Little Rock School District Social Studies 5th Grade

Revised 2014 LRSD Social Studies Department & Curriculum Committees 1

Social Studies—Civil War (Literacy—Review Skills & Strategies)

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Civil War Essential Question: How did the Civil War change the United States? Guiding Questions:

1. What were the regional differences between the North and South? 2. What happened during the Civil War? Who was involved? Where and

when? 3. What role did Arkansas play in the Civil War?

Weekly Correlated Lesson Plan: Use reading selections and content of lessons to reinforce review literacy skills and strategies. Kay Bland, Butler Center for Arkansas Studies worked with LRSD 5th grade teachers in developing a framework for this unit. It includes activities and links to resources that support the unit. In the unit, you will be examining the social, economic and political aspects of the Civil War both in the United States and Arkansas. Lessons from the Civil War Trust and Arkansas Historic Preservation Program have been used in the unit. Two books will be provided to you. They are Stonewall Hinkleman and the Battle of Bull Run by Michael Hemphill and Sam Riddleburger and Pink and Say by Patricia Polacco. Put the following lesson on your desktop. There are links throughout the lesson on Arkansas and the Civil War that can be used as you progress through the unit. Stonewall Hinkleman and the Battle of Bull Run Lesson Plan For the next two weeks you will be reading aloud Stonewall Hinkleman and the Battle of Bull Run by Michael Hemphill and Sam Riddleburger. You will need to read the book prior to reading to students and carefully consider anything that might be sensitive to your students. Stonewall Hinkleman and the Battle of Bull Run Lesson Plan Social Studies Textbook pp. 476-481 (What caused conflicts between the Northern and the Southern states?)

Social Studies Focus : Literacy Focus: Regional Differences North and South 1820-1860’s. Prelude to War in the United States and Arkansas Political Aspects of War (Major Events and Ideas Leading to War)

Review Skills and Strategies

Writing: Vocabulary : Compare the culture and economies of the Northern and Southern regions of the United States. (Disunion Lesson)

timeline climate region physical map political Map historical map natural resources secede Union

abolitionist cultural diffusion primary source secondary source Little Rock Arsenal Old State House Missouri Compromise Nat Turner’s

Little Rock School District Social Studies 5th Grade

Revised 2014 LRSD Social Studies Department & Curriculum Committees 2

Bull Run Confederacy

Rebellion Kansas Nebraska Act Dred Scott Decision Compromise of 1850 John Brown’s Raid

Days One and Two Stonewall Hinkleman and the Battle or Bull Run Lesson (another book may be used as a class read aloud)

• Begin reading the book aloud to students. • Maps of Bull Run, Virginia (1861)

Pre-1861: Disunion Lesson—Complete Activity One and Two of the Lesson Day Three The Country Goes to War PowerPoint--- The Country Goes to War Lesson Plan

• Timeline Activity • Blank Map of the U.S. in 1860 • Presidential Addresses

Days Four and Five Civil War Sites and Battlefields in Arkansas Lesson (Arkansas Historic Preservation Program) For classes going on the field trip this lesson will provide background information and it is recommended that you do this prior to the fieldtrip. 2-3 Days

• The Arkansas Civil War Sesquicentennial Video • PowerPoint • Teacher Guide to PowerPoint • Anticipation Guide (p.3) • Map Activity (p.3 and p. 19) • Collaborative or Group Work—Historical Site Guided

Reading (p. 3 and pp. 5-18) • Open Response Reading---Have students choose either the

reading on the Old State House or Little Rock Arsenal to complete the following: A National Historic Landmark is a very important place that is significant to the United States history. Why was this site chosen as a National Historic Landmark? Give at least three details from the passage that supports this.

Share information from Encyclopedia Arkansas on Pre-1861 Arkansas from the following link: Prelude to War Refer back to

ASSESSMENT: Choose two major events leading up to the Civil War. Describe the event and how it contributed to the start of the war. Open Response Reading—Day Four and Five Civil War Sites and Battlefields in Arkansas Lesson Illustration of life in the North and South (Pre-1861: Disunion Lesson) Introduce Final Project. Choose one of the following for students to complete for this unit.

1. Design a travel brochure describing points of interest at the MacArthur Museum of Arkansas Military History or the Old State House Museum of Arkansas History or another Civil War–related site in Arkansas.

2. RAFT Writing (Civil War Sites and Battlefields in Arkansas Lesson) Ask students to imagine that they lived in Arkansas during the Civil War. Each student should pick one of the six roles in the lesson p. 20 and write about the topic to the audience in the format that coincides with the role chosen.

