5th-grade research quest · 2020-03-17 · read “what was america’s deadliest war?” (pg. 4)...

5th-GradeResearch Quest

Name: ____________________________

Class: _____________________________

COREARC

3

KnowWhat do you already know about the Civil War?

Want To KnowWhat do you want to know about the Civil War?

What questions do you have?

Introduction/Pre-Reading

Lesson 1: Civil War 101

Goal

By the end of this unit, you will be on the path to becoming an expert on the Civil War: the causes and outcomes, major battles and personalities, and its legacy today.

What do you already know about the Civil War?What do you want to learn?Write your thoughts on the chart below.

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Use what you’ve read to answer the following questions:

Comprehension• What is the author saying in these two pages? How do you know?• What do you think about what the author is saying? Why?

Key Social Studies Concepts/Vocabulary• Define “Union” and “Confederate”. What evidence in the text supports your definitions? • What does the word “secession” mean? What in the text makes you think that?• Add these three words to your glossary. You will keep adding words to your glossary each day.

Thinking Like a Historian• Go back to your Know/Want to Know Chart. What can you add?• What’s the most interesting fact you learned today? Add it to your WOW! Chart on page 7.

After Reading

Reading: What Was America’s Deadliest War?

Read “When did slavery begin in America?,” “What was the cotton gin and why was it important?,” and “Why did the South rebel?” on pages 7–8 of What Was America’s Deadliest War?

Writing: Share what you’re learning by responding to the prompt.

• How did slavery cause the Civil War?

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You can use word parts to help figure out the meaning of new words. Look at the term below. How do the word parts help you understand its meaning?

In the chart below, make a list of other words you know that have that word part. What do they mean? How does the word part help you understand their meaning?

Roots as Clues

dis agree ment+ + disagreement=to satisfy resultnot, opposite of

Term: disagreement

(prefix) (root) (suffix)

Other words with:

Dis- agree -ment

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manufacturer=person that(suffix)

Roots as Clues

manu factura er+ +to workhand

Term: manufacturer

(root) (root)

Other words with:

manu- factura

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Civil War WOW! Chart

Use this space to write down anything you discover that’s really interesting or cool.You can add to this page whenever you come across anything exciting or surprising as you read.

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Civil War WOW! Chart

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Civil War Era Glossary

Term Definition

Union

Confederate

secession

As you read, use this space to write down new words that help you study the Civil War Era.You can add to this page whenever you come across a new word.

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Term Definition

Civil War Era Glossary

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Lesson 2: Geography

Goal

By the end of this lesson, you will be able to...• Identify major geographical regions of the United States. • Explain how geography influenced the Civil War.

In our last lesson, you learned that the United States split in two over the issue of slavery. What do you already know about the geography of Northern and Southern states?

Reading to answer Focus Question #1

Read “What was America’s deadliest war?” (pg. 4) and “A nation divided: 1861–1865” (pg. 5) in What Was America’s Deadliest War? to investigate Focus Question #1.

Focus Question #1: How did geography shape the Civil War?

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Comprehension• Use this section to complete the graphic organizer on the following page. • Explain the sentence, “Many Southerners believed they needed slavery to keep their way of life.”• How were Northern and Southern states different?

Key Social Studies Concepts/Vocabulary• This section describes two very different economies in the Northern and Southern states. How did geography

contribute to these differences? Use evidence from both the text and the map to support your answer.

• Add the following words to your glossary, using the text to help you figure out a good definition:• port cities• plantation

Thinking Like a Historian• How does what you read compare to what you already knew/thought about the Civil War? • What do you wonder about this? What questions does it raise for you?• Speculate: Based on what you’ve read, why do you think slave states like Missouri, Kentucky, West Virginia, Maryland,

and Delaware chose not to secede? What makes you think that?

After Reading

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Research: Complete this organizer to collect what you’re learning about FQ#1.

