer the questions below.

1. What problems could be caused forslave families as a result of theirsale? ____________________________

____________________________

____________________________

2. Is the order important in which theslaves for sale are listed? Why?____________________________

____________________________

____________________________

____________________________

3. Why would the description of aslave be important when selling aslave?____________________________

____________________________

____________________________

____________________________

4. A plantation owner needs many slaves to work his fields and to do chores.What could be the reason a farmer would be selling so many slaves at onetime?_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________



Name ________________________________________________

United States/Divided States

Directions: Use this map to answer the following questions.

1. Name a state that did not support slavery and is east of the MississippiRiver.

_____________________________________________________________

2. Name at least two slave states.

_____________________________________________________________

3. Why was the country divided geographically? In other words, why were theslave states in the South and the free states in the North?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Courtesy of Images of American Political History



Name ________________________________________________

Slavery in America QuizDirections: Circle the best answer for the multiple-choice questions. Write yourresponse to the short-answer question on the back of this page or on anothersheet of paper.

1. How were indentured servants different from slaves?a. They were released after four to seven years.b. They were paid money to work.c. They did not have to work as hard as slaves.d. They were always male.

2. What types of jobs did slaves do?a. farming and mining c. cleaning and washing clothesb. caring for children d. all of the above

3. An abolitionist was a person who __________.a. owned many slaves c. wanted to end slaveryb. took care of a plantation d. took Africans captive

4. What began the Civil War?a. Southern states wanted to leave the Union.b. Britain began attacking American ships.c. Slaves were caught in the Underground Railroad.d. Northern states wanted a new president.

5. Where did the Underground Railroad travel?a. from the South to the North c. west to Californiab. from Canada to Mexico d. across the Oregon Trail

Short-Answer Question

6. Make a T-chart of things slaves had to do and what they were not allowed to do.

2

Table of ContentsSlavery in the New World . . . . . . . . . . . . . . . . . . . . . . . . .3

Slavery: Nothing New . . . . . . . . . . . . . . . . . . . . . . . . . .4–5

From Africa to the Plantation . . . . . . . . . . . . . . . . . . . .6–7

Slavery Grows in the South . . . . . . . . . . . . . . . . . . . . . .8–9

How Slaves Lived . . . . . . . . . . . . . . . . . . . . . . . . . . .10–11

Born into Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . .12–13

Who Were the Abolitionists? . . . . . . . . . . . . . . . . . .14–15

The Underground Railroad . . . . . . . . . . . . . . . . . . . .16–17

No Place in Society . . . . . . . . . . . . . . . . . . . . . . . . . .18–19

The Struggle to Free the Slaves . . . . . . . . . . . . . . . . .20–21

Proclaiming Freedom . . . . . . . . . . . . . . . . . . . . . . . . .22–23

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Slavery in the New World Europeans first sent slaves to the Americas in the 1500s.

The slaves did not have a fresh start like others that came

to the new land. Instead, they began hard lives of servitude

(SUHR-vuh-tood). By 1860, there were four million slaves

in the United States. Most were destined to harsh lives with

no rights and no choices.

3

Slaves in the United States were finally freed in 1863.

8911 Slavery book 3/17/05 2:56 PM Page 2

Primary Source Readers Expanding & Preserving the … · Primary Source Readers Expanding & Preserving the Union Samples from Primary Source Readers: Expanding & Preserving the Union

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