Little Rock School District Social Studies 5th Grade

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Comparing Cultures and Economies Chart in Disunion Lesson when discussing. It is recommended that you begin a timeline that will be ongoing throughout the unit. This can be a class timeline and/or individual student timelines. The lesson plan utilizes Stonewall Hinkleman and the Battle of Bull Run, a Dial Book for Young Readers published in 2009. A copy of the book has been sent. The book’s coauthors, Michael Hemphill and Sam Riddleburger, worked together as newspaper writers before deciding to collaborate on a fictional book for young readers—a time-traveling adventure that takes the characters from the present to an early battle of the Civil War. Students will not only study this era of Arkansas and United States history, but they will also review primary source materials, use authoritative online encyclopedia articles, participate in place-based learning activities (field trips), answer questions as directed by teacher, and prepare written assignments as directed by teacher. Utilization of the book is not a requirement for the study of the content related to the Civil War. Students will utilize various sources, including electronic technologies, to gain an understanding of United States and Arkansas history from the American Civil War through the Reconstruction era. Students will also participate in class discussions based on the book and/or information about the time period. They will also conduct research or design a product based on the time period in collaborative groups as designated by the teacher. Note: The lesson is designed to follow the instructional unit(s) based on the westward expansion of the United States and the territorial and early statehood status of Arkansas. Resources: On the Homefront Articles (Civil War Trust Website) Glossary of Civil War Terms (from Civil War Trust) Civil War Maps (from Civil War Trust) Civil War Trust

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Civil War Background Information STANDARDS Social Studies SLE’s: H.6.5.7 Analyze the impact of the American Industrial Revolution: cotton gin (photograph from EOA), reaper steam engine (photograph from EOA) E.7.5.2 Recognize that choices have both present and future consequences E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices E.7.5.5 Identify why federal, state, and local governments have to make choices because of limited resources E.7.5.6 Examine the economic decisions that every society must make. E.7.5.8 Discuss the meaning of tradeoffs E.8.5.2 Discuss the impact additional capital goods have on productivity. H.6.5.2 Read and interpret timelines. H.6.5.21 Identify and locate significant Civil War sites of the Union and Confederacy:

• Washington, Arkansas • Pea Ridge (See also video.) • Prairie Grove • Bull Run/Manassas • Antietam/Sharpsburg • Gettysburg

H.6.5.19 Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln-Douglas debates) H.6.5.20 Discuss the reasons for the secession of southern states from the Union G.1.5.2 Identify and describe the region of the United States in which Arkansas is located. G.1.5.5 Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population G.1.5.7 Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps)

Common Core Standards CC5SL1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Reading: CC5RI1 Quote accurately from a text when explaining what the text says explicitly when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information from the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing: CC5W2 Write informative text to examine a topic and convey ideas and information clearly.

Little Rock School District Social Studies 5th Grade

Revised 2014 LRSD Social Studies Department & Curriculum Committees 5

Social Studies—Civil War (Literacy—Augmented Benchmark)

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Civil War Essential Question: How did the Civil War change the United States? Guiding Questions:

A. What were the regional differences between the North and South? B. What happened during the Civil War? Who was involved? Where and

when? C. What role did Arkansas play in the Civil War? D. What were the effects of the Civil War on different groups of people?

Weekly Correlated Lesson Plan: Augmented Benchmark Exam If you are one of the schools that will be participating in the Civil War field trip in April, it is recommended that you complete these lessons prior to the field trip. The activities at the Old State House relate to life on the Home Front and the activities at the MacArthur Military Museum relate to Life at War. Days One and Two The Home Front PowerPoint The Home Front Lesson

• Analyzing a Primary Source Letter • Children’s Voices from the Civil War----My Life in the Civil

War Writing Activity • Civil War Letters (This will let you read through letters that

were written by real people who lived during the Civil War) http://www.civilwarletters.com/letters_toc.html

Additional Resource: Hallowed Ground: Preserving Arkansas’s Civil War Battlefields

• pp. 12-17 Letters and Memoirs Arkansas • p. 18 Civil War Character Cards

Days Three and Four Life at War Lesson (Activity 4 will be done later in the unit)

• Anticipatory Questions • Life at War PowerPoint/Life at War Worksheet • Where the Battles Happened • Analyzing a Primary Source Letter/Samuel Cabble’s and

Social Studies Focus : Literacy Focus: War on the Home Front Day to Day Life of Civil War Soldier Social Aspects of Civil War

Augmented Benchmark

Writing: Vocabulary : You are a child your age during the American Civil War. Write about your life. How old are you? Where do your live? What do you have to do around the house, farm, or factory? How do you feel about the war? Additional Resource: Hallowed Ground: Preserving Arkansas’s Civil War Battlefields

• pp. 12-17 Letters and Memoirs Arkansas

timeline climate region physical map political Map historical map special purpose map ethnic natural resources secede Union

opportunity cost scarcity abolitionist cultural diffusion primary source secondary Confederate Natural Resources

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John Sweet’s Letters Home The above lessons and PowerPoint’s are from Civil War Trust www.Civilwar.org/curriculum. Additional Resource: Hallowed Ground: Preserving Arkansas’s Civil War Battlefields

• What Did Civil War Soldiers Eat? P.19 • Disease and Medical Car p. 20 • Recruitment Poster pp. 21-22 • Did You Live or Die? p. 23

Day 5 (Arkansans in the Civil War) Brothers in Arms: The Spence Family and the Civil War—Video Civil War in Arkansas (Arkansas History Hub) ***Preview prior to viewing with students. Stories and Letters of the Civil War (Arkansas) Continue reading Stonewall Hinkleman and the Battle or Bull Run

• Military Issues: Stonewall Hinkleman is the main character in the book. He and his parents attend reenactments of Civil War battles. For what Civil War military officer was Stonewall named?

This book takes the reader back to the real Battle of Bull Run and not the reenactment. At the beginning of Chapter Five, Stonewall Hinkleman states, “Knowing about the Civil War is not enough. I need to know how to ACT in it.” The teacher may direct students to use the Arkansas Civil War Timeline or the Arkansas Civil War Events Map from the Encyclopedia of Arkansas to research information about an event in Arkansas during the Civil War. This research could be used in a student writing project about how the students would have had to ACT as part of the military at the actual Civil War event in Arkansas.