Union Confederate

Feature Why was this feature important? Feature Why was this feature important?

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Lesson 3: Major Events

By the end of this lesson, you will be able to...• Begin to answer the question, What were the most important events of the Civil War?• Draw a timeline of events.

In the last lesson, you learned about the ways geography shaped the Civil War. For the next few lessons, you will be collecting important dates to add to a timeline. Before you read today, make a mini timeline. Add anything you think you might already know about the Civil War Era. Some things to think about: When did slavery begin in the United States? How did the war start and end? What happened afterwards? (This timeline is just to get you thinking. Don’t worry about what is accurate or not. You will create an accurate timeline as you read during this unit.)

Read “Who fired the first shots of the Civil War?” (pg. 11), “What was the first major battle of the war?” (pg. 14), and “Where were the deadliest battles fought?” (pg. 18) in What Was America’s Deadliest War? to investigate Focus Question #2.


Goal


Focus Question #2: What are the most important events of the Civil War Era?

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Comprehension• Use this section to start the graphic organizer and timeline on the following pages. • Why does the author call the Battle of Bull Run the “first real battle” of the war?

Key Social Studies Concepts/Vocabulary• What was the “bitter lesson” learned at the Battle of Bull Run?

• Add the following words to your glossary, using the text to help you figure out a good definition:• casualties • ironclad

Thinking Like a Historian• How does what you read compare to what you already knew/thought about the Civil War?• What do you wonder about this? What questions does it raise for you?

After Reading

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Research: Complete this organizer to collect what you’re learning about FQ#2.

Event Date(s) Why was this event important to the Civil War Era?

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Research: Add more events as you continue to research the Civil War.

Event Date(s) Why was this event important to the Civil War Era?

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Timeline: Add events to your timeline as you continue to research the Civil War Era.

1800 1900

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Read “The Real Resistance” on pages 22–23 to investigate Focus Question #3.

Lesson 4: Enslavement and Resistance

By the end of this lesson, you will be able to...• Describe the history of enslavement in the United States. • Explain how enslaved people led the resistance to enslavement.

In the last lesson, you learned about some major battles from the Civil War. What are all the different ways you can resist something? What do you know about how enslaved people resisted enslavement?


Goal


Focus Question #3: What is the history of enslavement and resistance in the United States?

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from Charleston, South Carolina, with weapons and banners chanting “lukango,” the word for “liberty” in their native language Kikongo.3 They did not succeed in winning their freedom. Slave rebellions happened frequently—there are as many 313 recorded slave rebellions in the U.S.4 Rebellion usually meant death or at least torture, but thousands fought for their freedom anyway.

During the Civil War, enslaved people saw the opportunity to fight back another way: by joining the Union Army. The Civil War began when Southern states, afraid that the U.S. Government would force an end to slavery, tried to leave the United States to make their own country. The U.S. Army went to war to stop them. Enslaved people showed up at U.S. Army camps by the hundreds, ready to help. At first the U.S. Army said no. President Abraham Lincoln wanted to focus on bringing the Southern states back into the United States. He thought that allowing Black people to fight, especially people who had escaped slavery, would make that impossible. Black activists kept pushing until, in 1863, they convinced Lincoln that he needed Black soldiers to win the war. He issued the Emancipation Proclamation, declaring all enslaved people in the rebelling Southern states free.

3. http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/did-african-american-slaves-rebel/ 4. http://www.pbs.org/wnet/african-americans-many-rivers-to-cross/history/did-african-american-slaves-rebel/ 5. https://www.archives.gov/education/lessons/blacks-civil-war

Thousands of enslaved people escaped to join the U.S. Army. Nearly 200,000 Black Americans, both free and formerly enslaved, fought for the U.S. Army as soldiers, scouts, spies, and nurses.5 Black soldiers didn’t just add manpower—they forced the U.S. Government to make abolition the goal of the war.

