1. What Was the Civil War’s Biggest Impact on Kentucky? Jean Wolph, Louisville Writing Project Director and Kentucky Writing Project Director Based on resources available at http://4thgradeky.wikispaces.com/Lesson+9+The+Civil+War+in+Kentucky http://4thgradeky.wikispaces.com/Lesson+9+The+Civil+War+in+Kentucky

2. 2 WritingReading Argument MINI-UNIT Emphasis # of Lessons ARGUMENT SKILLS PRODUCT ELEMENTS OF ARGUMENT CLOSE READING STRATEGIES RESPONSE TO READINGS TOPICS Draft, Feedback, Revise, Reflect Close reading strategies Writing & talking to develop knowledge on topic or issue Researching to Make an Argument of Value 6 Lessons Entering Skills: Sharing ideas in a small group discussion Foundational Skills: Exploring evidence to make a judgment Introduce topic clearly, state an opinion Group related ideas Provide reasons that are supported by facts and details. Link opinion and reasons using transitions Provide a concluding section related to the opinion presented. Product: ArticleResearching to make an informed opinion Claim Evidence Studying texts to form an opinion Categorizing evidence Scaffolded claim writing: The Civil War’s biggest impact on Kentucky was ____ because _____. What was the Civil War’s Biggest Impact on Kentucky? 4 shared Readings Mini-Unit Overview

3. Standards Emphasized in the Mini-Unit READING STANDARDS FOR INFORMATIONAL TEXT Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and Structure 4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Integration of Knowledge and Ideas 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 8. Explain how an author uses reasons and evidence to support particular points in a text. 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text Complexity 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. WRITING STANDARDS Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

4. Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Introduce research question (inquiry) Gather our knowledge about 4 selected presidents on a class chart Study text 1, excerpted material from text on George Washington. Focus on the qualities or characteristics of the man, based on his actions. Class charting of qualities Study text 2, excerpted material from text on Abraham Lincoln. Focus on the qualities or characteris tics of the man, based on his actions. Class charting of qualities Study text 3, excerpted material from text on George Washington. Focus on the qualities or characteristics of the man, based on his actions. Class charting of qualities Study text 4, excerpted material from text on Barak Obama. Focus on the qualities or characteris tics of the man, based on his actions. Class charting of qualities Claim writing Four Corners Debate Drafting of letter or poster to share opinions about the qualities we need in our next president Mini-Unit Instructional Sequence

5. Inquiry Question: What Was the Civil War’s Biggest Impact on Kentucky? Social Political Economic

6. What do we think we know about the Civil War? Let’s list our ideas on a class chart. What We Think We Know About the Civil War Confirmed or Disconfirmed Source

7. Let’s Explore the Civil War https://www.youtube.com/watch?v=KNPEZRTpwPw http://www.history.com/topics/american-civil- war/american-civil-war-history/videos/confederate- vs-union-soldiers http://www.history.com/topics/american-civil- war/american-civil-war-history/videos/confederate- vs-union-soldiers OR Watch the video clip. Listen for social, political, or economic impacts of the war on Kentucky.

8. Gathering Evidence SocialPoliticalEconomic What did we hear and see?

9. Reading and Researching Research will help us decide the biggest impact of the Civil War on our state. Social Political Economic

10. North versus South: A House Divided Abraham Lincoln Jefferson Davis  Northerners believed slavery was cruel and immoral. Many abolitionists in the North fought for an end to slavery.  The North supported more involvement by the national government in decision making and less power in the hands of state government.  The North wanted territories (not yet states) to enter the Union as free states.  The North did not support slavery due to the increased manufacturing work in factories that was largely done by immigrants.  Many Southerners supported the use of slave labor and defended the practice of slavery.  The South believed each state should be allowed to make its own decision about most issues (including slavery).  The South wanted territories to enter the Union as slave states.  The South supported slavery due to the need for workers on plantations and farms in the South. Resource A, A House Divided, http://4thgradeky. wikispaces.com/Le sson+9+The+Civil+ War+in+Kentucky What big issues did Kentuckians have different opinions about during the time of the Civil War?

11. North versus South: A House Divided  Northerners believed slavery was cruel and immoral. Many abolitionists in the North fought for an end to slavery.  The North supported more involvement by the national government in decision making and less power in the hands of state government.  The North wanted territories (not yet states) to enter the Union as free states.  The North did not support slavery due to the increased manufacturing work in factories that was largely done by immigrants. Consider what it was like to live in Kentucky during the time when our nation was divided over these issues. What problems do you think Kentuckians faced?  Many Southerners supported the use of slave labor and defended the practice of slavery.  The South believed each state should be allowed to make its own decision about most issues (including slavery).  The South wanted territories to enter the Union as slave states.  The South supported slavery due to the need for workers on plantations and farms in the South. Resource A A House Divided, _________

12. Gathering Evidence SocialPoliticalEconomic What can we conclude? What were the social, political, and economic impacts the Civil War had on Kentucky?