• Social Issues: Another character in the book is Nathan Bedford Dupree, who also goes back to the real Battle of Bull Run. He has a daughter, Ashby, who accidently goes back as well. Her job at the reenactment is the same one she has to do at the real battle.

ASSESSMENT: Analyzing a primary source letter. (Activity taken from The Home Front Lesson and Life at War Lesson) Optional Writing Assignment: (You may substitute this for the one above) Pretend you are living in Arkansas during the Civil War. If you are in the military, write a personal letter back home to tell your family members what is happening as you prepare to participate in an event. If you are a family member living and working at home, write a letter to your family member who is in the military and tell him what you are doing at home during this time in Arkansas history. Continue Work on Final Project. Choose one of the following for students to complete for this unit.

1. Design a travel brochure describing points of interest at the MacArthur Museum of Arkansas Military History or the Old State House Museum of Arkansas History or another Civil War–related site in Arkansas.

2. RAFT Writing (Civil War Sites and Battlefields in Arkansas Lesson) Ask students to imagine that they lived in Arkansas during the Civil War. Each student should pick one of the six roles in the lesson p. 20 and write about the topic to the audience in the format that coincides with the role chosen.

Little Rock School District Social Studies 5th Grade

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What job does Ashby do—a job that many young women living near a Civil War battle site would have had to do? From what Civil War general does Ashby get her name?

Mrs. Henry is an elderly woman whose home is on the hill where the Battle of Bull Run takes place. Individuals who were not part of the military were affected in many ways by the American Civil War. The teacher may direct the students to use the same entries from question two and extend the writing prompt by researching the entries on the local places where the Civil War events took place in Arkansas to find information about the social aspects of those locations during the Civil War.

Resources: Arkansas Historic Preservation Program Lesson Plan Civil War Arkansas Historic Preservation Program PowerPoint Civil War Arkansas Historic Preservation Program PowerPoint Civil War Teacher Notes

STANDARDS Social Studies SLE’s: H.6.5.6 Identify important people and events during Arkansas’s Territorial period (e.g., Robert Crittenden, James Miller, relocation of government) H.6.5.7 Analyze the impact of the American Industrial Revolution: cotton gin (photograph from EOA), reaper steam engine (photograph from EOA) E.7.5.2 Recognize that choices have both present and future consequences E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices E.7.5.4 Discuss the meaning of opportunity costs E.7.5.5 Identify why federal, state, and local governments have to make choices because of limited resources E.7.5.6 Examine the economic decisions that every society must make. E.7.5.8 Discuss the meaning of tradeoffs E.8.5.2 Discuss the impact additional capital goods have on productivity. H.6.5.2 Read and interpret timelines. H.6.5.20 Discuss the reasons for the succession of southern states from the union.

H.6.5.21 Identify and locate significant Civil War sites of the Union and Confederacy:

• Washington, Arkansas • Pea Ridge (See also video.) • Prairie Grove • Bull Run/Manassas

Little Rock School District Social Studies 5th Grade

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• Antietam/Sharpsburg • Gettysburg

H.6.5.32 Identify the role of the following Arkansans in the Civil War: Isaac Murphy, David O. Dodd, Albert Pike, Earl Van Dorn H.6.5.1 Discuss the purpose of political cartoons H.6.5.19 Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln-Douglas debates) H.6.5.20 Discuss the reasons for the secession of southern states from the Union

G.1.5.2 Identify and describe the region of the United States in which Arkansas is located G.1.5.5 Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population G.1.5.7 Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps) G.3.5.3 Identify various forms of technology and methods of transferring ideas and information C.4.5.3 Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president) C.4.5.4 Identify and describe the roles of the legislative branch (e.g., general assembly/congress, State congress and federal congress, house, senate) C.4.5.7 Identify elected state and federal government officials (e.g., terms and qualifications) C.4.5.8 Discuss the succession of leadership at the state level C.5.5.1 Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution) C.5.5.11Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote) C.5.5.14 Identify the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments C.5.5.15 Identify various organizations from U.S. history through which citizens’ rights were affected (e.g., Women’s Suffrage, NAACP, Chinese Immigration Act, Emancipation Proclamation)

Common Core Standards CC5SL1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Reading: CC5RI1 Quote accurately from a text when explaining what the text says explicitly when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information from the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing: CC5W2 Write informative text to examine a topic and convey ideas and information clearly. CC5W3 Write narratives to develop real or imaged experiences or events using effective technique, descriptive details, and clear event sequences.

Little Rock School District Social Studies 5th Grade

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Social Studies—Civil War Aligned with Journeys Unit 6 Lesson 26

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Civil War Essential Question: How did the Civil War change the United States? Guiding Questions:

A. What were the regional differences between the North and South? B. What happened during the Civil War? Who was involved? Where and

when? C. How did the distribution of resources affect the outcome of the war?

Weekly Correlated Lesson Plan: CLLG MINILESSON—Genre: Informational Text p. 90 Use the charts and graphs in this week’s Social Studies lesson to support. CLLG MINILESSON—Understanding Characters p. 91 Use the characters from the book Stonewall Hinkleman and the Battle of Bull Run and/or other books you are reading on the Civil War to support this lesson. Document Based Question: Civil War Times The Civil War: A War of Resources Lesson http://www.econedlink.org/lessons/index.php?lid=729&type=educator Use charts and graphs in this lesson and DBQ to reinforce CLLG MINILESSON Informational Text.