Throughout the history of slavery, enslaved people resisted in every way they could. When we consider who fought and defeated slavery in the United States, we should not only look at famous men like Lincoln or Brown. We should look at the enslaved individuals themselves, who fought, struggled, and died for their right to life, liberty, and the pursuit of happiness.Black Soldiers in the Union Army.

While no rebellion in the United States actually succeeded inside the U.S., the enslaved people’s rebellion in Haiti did. In 1804, enslaved people rose up, drove out the slave owners, and made their own country.

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Lesson 3: The Real Resistance

For 250 years, millions of people were trapped in slavery in the United States. And for every year of those 250, people fought against it...all the way to the Civil War of 1861-1865, which ended slavery for good. Too often, when history books teach about the fight to end slavery, they focus on famous leaders like Abraham Lincoln, white abolitionists like John Brown, or on the events of the Civil War. But the people who deserve the most credit for fighting slavery were the enslaved people themselves.

One way enslaved people resisted slavery was by suing for their own freedom in court. In 1781, a woman who called herself Elizabeth Freeman went to a lawyer in Sheffield, Massachusetts. She had heard her “master” and his guests talk often of the Declaration of Independence. She had

heard the talk of “all men are created equal,” and knew that that should include her.1 The lawyer took her case and they went to court. Freeman won her court case. After Freeman, many enslaved people in Massachusetts sued for their freedom and won. Because of their efforts, the state of Massachusetts eventually made slavery illegal.2

Not all enslaved people were able to fight back within the system of the law—after all, while Massachusetts and a few other states outlawed slavery, it was still legal in most states across the U.S. Many enslaved people fought back in other ways, including armed rebellions. One of the earliest examples of this in America is the Stono Rebellion in 1739. An enslaved man named Jemmy started a rebellion that grew to over 100 people. Jemmy and his followers marched

1. https://www.biography.com/people/mum-bett-7324 2. https://www.mass.gov/guides/massachusetts-constitution-and-the-abolition-of-slavery

The Real Resistance Photo credit the Library of Congress

The Underground Railroad from Slavery to FreedomBy Wilbur Henry Siebert

Mum Bett, aka Elizabeth FreemanPainted by Susan Ridley Sedgwick

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Comprehension• Add new events to your timeline. • What are three ways in which enslaved people resisted enslavement?• Why did Abraham Lincoln not want Black people to fight in the Union army? What changed his mind?• How did Black soldiers affect the outcomes of the Civil War?

Key Social Studies Concepts/VocabularyAdd the following words to your glossary, using the text to help you figure out a good definition:

• Emancipation Proclamation• abolition

Thinking Like a Historian• How does what you read compare to what you already knew/thought about the Civil War? • What do you wonder about this? What questions does it raise for you?• Thinking about the examples in this article, can there be a difference between legal and morally right? What makes you

think that?

After Reading

Writing: Share what you’re learning about FQ#3 by responding to one of these prompts.

• What do history books get most wrong about the history of enslavement and resistance in the United States?• The most effective way to resist slavery was...

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Lesson 3: The Real Resistance

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assachusetts and a few other states outlaw

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merica is the Stono

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an named

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1. https://ww

w.biography.com/people/m

um-bett-7324

2. https://ww

w.mass.gov/guides/m

assachusetts-constitution-and-the-abolition-of-slavery

The R

eal Resistance

Photo credit the Library of Congress

The U

nderground Railroad from

Slavery to FreedomBy W

ilbur Henry Siebert

Mum

Bett, aka Elizabeth Freeman

Painted by Susan Ridley Sedgwick

23

from C

harleston, South Carolina, w

ith weapons

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“liberty” in their native language Kikongo. 3 They

did not succeed in winning their freedom

. Slave rebellions happened frequently—

there are as m

any 313 recorded slave rebellions in the U.S. 4 Rebellion usually m

eant death or at least torture, but thousands fought for their freedom

anyway.

