Grade 5

Social Studies

Unit: 10

Lesson: 01

Suggested Duration: 5 days

Grade 05 Social Studies Unit 10 Exemplar Lesson 01: America RebuildsGrade 05 Social Studies Unit 10 Exemplar Lesson 01: America Rebuilds

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a

recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of

Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

This lesson helps students understand the effects of the Civil War and Reconstruction. Other issues and events are also included in this lesson

relevant to the time period.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by

Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent

unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

5.4 History. The student understands political, economic, and social changes that occurred in the United States during

the 19th century. The student is expected to:

5.4E Identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including

Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution.

5.4G Identify the challenges, opportunities, and contributions of people from various American Indian and immigrant

groups.

5.17 Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent

American beliefs and principles and contribute to our national identity. The student is expected to:

5.17D Describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,

Columbus Day, and Veterans Day.

Social Studies Skills TEKS

5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and

bibliographies.

5.25E Use standard grammar, spelling, sentence structure, and punctuation.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 05 Social Studies Unit 10 PI 01

Write a story depicting the results of Reconstruction. Include a description and summary of the 13th, 14th, and 15th Amendments and how each of these amendments

changed America.

Standard(s): 5.4E , 5.4G , 5.25D , 5.25E

ELPS ELPS.c.5F

Key Understandings

Economic and social structures often change or are effects of political decisions.

—    What were the effects of the Civil War and Reconstruction?—    What were the challenges, opportunities, and contributions of people from various American Indian and immigrant groups?—    What is the origin and significance of Memorial Day?

Vocabulary of Instruction

amendment

Reconstruction

memorial

assimilation

Materials

Last Updated 05/13/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 17  

butcher paper or chart paper

Computer lab if available (see alternative in Instructional Note)

markers or pencil colors

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the

public website.

Handout: Lincoln's Second Inaugural Address ( 1 per pair)

Handout: Reconstruction (1 per student group)

Handout: Student Response to Reconstruction (1 per group)

Handout: Reconstruction: Analyzing Images (1 per group)

Handout: Immigrants Have Challenges and Triumphs in America

Handout: American Indians Have Challenges and Triumphs in America

Handout: Chart for Challenges, Opportunities and Contributions (1 per student)

Teacher Resource: Significance of Memorial Day KEY

Resources

History of Memorial Day: http://www.va.gov/opa/speceven/memday/

Advance Preparation

1. Become familiar with content and procedures for the lesson, including the 13th, 14th, and 15th amendments.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview available resources and websites according to district guidelines.

5. Prepare materials and handouts as needed.

Background Information

In 1863, the Emancipation Proclamation freed African Americans in the Confederate States of America, and after the Civil War, the 13th Amendment freed all people who were

enslaved throughout the United States. Even after the Emancipation Proclamation, two more years of war, service by African American troops, and the defeat of the

Confederacy, the nation continued to wrestle with the question of full citizenship for its newly freed population. Reconstruction, implemented by Congress, which lasted from

1866 to 1877, was aimed at reorganizing the Southern states after the Civil War, providing the means for readmitting them into the Union and defining the means by which

whites and African Americans could live together in a non-slave society. Many citizens of the South, however, did not welcome Reconstruction efforts.

With the protection of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and the Civil Rights Act of 1866, African Americans enjoyed a period of time

when they were allowed to vote, participate in the political process, acquire land, and seek their own employment. Opponents of this progress, however, soon rallied against

the former enslaved people's freedom and began to find means for eroding the gains for which many had shed their blood.

Adapted: Library of Congress: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one

approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create

original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “MyContent” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Reconstruction

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 15 minutes

1. Create a metaphor for Reconstruction in the following way:

Using a nice smooth clean piece of paper, in front of students wad the paper up

tightly. Hand it to a student and ask the student to smooth out the paper once

again. No matter how hard the student tries, the paper can never be quite as

smooth as it first was.

Purpose

A metaphor and a speech helps students

understand the effects of war.

TEKS: 5.4E; 5.25D

Grade 5

Social Studies

Unit: 10

Lesson: 01

Suggested Duration: 5 days

Last Updated 05/13/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 17  

2. Facilitate a discussion that compares the damaged paper with the damage that

resulted after the Civil War. Ask questions such as:

Are the effects of a Civil War more difficult to fix as opposed to a war

fought against another country, like the American Revolution?

Why? (Note: Explain to students that the greatest challenge for any country that

has been involved in a civil war is to reach agreements and compromises.)

3. Write the word Reconstruction on the board. Students write two to three words that

they associate with Reconstruction.

4. Scribe some of the student responses on the board to continue the discussion on the

meaning of reconstruction within the context of Reconstruction after the Civil War.

5. Students work on a Frayer Model for the word: reconstruction (to rebuild after being

damaged or destroyed)

6. Explain to students that the lesson focuses on the aftermath of the Civil War,

including new federal laws, programs to rebuild a broken country and in the midst of

this historical turning point, Lincoln is assassinated.

Instructional Note

Provide a description of reconstruction as a starting

point for students when working on the Frayer

Model.

EXPLORE – Reconstruction: Lincoln’s Plan Suggested Day 1 – 20 minutes

1. Distribute the Handout: Lincoln’s Second Inaugural Address to each student.

2. Review the timeline of events listed at the top of the handout and the information that

explains the purpose of an inaugural speech.

3. With a partner, students read the quote from Lincoln’s Second Inaugural Addressfound in the Handout: Lincoln’s Second Inaugural Address

4. Students pay close attention to the words or phrases that are underlined. Students

may use a dictionary and context clues to help with the interpretation of the quote.