• Pie Graph Union and Confederate Resources • Railroads 1850 and 1860 • Why Did the North Win the Civil War Background Narrative

Social Studies Focus : Literacy Focus: Impact of Resources on the Civil War Economic Aspects of War

Skill: Text & Graphic Features Writing: Opinion

Writing: Vocabulary : In your opinion, which category of resources (capital, human, or natural resources) made the biggest difference in the outcome of the Civil War. Provide evidence to support your opinion.

climate region physical map political Map historical map special purpose map natural resources push/pull factors secede Union Capital Resources Human Resources

opportunity cost scarcity trade-offs cultural diffusion primary source secondary Natural Resources

Little Rock School District Social Studies 5th Grade

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ASSESSMENT:

Identify three regional differences between the North and South. Provide evidence to support each of the differences. The informational text from the War of Resources Lesson and the Document Based Question sources will provide the support needed to answer this question. Students will need these for reference as they complete this assessment. Continue Work on Final Project. Choose one of the following for students to complete for this unit.

1. Design a travel brochure describing points of interest at the MacArthur Museum of Arkansas Military History or the Old State House Museum of Arkansas History or another Civil War–related site in Arkansas.

2. RAFT Writing (Civil War Sites and Battlefields in Arkansas Lesson) Ask students to imagine that they lived in Arkansas during the Civil War. Each student should pick one of the six roles in the lesson p. 20 and write about the topic to the audience in the format that coincides with the role chosen.

STANDARDS Social Studies SLE’s: H.6.5.7 Analyze the impact of the American Industrial Revolution: cotton gin (photograph from EOA), reaper steam engine (photograph from EOA) E.7.5.2 Recognize that choices have both present and future consequences E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices E.7.5.4 Discuss the meaning of opportunity costs E.7.5.5 Identify why federal, state, and local governments have to make choices because of limited resources E.7.5.6 Examine the economic decisions that every society must make. E.7.5.8 Discuss the meaning of tradeoffs E.8.5.2 Discuss the impact additional capital goods have on productivity. H.6.5.20 Discuss the reasons for the succession of southern states from the union. H.6.5.19 Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln-Douglas debates) H.6.5.20 Discuss the reasons for the secession of southern states from the Union G.1.5.5 Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population G.1.5.7 Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps)

G.3.5.3 Identify various forms of technology and methods of transferring ideas and information C.4.5.3 Identify the roles and responsibilities of the executive branch (e.g., state/governor,

Little Rock School District Social Studies 5th Grade

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federal/president) C.4.5.4 Identify and describe the roles of the legislative branch (e.g., general assembly/congress, State congress and federal congress, house, senate) C.4.5.7 Identify elected state and federal government officials (e.g., terms and qualifications) C.4.5.8 Discuss the succession of leadership at the state level Common Core Standards CC5SL1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Reading: CC5RL2 Determine a theme of a story, drama, or poem from details in a text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC5RI1 Quote accurately from a text when explaining what the text says explicitly when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information from the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing: CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CC5W2 Write informative text to examine a topic and convey ideas and information clearly.

Little Rock School District Social Studies 5th Grade

Revised 2014 LRSD Social Studies Department & Curriculum Committees 12

Social Studies—Civil War Aligned with Journeys Unit 6 Lesson 27

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Civil War Essential Question: How did the Civil War change the United States? Guiding Questions:

A. What happened during the Civil War? Who was involved? Where and when?

B. What roles did Arkansans play in the Civil War?

Weekly Correlated Lesson Plan: CLLG MINILESSON—Theme p. 92 CLLG MINILESSON—Conclusions and Generalizations p. 93 Introduce the following Arkansans in the Civil War. Use Harcourt Social Studies Resource (Arkansas Activity Book p. 82 to introduce).

Notable People in the Civil War in Arkansas PowerPoint Available at http://www.arhistoryhub.com/civil-war-powerpoint/ The links below provide information on each individual. If online access is not available, you will need to make a copy of each page that is linked for students to use. You will need to identify which portion of each article students will need to read. Have student read about at least three and write a short biographical paragraph about each. They should include the following:

One or two sentences about their early life. If they were a supporter of the Union or Confederacy. Why it is important to remember them. (Their role in the Civil War) What their words and/or actions tell us about them. Isaac Murphy David O. Dodd Albert Pike Earl Van Dorn Thomas Hindman James Blunt Harris Flanagin Pick one of the above to model what the biographical information should include.

Social Studies Focus : Literacy Focus: Impact of Civil War Roles of Arkansans in the Civil War

Skill: How Characters’ Words and Actions Teach a Lesson Strategy: Conclusions & Generalizations Genre: Poetry Writing: Opinion

Writing: Vocabulary : If you had to choose one of the Arkansans studied this week, which one would you choose to include in a publication “Arkansans and the Civil War”. Support your chose with evidence.

timeline secede Union

abolitionist primary source secondary

ASSESSMENT: Biographical information on Arkansans in the Civil War.

Continue Work On Final Project. Choose one of the following for students to complete for this unit. 1. Design a travel brochure describing points of interest at the MacArthur Museum of

Arkansas Military History or the Old State House Museum of Arkansas History or another Civil War–related site in Arkansas.