13. Reading and Researching We’ll read several articles to gather more evidence: Kentucky and the Civil War $100 Reward Social Political Economic

14. Kentucky and the Civil War SEPTEMBER 03, 1861 : CONFEDERATE FORCES ENTER KENTUCKY Kentucky was heavily divided prior to the war. Although slavery was common in the state, nationalism was strong. Unionists stopped legislators from calling a convention to consider secession after the firing on Fort Sumter, South Carolina, in April 1861. Governor Beriah Magoffin refused to send troops to either side. A special session of the legislature in the summer of 1861 sent a warning to both the Confederate and Union armies not to deploy forces in the state. Union and Confederates alike recognized the folly of entering Kentucky into the war, as it would tip the delicate political balance to the other side. President Abraham Lincoln, a Kentucky native, was well aware of the state’s neutrality. He soon realized that the Confederates were getting resources and troops from the state. However, in three special elections held that summer showed more and more Kentuckians were favoring the Union. Kentucky’s location made staying neutral nearly impossible. The major rivers of the upper south drained into the Ohio River through Kentucky, and the state had the country’s ninth largest population. Troops from both sides began to build fortifications along the border in the first months of the war. The Confederates made a critical blunder when General Polk occupied Columbus, Kentucky, on September 3. This move proved costly for the Confederates. Kentucky’s Unionist legislature then invited Federal troops in to drive away the invaders. On September 6, Grant occupied Paducah and Southland, at the mouths of the Tennessee and Cumberland Rivers, respectively. These were vital positions that allowed the Union a huge advantage in the contest for Kentucky and Tennessee. During the war, about 50,000 white and 24,000 black Kentuckians fought for the North, while 35,000 joined the South. Adapted from THE HISTORY CHANNEL / HTTP://WWW.HISTORY.COM/THIS-DAY-IN-HISTORY/CONFEDERATE-FORCES-ENTER- KENTUCKY/PRINTHTTP://WWW.HISTORY.COM/THIS-DAY-IN-HISTORY/CONFEDERATE-FORCES-ENTER- KENTUCKY/PRINT

16. Gathering Evidence SocialPoliticalEconomic What can we conclude? What were the social, political, and economic impacts the Civil War had on Kentucky?

17. PRIMARY SOURCE DOCUMENTS A Primary Source is a piece of history. It was created at the time (in this case, during the Civil War). Each group will read, discuss, and share one document: – John Fee – Samuel K. Cox – John Jackman – Thomas James – John Fee / Women and Children

18. Adapted Primary Source Analysis Document: _________________________________ When was this document written? How do you know? Who wrote this document? List THREE things the author(s) said that you think are important: Why do you think these documents were written? List TWO things the documents tell you about life in Kentucky during the time they were written: Write a question to the author(s) that is left unanswered by the documents :

19. Gathering Evidence SocialPoliticalEconomic As each group shares, we’ll chart the social, political, and economic impacts the Civil War had on Kentuckians.

20. Time to Make a Claim! Was the Civil War’s biggest impact on Kentuckians social, political, or economic? The Civil War’s biggest impact on Kentuckians was ___________ because ____________. This is your CLAIM. It’s your opinion, which you will back by EVIDENCE.

21. Three Corners Debate Time! Social, Political, or Economic? Gather your evidence. Go to the area of the room assigned to the kind of impact you think the war most affected Kentucky. Talk as a group. What is your best point? What facts and details support it? Pick one student to talk for the group. Each group will share. Listen carefully. If you change your mind, move to that corner. Talk again. What is another good point? What is your evidence? Repeat the sharing process. Move if you now change your mind. Repeat for one last piece of evidence.

22. Write an article for 4 th and 5 th -graders that explains which effect of the Civil War—the social impact, the political impact, or the economic impact—had the most effect on Kentuckians. You might focus on the impact at the time (during and right after the Civil War) only or you might want to also consider the impact on us today. Writing Time

23. Planning an Opinion Piece Introduction: What is the issue? Claim: What is your opinion? Evidence: What reasons support your opinion? What details help explain your thinking? Conclusion: What do you want your reader to think or do?

24. Now draft your introduction! A good introduction catches the reader’s attention. A good introduction lets us know what the issue is. What do we need to know about the topic? A good introduction often includes your claim.

25. Let’s PQP our introductions! PRAISE: Did your partner do each of these things? QUESTION: Was there something you didn’t understand? POLISH: Is there something your partner could add or improve? A good introduction catches the reader’s attention. A good introduction tells what the issue is. What do we need to know about the topic? A good introduction often includes your claim.

26. Drafting the Body of Our Opinion Pieces Evidence: What ideas support your opinion? What details help explain your thinking? Let’s go back to our charts and notes. Which evidence fits your claim? Which facts will help you convince readers to think as you do? Write a paragraph for each idea you select. Explain to the reader how the evidence helps prove your claim.

27. Working on Conclusions Writers give readers a signal that the piece of writing is ending. Here are examples: What you want readers to think or do goes in the blank: It is important to remember that ____________. In conclusion, ___________________________. Therefore, ______________________________. All in all, we can see that ______________. For this reason, __________________________. Unless you want ___________, you should _________. Think about what you want your readers to do or believe. Now try an ending paragraph.

28. References