Domain Review DR

Domain Review DR Note to Teacher You should spend one day reviewing and reinforcing the material in this domain. You may have students do any combination of the activities provided, in either whole-group or small-group settings. Core Content Objectives Addressed in This Domain Students will: Demonstrate familiarity with slavery and the controversy over slavery in the United States Describe the life and contributions of Harriet Tubman Identify the Underground Railroad as a system of escape for enslaved Africans in the United States Demonstrate familiarity with the poems “Harriet Tubman” and “Lincoln” Demonstrate familiarity with the song “Follow the Drinking Gourd” Differentiate between the North and the South Describe the adult life and contributions of Abraham Lincoln Differentiate between the Union and the Confederacy and the states associated with each Describe why the southern states seceded from the United States Identify the U.S. Civil War, or the War Between the States, as a war waged because of differences between the North and the South Identify the people of the North as “Yankees” and those of the South as “Rebels” Def ne the differences between the Union and the Confederacy 158 The U.S. Civil War DR | Domain Review © 2013 Core Knowledge Foundation Explain Abraham Lincoln’s role in keeping the Union together during the U.S. Civil War Identify Robert E. Lee as the commander of the Confederate Army Explain why Lee was reluctant to command either the Union or Confederate Army Identify Clara Barton as the “Angel of the Battlef eld” and the founder of the American Red Cross Describe the work of the American Red Cross Identify Abraham Lincoln as the author of the Emancipation Proclamation Explain the signif cance of the Emancipation Proclamation Identify Ulysses S. Grant as the commander of the Union Army Explain that the North’s victory re-united the North and the South as one country and ended slavery Student Performance Task Assessment Riddles for Core Content Ask students riddles such as the following to review core content: • I was the commander in chief of the Union Army. Who am I? (Abraham Lincoln) • My nickname was “The Old Man,” and I led the Confederate Army. Who am I? (General Robert E. Lee) • I helped gather medical supplies for the wounded soldiers and was nicknamed “Angel of the Battlef eld.” Who am I? (Clara Barton) • I am a song that gave a coded message to the enslaved Africans about the Underground Railroad. What am I called? (“Follow the Drinking Gourd”) • I was an important announcement from President Lincoln that changed the focus of the war to slavery. What am I called? (the Emancipation Proclamation) The U.S. Civil War DR | Domain Review 159 © 2013 Core Knowledge Foundation • I commanded the Union Army and demanded “unconditional surrender” from the Confederates. Who am I? (General Grant) • We fought together to pressure political leaders to end slavery. Who are we? (abolitionists) • I earned my nickname because I stood like a stone wall against the Union Army. What was my nickname? (Stonewall Jackson) • I was a spy for the Union Army because I knew the roads and secret trails around Maryland and Pennsylvania. Who am I? (Harriet Tubman) Review Activities Image Review Show the Flip Book images from any read-aloud again, and have students retell the read-aloud using the images. Image Card Review Option 1: Pass out Image Cards 9–11, 13–16, and 17 used for the timeline to eight students. Have them arrange the cards to show the correct sequence. Option 2: Help the class identify all of the Image Cards. Then pass them out to various students. Have one student stand and identify his/her image. Ask any other students who think their card is connected to join the person standing and then explain the connection. For example, if the f rst person had the card for Abraham Lincoln, the person with the card for the Emancipation Proclamation could join him/her and explain that Abraham Lincoln wrote the Emancipation Proclamation. Option 3: Help students identify all of the Image Cards and brainstorm what has been learned about each. Then give students the various Image Cards. Have students do a Question? Pair Share for each Image Card. For example, for the picture of Harriett Tubman, a student might ask, “What is Harriett Tubman famous for doing?” 160 The U.S. Civil War DR | Domain Review © 2013 Core Knowledge Foundation You Were There: Reading of the Emancipation Proclamation, Surrender at Appomattox Have students pretend that they were at one of the important events during the Civil War. Ask students to describe what they saw and heard. For example, for the reading of the Emancipation Proclamation, students may talk about seeing the soldier, the scroll, etc. They may talk about hearing people cheering, clapping, etc. Consider also extending this activity by adding group or independent writing opportunities associated with the “You Were There” concept. For example, ask students to pretend they are newspaper reporters describing the surrender at Appomattox Court House and write a group news article describing the event. Class Book: The U.S. Civil War Materials: Drawing paper, drawing tools Tell the class or a group of students that they are going to make a class book to help them remember what they have learned in this domain. Have students brainstorm important information about the Civil War, Robert E. Lee, Clara Barton, the Emancipation Proclamation, Ulysses S. Grant, and Abraham Lincoln. Have each student choose one idea to draw a picture of and then write a caption for the picture. Bind the pages to make a book to put in the class library for students to read again and again. Using a Map Use a map of the United States to review various locations from the read-alouds. Ask questions such as the following: • The bombardment of Fort Sumter near Charleston, South Carolina, marked the beginning of the Civil War. Can anyone f nd South Carolina on a map? Was South Carolina part of the North or the South? (the South) • General Lee surrendered to General Grant at the village of Appomattox Court House, Virginia. Can anyone f nd Virginia on the map? Was Virginia part of the North or the South? (the South) The U.S. Civil War DR | Domain Review 161 © 2013 Core Knowledge Foundation • One of the major battles of the Civil War was at Gettysburg, Pennsylvania. Can anyone f nd Pennsylvania on the map? Was Pennsylvania part of the North or the South? (the North) Compare/Contrast Materials: Chart paper Tell students that there are many things to compare and contrast in the read-alouds they have heard so far. Remind students that to compare means to tell how things or people are similar, and to contrast is to tell how things or people are different. Have students choose a topic from the following list to compare/contrast on a chart. You may do this individually or as a class. • General Ulysses S. Grant and General Robert E. Lee • Harriet Tubman and Clara Barton • U.S. President Lincoln and Confederate President Davis • Yankees and Rebels You may wish to extend this activity by using the chart as a prewriting tool and having students write two paragraphs, one describing similarities and the other describing differences. ➶ Above and Beyond: For any students who are ready, you may wish to have them go through a full writing process, modeling the different stages of writing: plan, draft, and edit. Sequencing Events Materials: Instructional Master DR-1 Have students use Instructional Master DR-1 to sequence events related to the Civil War. 162 The U.S. Civil War DR | Domain Review © 2013 Core Knowledge Foundation.

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