2. RAFT Writing (Civil War Sites and Battlefields in Arkansas Lesson) Ask students to imagine that they lived in Arkansas during the Civil War. Each student should pick one of the six roles in the lesson p. 20 and write about the topic to the audience in the format that coincides with the role chosen.

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STANDARDS Social Studies SLE’s: E.7.5.5 Identify why federal, state, and local governments have to make choices because of limited resources H.6.5.20 Discuss the reasons for the succession of southern states from the union. H.6.5.32 Identify the role of the following Arkansans in the Civil War: Isaac Murphy, David O. Dodd, Albert Pike, Earl Van Dorn G.1.5.2 Identify and describe the region of the United States in which Arkansas is located G.1.5.5 Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population C.4.5.3 Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president) C.4.5.4 Identify and describe the roles of the legislative branch (e.g., general assembly/congress, State congress and federal congress, house, senate) C.4.5.8 Discuss the succession of leadership at the state level C.5.5.11Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote) Common Core Standards CC5SL1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Reading: CC5RL2 Determine a theme of a story, drama, or poem from details in a text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. CC5RL7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.; graphic novel, multimedia presentation of fiction, folktale, myth, poem) CC5RI1 Quote accurately from a text when explaining what the text says explicitly when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information from the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Writing: CC5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC5W9 Draw evidence from literacy or informational texts to support analysis, reflection, & research.

Little Rock School District Social Studies 5th Grade

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Social Studies—Civil War Aligned with Journeys Unit 6 Lesson 28

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Civil War Essential Question: How did the Civil War change the United States? Guiding Questions:

A. What were the regional differences between the North and South? B. What happened during the Civil War? Who was involved? Where and

when? C. What roles did Arkansans play in the Civil War? D. What were the effects of the Civil War on different groups of people? E. How did the distribution of resources affect the outcome of the war?

Weekly Correlated Lesson Plan: CLLG MINILESSON—Summarize p.94 CLLG MINILESSON—Author’s Purpose p.95 Read Pink and Say by Patricia Polacco aloud to the students. Use the book to reinforce and/or teach the literacy skills and strategies that are this week’s focus. After reading the Emancipation Proclamation---Discuss the author’s purpose. Introduce research project----News Release/Civil War Event (Another format for research may be chosen)

1. Provide students with preselected Civil War events studied during this unit. Have them choose one to research. It is recommended that you include some Arkansas events. This can be either a group or individual project.

2. Prepare a news release going to a media outlet that describes any Civil War event selected by the student or directed by the teacher. Use the following guidelines for writing the news release.

• In upper left-hand margin, write For Immediate Release with the date underneath (Month, Day, Year)

• In upper right-hand margin, write Contact: Student Name • In the center of the paper, write a headline for the news

release • First paragraph (called the lead paragraph): Tells who,

what, when, where, and why of the event • Second paragraph: Provides a quote from someone in

the sponsoring organization • Third paragraph: Tells contact information for the

sponsoring organization Social Studies Together, the class will discuss slavery. Explain that Pink expressed that this war was his fight because he was fighting for his freedom.

Social Studies Focus : Literacy Focus: Perspectives of different groups of people during the Civil War Roles of African Americans, American Indians, and Women During Civil War Political Aspects of Civil War

Skill: Summarize Strategy: Author’s Purpose: Using Details Genre: Poetry Writing: Informational Research Paper

Writing: Vocabulary : You will be researching a chosen event from the Civil War that you have learned about over the last few weeks and use your research to complete the following writing assignment: News Release on any event in the Civil War that students have studied during this unit. It is recommended that it be an event that occurred in Arkansas. However, this is not a requirement of the assignment. This will be an ongoing assignment over the next few weeks.

Vocabulary: Marauders Smote Mustered Bluff Wrenched Mahogany Inconsolable Fierce Company Hemp

Muskets Coward Cleaved Buckboard Tote Bull Run Deserter Brow Protest Porridge Traitor

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ASSESSMENT: The class will use the activities below to examine the roles of different people in the Civil War, their perspectives, and the Emancipation Proclamation. Compare and contrast within and between text: Pink and Say, the two main characters, share several similarities as well as several differences. While reading the text, work together with students to complete a graphic organizer that highlights the similarities and differences of the two characters including ethnicity, age, family, life before the war, and attitudes about the war.

• Analyzing Perspectives Pink and Say • Use the links below to share information with students about

how different groups of people were affected by the Civil War.

Native Americans Civil War African Americans Civil War Photos Civil War

• Analyzing Perspectives Southern Plantation Owners and Slaves

Life at War Lesson—Complete Activity 4 “Journey of a Slave Lithograph” Have students work in pairs or small groups. 1862: Antietam and Emancipation Lesson (Taken from the Civil War Trust Curriculum)

• Antietam and Emancipation PowerPoint (Preview PowerPoint prior to using with students and prepare students for any language that could be sensitive or delete those slides when using)

• Battle of Antietam Summary • General Order 143 Excerpt • Emancipation Proclamation Excerpt • Emancipation Proclamation Activity • Emancipation Proclamation Primary Source and Transcript

of Document

Gather information about the Emancipation Proclamation and write a letter to Abraham Lincoln from Say’s point of view after he was released from prison. It should integrate what they learned about the Emancipation Proclamation as well as what they learned about the Civil War and how Say was impacted. Technology Project: After completion of the letters, have students share their letters with another student. Using IPADs if available have them tape each other. The video recorder is a news reporter, while the person begin videotaped is a character from the book. The news reporter will interview the character, asking their stance on the Emancipation Proclamation. Students will respond to the news reporter by reading their letter to Abraham Lincoln and adding any important details. They will take turns in these roles. Continue Work on Final Project. Choose one of the following for students to complete for this unit.