During the C

ivil War, enslaved people saw

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ay: by joining the U

nion Arm

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ar began when

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nited States to make their ow

n country. The U.S. A

rmy w

ent to war to stop them

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ed up at U.S. Arm

y camps by the hundreds,

ready to help. At first the U.S. Arm

y said no. President Abraham

Lincoln wanted to focus on

bringing the Southern states back into the United

States. He thought that allow

ing Black people to fight, especially people w

ho had escaped slavery, w

ould make that im

possible. Black activists kept pushing until, in 1863, they convinced Lincoln that he needed Black soldiers to w

in the war. H

e issued the Em

ancipation Proclamation, declaring

all enslaved people in the rebelling Southern states free.

3. http://ww

w.pbs.org/wnet/african-am

ericans-many-rivers-to-cross/history/did-african-am

erican-slaves-rebel/ 4. http://w

ww.pbs.org/w

net/african-americans-m

any-rivers-to-cross/history/did-african-american-slaves-rebel/

5. https://ww

w.archives.gov/education/lessons/blacks-civil-war

Thousands of enslaved people escaped to join the U.S. A

rmy. N

early 200,000 Black A

mericans, both free and form

erly enslaved, fought for the U.S. A

rmy as soldiers, scouts,

spies, and nurses. 5 Black soldiers didn’t just add m

anpower—

they forced the U.S. Governm

ent to m

ake abolition the goal of the war.

Throughout the history of slavery, enslaved people resisted in every w

ay they could. When

we consider w

ho fought and defeated slavery in the U

nited States, we should not only look at

famous m

en like Lincoln or Brown. W

e should look at the enslaved individuals them

selves, w

ho fought, struggled, and died for their right to life, liberty, and the pursuit of happiness.

Black Soldiers in the Union A

rmy.

While no rebellion in the U

nited States actually succeeded inside the U.S.,

the enslaved people’s rebellion in Haiti did. In 1804, enslaved people rose

up, drove out the slave owners, and m

ade their own country.

24

emancipation=action(suffix)

Roots as Clues

em manu capere+ +handout

Term: Emancipation

(prefix) (root)

Other words with:

em- manu capere -ation

ation+to take(root)

25

proclamation=action(suffix)

Roots as Clues

pro clamare ation+ +to cry outforward

Term: proclamation

(prefix) (root)

Other words with:

pro- clamare -ation

26

Lesson 5: Soldiers

By the end of this lesson, you will be able to...• Identify different groups of soldiers who fought in the Civil War. • Explain how different groups of soldiers faced different challenges during the war.

In the last lesson, you learned about the contributions of Black soldiers to the Civil War. What else do you know about who fought on either side, in either army?

Read “Did brother fight against brother?” (pg. 11), “Did young boys fight in the war?” (pg. 20), and “Did Black soldiers fight in the war?” (pg. 24) from What Was America’s Deadliest War? to investigate Focus Question #4.


Goal


Focus Question #4: Who fought in the Civil War?

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Comprehension• Add new events to your timeline.• How did the Civil War affect families? • How were young boys able to join the army? • Why were the 54th Massachusetts Infantrymen “famous for their bravery”?

Key Social Studies Concepts/Vocabulary• What challenges did all soldiers face in the Civil War? What challenges were unique to different groups of soldiers?

• Add the following words to your glossary, using the text to help you figure out a good definition:• enlistment• regiment

Thinking Like a Historian• How does what you read compare to what you already knew/thought about the Civil War? • What do you wonder about this? What questions does it raise for you?• Who is the “main character” of this section? Are they the best person to tell this story? Why or why not?

After Reading

Writing: Share what you’re learning about FQ#4 by responding to this prompt.

• Was the Second Battle of Fort Wagner a success or defeat for the 54th Massachusetts Infantry? Why?

5th-grade research quest · 2020-03-17 · read “what was america’s deadliest war?” (pg. 4)...

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