1. Design a travel brochure describing points of interest at the MacArthur Museum of Arkansas Military History or the Old State House Museum of Arkansas History or another Civil War–related site in Arkansas.

2. RAFT Writing (Civil War Sites and Battlefields in Arkansas Lesson) Ask students to imagine that they lived in Arkansas during the Civil War. Each student should pick one of the six roles in the lesson p. 20 and write about the topic to the audience in the format that coincides with the role chosen.

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• Emancipation Proclamation Worksheet—Put into your own work four excerpts from the document.

Explain that President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863. It was nearly the 3rd year of the Civil War when it was issued. The proclamation declared, “that all person held as slaves” within the rebellious states” are and henceforward shall be free.” African American Experience---Civil War Trust Notes:

1. Show students the preliminary Emancipation Proclamation document as well as the handwritten Emancipation Proclamation document, without telling the students what it is.

2. Ask students the following questions: • Who wrote this document? • Are there any sentences or words you can read in this document? • What’s the date on the document? What might that date tell us? • Support students thinking that this primary source is a document of the preliminary

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STANDARDS Social Studies SLE’s: E.7.5.2 Recognize that choices have both present and future consequences choices E.7.5.4 Discuss the meaning of opportunity costs E.7.5.6 Examine the economic decisions that every society must make. E.7.5.8 Discuss the meaning of tradeoffs H.6.5.20 Discuss the reasons for the succession of southern states from the union. H.6.5.21 Identify and locate significant Civil War sites of the Union and Confederacy:

• Washington, Arkansas • Pea Ridge (See also video.) • Prairie Grove • Bull Run/Manassas • Antietam/Sharpsburg • Gettysburg

H.6.5.32 Identify the role of the following Arkansans in the Civil War: Isaac Murphy, David O. Dodd, Albert Pike, Earl Van Dorn H.6.5.19 Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln-Douglas debates) H.6.5.20 Discuss the reasons for the secession of southern states from the Union G.3.5.3 Identify various forms of technology and methods of transferring ideas and information C.4.5.3 Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president) C.4.5.4 Identify and describe the roles of the legislative branch (e.g., general assembly/congress, State congress and federal congress, house, senate) C.4.5.7 Identify elected state and federal government officials (e.g., terms and qualifications) C.4.5.8 Discuss the succession of leadership at the state level C.5.5.1 Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution) C.5.5.15 Identify various organizations from U.S. history through which citizens’ rights were affected (e.g., Women’s Suffrage, NAACP, Chinese Immigration Act, Emancipation Proclamation) Common Core Standards CC5SL1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Reading: CC5RL2 Determine a theme of a story, drama, or poem from details in a text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC5RL7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.; graphic novel, multimedia presentation of fiction, folktale, myth, poem) CC5RI1 Quote accurately from a text when explaining what the text says explicitly when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information from

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the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CC5RI2 Determine two or more main ideas of a text & explain how they supported by key details; summarize the text. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s). Writing: CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC5W9 Draw evidence from literacy or informational texts to support analysis, reflection, & research.

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Social Studies—Civil War Aligned with Journeys Unit 6 Lesson 29

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Civil War Essential Question: How did the Civil War change the United States? Guiding Questions:

A. What were the regional differences between the North and South? B. What happened during the Civil War? Who was involved? Where and

when? C. What roles did Arkansans play in the Civil War? D. What were the effects of the Civil War on different groups of people?

Weekly Correlated Lesson Plan: CLLG MINILESSON—Story Structure p.96 CLLG MINILESSON—Conclusions and Generalizations p.97 Continue using Pink and Say by Patricia Polacco to reinforce and/or teacher this week’s literacy skill and strategies. Continue research on Civil War event. Social Studies: Post-1865: Effects of the War—Civil War Trust Lesson

• Activity 1—What Did Lincoln Want? • Activity 3—Amendments Note Sheet/Reconstruction

Amendments Timeline • Closure—Positive and Negative Outcomes/The Effects of

War Essay • In Your Own Words—What Was Reconstruction?

Notes:

Social Studies Focus : Literacy Focus: 13th/14th/15th Amendments Outcomes of the Civil War

Skill: Story Structure Strategy: Conclusions and Generalizations Genre: Poetry Writing: Informational Research Paper

Writing: Vocabulary : Continue work on the research. timeline

Reconstruction Surrender of Appomattox Confederate Union emancipation proclamation

abolitionist primary source secondary 13th amendment 14th amendment 15th amendment

ASSESSMENT: Activities from Effects of War Lesson Continue research and project.

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STANDARDS Social Studies SLE’s: E.7.5.2 Recognize that choices have both present and future consequences E.7.5.5 Identify why federal, state, and local governments have to make choices because of limited resources E.7.5.6 Examine the economic decisions that every society must make. E.7.5.8 Discuss the meaning of tradeoffs H.6.5.2 Read and interpret timelines. H.6.5.21 Identify and locate significant Civil War sites of the Union and Confederacy:

• Washington, Arkansas • Pea Ridge (See also video.) • Prairie Grove • Bull Run/Manassas • Antietam/Sharpsburg • Gettysburg

H.6.5.20 Discuss the reasons for the secession of southern states from the Union

G.3.5.3 Identify various forms of technology and methods of transferring ideas and information C.4.5.3 Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president) C.4.5.4 Identify and describe the roles of the legislative branch (e.g., general assembly/congress, State congress and federal congress, house, senate) C.4.5.7 Identify elected state and federal government officials (e.g., terms and qualifications) C.4.5.8 Discuss the succession of leadership at the state level C.5.5.1 Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution) C.5.5.11Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote) C.5.5.14 Identify the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments C.5.5.15 Identify various organizations from U.S. history through which citizens’ rights were affected (e.g., Women’s Suffrage, NAACP, Chinese Immigration Act, Emancipation Proclamation) Common Core Standards Reading: CC5RL1 Quote accurately from a text when explaining what the text says explicitly & when drawing inferences from the text. Writing: Week 1 CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC5W9 Draw evidence from literacy or informational texts to support analysis, reflection, & research.

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Social Studies—Civil War Aligned with Journeys Unit 6 Lesson 30

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

Unit: Civil War Essential Question: How did the Civil War change the United States? Guiding Questions:

A. What happened during the Civil War? Who was involved? Where and when?

B. Why is it important to preserve historic places?

Weekly Correlated Lesson Plan: CLLG MINILESSON—Main Ideas and Details p.98 Continue research on Civil War event Hallowed Ground: Preserving Arkansas’s Civil War Battlefields

• Should We Preserve Civil War Battlefields? pp. 7-8 • A Preservation Success Story: Prairie Grove Battlefield p. 9 • The Disney Controversy p. 10 • Get Involved in Battlefield Preservation p. 11

Notes: Continue work on the culminating projects and assignments for this unit until the end of the school year.

Social Studies Focus : Literacy Focus: Preserving Historical Places Research Project

Skill: Main Idea and Details Strategy: Summarize Genre: Myth and Poetry Writing: Informational Research Paper

Writing: Vocabulary : Continue work on the research and the chosen final project for unit (RAFT or travel brochure)

Preservation Historic Preservation Program

primary source secondary source

ASSESSMENT: Historic locations and artifacts are not guaranteed to be in existence tomorrow. Do you think it is important to preserve historical sites? Why or why not? How do you choose which sites to preserve? Reflect on this week’s lesson and on the different historical topics for the entire year. Think about historical sites throughout Arkansas and the United States that we have studied. STANDARDS Social Studies SLE’s: H.6.5.6 Identify important people and events during Arkansas’s Territorial period (e.g., Robert Crittenden, James Miller, relocation of government) H.6.5.7 Analyze the impact of the American Industrial Revolution: cotton gin (photograph from EOA), reaper steam engine (photograph from EOA)

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E.7.5.2 Recognize that choices have both present and future consequences E.7.5.3 Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices E.7.5.4 Discuss the meaning of opportunity costs E.7.5.5 Identify why federal, state, and local governments have to make choices because of limited resources E.7.5.6 Examine the economic decisions that every society must make. E.7.5.8 Discuss the meaning of tradeoffs E.8.5.2 Discuss the impact additional capital goods have on productivity. H.6.5.2 Read and interpret timelines. H.6.5.20 Discuss the reasons for the succession of southern states from the union.

H.6.5.21 Identify and locate significant Civil War sites of the Union and Confederacy:

• Washington, Arkansas • Pea Ridge (See also video.) • Prairie Grove • Bull Run/Manassas • Antietam/Sharpsburg • Gettysburg

H.6.5.32 Identify the role of the following Arkansans in the Civil War: Isaac Murphy, David O. Dodd, Albert Pike, Earl Van Dorn H.6.5.1 Discuss the purpose of political cartoons H.6.5.19 Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln-Douglas debates) H.6.5.20 Discuss the reasons for the secession of southern states from the Union

G.1.5.2 Identify and describe the region of the United States in which Arkansas is located G.1.5.5 Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population G.1.5.7 Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps) G.3.5.3 Identify various forms of technology and methods of transferring ideas and information C.4.5.3 Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president) C.4.5.4 Identify and describe the roles of the legislative branch (e.g., general assembly/congress, State congress and federal congress, house, senate) C.4.5.7 Identify elected state and federal government officials (e.g., terms and qualifications) C.4.5.8 Discuss the succession of leadership at the state level C.5.5.1 Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution) C.5.5.11Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote) C.5.5.14 Identify the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments C.5.5.15 Identify various organizations from U.S. history through which citizens’ rights were affected (e.g., Women’s Suffrage, NAACP, Chinese

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Immigration Act, Emancipation Proclamation) Common Core Standards Reading: CC5RI2 Determine two or more main ideas of a text & explain how they supported by key details; summarize the text. CC5SL1 Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Reading: CC5RL2 Determine a theme of a story, drama, or poem from details in a text, including how characters in a story or dram respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CC5RL7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.; graphic novel, multimedia presentation of fiction, folktale, myth, poem) CC5RI1 Quote accurately from a text when explaining what the text says explicitly when drawing inferences from the text. CC5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical text based on specific information from the text. CC5RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 5 topic or subject area. CC5RI7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s). CC5RI9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CC5RI2 Determine two or more main ideas of a text & explain how they supported by key details; summarize the text. CC5RI8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point (s). Writing: CC5W8 Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of sources. CC5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. CC5W9 Draw evidence from literacy or informational texts to support analysis, reflection, & research.

Additional project and/or activities that could be substituted for those on curriculum map.

1. Civil War Reenactment

• The Civil War is something that many people in our country are still very interested in. Many of them thoroughly study this war and the effects it had on our country. Some even form clubs and reenact battles that occurred during the

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real Civil War. You are going to create your own reenactment of any famous Civil War Battle. This project will must have the following parts:

1. Location (a real place where a battle took place) 2. Information about your Reenactment Group

• Name of the group • Number of members and those participating in reenactment • Membership dues • Mission Statement (why do you participate in reenactments?)

3. Uniforms worn by those participating in reenactment (these can be drawn by hand, with Paint on the computer, or printed off of Internet pages) 4. Two paragraph summary of how the reenactment took place (what happened?)

• This project can be difficult to figure out where to start. I have listed many different sites that you need to explore and take notes to help with the project. The sites are listed in the order that you should look through them. The final copy needs to be typed using Microsoft Word.

American Civil War Reenactment Page -Scroll down and click on Civil War Images or Photos of Battles. This will allow you to see pictures of reenactments and understand how they work. You will want to use this page to gather information and learn about how reenactments take place. Also, you can learn about the uniforms and outfits people wore during the real Civil War. Make sure you click on many of the links on this page because they are very helpful!!!

Civil War For Kids Page -This is the same link as the one in the beginning, but you need to use it again. You need to use this site to learn about the Civil War and the battles that took place.

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...If You Lived At the Time of The Civil War by Kay Moore -This is not an Internet site, but a book that would be very good to read. It explains what it was like to live during the Civil War.

2. Civil War Journal

• The story of Pink and Say is true and has been passed down through Patricia Polacco's family. Some of the Civil War stories we know about now have been passed down through families. Another way we learn stories is through reading journals kept during the Civil War. Some of the journals that have been studied are from soldiers, while some are from people who were not fighting in the war. These journals are very informative and interesting!

• For this project, you are going to create your own ten day journal. Below are some of the guidelines that you need to follow:

1. Each journal entry is dated with the appropriate dates. 2. Each journal entry needs to be at least one page long. 3. Information about at least three battles need to be included. 4. The person writing the journal needs to be fighting in these battles or has a close relative fighting in the war. 5. The person who is writing the journal needs to explain his view point on slavery.

• This project can be hard to figure out where to start. I have listed some sites below that you will need to explore to complete this project. They are listed in the order that would be best to look through them. You will need to first look through some of the examples of journals I have included so you can understand how people wrote during that time. Your final draft can be handwritten, but should be binded in a folder.

Diaries

o Alice Williamson Diary o Diary of Samuel Cormany

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o Diary of William Heyser

o The Civil War For Kids Page o Civil War Homepage

Now that you have finished Pink and Say, I would like you to write a short review of the book. When writing this review, focus on some things you thought really made the story great or what didn't make it so great. After you have finished writing your review click on the Patricia Polacco website below and send her your review through email. Also, take some time to explore her website, she is a very interesting person.

• Patricia Polacco Website • Focus Book Summary: • Based on a true story, Pink and Say are two boys of different race that run into each other in the Civil War. Pink saves

Say's life and carries him to his home to be cared for. There Say realizes that African-Americans deserve the right to be free and becomes great friends with Pink. Pink ends up helping teach Say how to read and the two boys try to re-join the Union army. Quickly after this, the boys become captured as prisoners of war. Although the two boys end up going through some tough times together, their friendship remained strong.

• • Book Setting: • This story takes place in the South during the Civil War.

Possible Questions.

1. How old was Say when he got injured in the war? Could you imagine being a soldier in a war at that age? 2. Why was Pink’s mom so excited to see him? 3. Why is it so dangerous for Pink and Say to stay with Moe Moe Bay in her home? 4. Why did Pink and his father, Kaylo, have Master Aylee’s last name? 5. Pink and Say were both Union soldiers. How come Say was allowed to carry a gun but Pink wasn’t?

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6. What was Pink fortunately able to learn as a slave? 7. What did Say do that was important? 8. Pink says, “This war has to be won or this sickness that has taken this land will never stop. ” What is the “sickness” Pink

is referring to? 9. Say gets upset when Pink says that he wants to return to fight in the war. Why is Say so upset? What is he holding back

from Pink? 10. What did Pink want to do one last time before him and Say separated? 11. How does Patricia Polacco get readers to remember Pinkus Aylee?

Civil War Times DBQ—Regional Differences North and South---Introduce question and tell students that you will be examining documents that provide evidence to support their answer. Spend time introducing each document and directing it back to question. This can continue into next week.

Writing a Letter

1. In this activity you will be writing a letter from Say to his mother in Ohio. This letter will be written in a friendly letter format. In this letter, you will need to write from the view point of Say. The letter will be written from Andersonville Prison Camp, after he had been separated from Pink. You will want to describe in the letter everything that has happened to Say that goes along with what you read in the story. Also, you might want to describe what the prison camp is like and how Say is feeling.

2. A Friendly Letter Format Example (this will be helpful if you are not sure of this format)