5. Partners discuss and interpret the quote.

6. Students write two or three sentences based on their interpretation of the quote.

7. Students address a question as they consider their interpretation: How might

Lincoln address the task of rebuilding states that were most affected by the

war?

Attachments

Handout: Lincoln’s Second Inaugural Address(1 per student)

Purpose

Interpretation of a quote from a primary source

TEKS: 5.4E; 5.25D

EXPLAIN – Lincoln’s Plan Suggested Day 1 – 15 minutes

1. Student pairs share the sentences with the whole class. The statements can be

posted on the wall or on the board.

2. After all students share their sentences, the class reaches a consensus that

describes, in one sentence, Lincoln’s vision for the nation’s future after the Civil War.

Purpose

Students interpret a primary source and make

predictions.

TEKS: 5.4E; 5.25D, 5.25E

EXPLORE Effects Suggested Day 2 – 20 minutes

1. Group students into three or four.

2. Distribute the Handout: Reconstruction and the Handout: Student Response to

Reconstruction, to each of the groups.

3. Each group reads the information from the Handout: Reconstruction and discusses

the effects of Reconstruction.(Teachers may supplement or replace this handout with

information about Reconstruction from the textbook or local resources.) Encourage

groups to sketch a graphic organizer that shows the effects.

4. Sketch this example on the board for students or use another graphic organizer.

5. After groups complete the graphic organizer, groups proceed to answer the

questions from the Handout: Student Response to Reconstruction.

Attachments

Handout: Reconstruction (1 per student)

Handout: Student Response to Reconstruction

(1 per group)

Purpose

Students identify and explain the effects of the Civil

War and Reconstruction.

TEKS: 5.4E; 5.25D, 5.25E

Instructional Note:

Grade 5

Social Studies

Unit: 10

Lesson: 01

Suggested Duration: 5 days

Last Updated 05/13/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 17  

The graphic organizer is an example and needs

enhancement to include other components, such as

the immediate effects of the Civil War.

EXPLAIN – Effects Suggested Day 2 (continued) – 20 minutes

1. After groups conclude with their graphic organizer and responses to the Handout:

Student Response to Reconstruction, each group sketches the graphic

organizer on butcher paper or chart paper.

2. Each group explains their graphic organizer to the whole class.

3. Encourage discussion and a short question and answer session.

Materials

butcher paper or chart paper

markers or pencil colors

Purpose

Groups explain their interpretation of the effects by

using a graphic organizer.

TEKS: 5.4E; 5.25D, 5.25E

ELABORATE – Primary Source Suggested Day 2 (continued) – 10 minutes

1. Distribute to each group the Handout: Reconstruction: Analyzing Images (1 per

group)

2. Based on the information students have read and discussed, groups use the

background information to help them interpret the images on the handout and

answer the questions for each of the images.

Attachments:

Handout: Reconstruction: Analyzing Images (1

per group)

TEKS: 5.4E; 5.25D, 5.25E

EXPLORE – Read and Analyze Suggested Day 3 – 30 minutes

1. Each student sits with a partner.

2. Assign Student 1 the Handout: Immigrants Have Challenges and Triumphs in

America, and assign Student 2 the Handout: American Indians Have Challenges

and Triumphs in America.

3. Each student reads the handout assigned to them silently.

4. After students complete their reading assignment, distribute the Handout: Chart for

Challenges, Opportunities and Contributions to every student.

5. Students proceed to answer and complete the chart based on their readings.

Attachments:

Handout: Immigrants Have Challenges and

Triumphs in America (1 per ½ the total number ofstudents)

Handout: American Indians Have Challenges

and Triumphs in America (1 per ½ the totalnumber of students)

Handout: Chart for Challenges, Opportunities

and Contributions (1 per student)

Purpose:

Students gain a better understanding of the

challenges faced by minorities.

TEKS: 5.4G; 5.25D, 5.25E

Instructional Note:

Pace students appropriately.

EXPLAIN – Share by Teaching Suggested Day 3 – 10 minutes

1. Student 1 explains/teaches the information read, using the chart fo enhance the

explanation.

2. After Student 1 concludes the explanation/teach, Student 2 repeats the process

based on the information that was read.

3. During the process, encourage students to write questions for further clarification.

Purpose:

Students share their learning and internalize it by

teaching it to another student.

TEKS: 5.4G; 5.25D; 5.25E

Instructional Note:

Pace students appropriately.

ELABORATE – Guiding Question Suggested Day 3 – 10 minutes

1. On an exit card, students answer the following question:

What were the challenges, opportunities, and contributions of people

from various American Indian and immigrant groups?

TEKS: 5.4G; 5.25D; 5.25E

Instructional Note:

An alternative for writing an answer to the question

might be a class discussion based on the question.

ENGAGE – Memorial Day Suggested Day 4 – 5 minutes

Grade 5

Social Studies

Unit: 10

Lesson: 01

Suggested Duration: 5 days

Last Updated 05/13/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 17  

1. Write the word memorial on the board and facilitate a discussion about what comes to

mind when they see this word.

2. Facilitate a discussion based on student responses.

Purpose:

Introduce students to the word: memorial

TEKS: 5.17D

EXPLORE/EXPLAIN – Significance of Memorial Day Suggested Day 4 – 30 minutes

1. Group students into four.

2. Each group researches the number of soldiers that died at war.

3. Each group sketches the table below to record their findings through their research.

4. Provide class with district-approved Internet sites that provide information about the

men and women that have died in these wars.

5. Teachers may use the Teacher Resource: Significance of Memorial Day KEY to learn approximate

numbers killed in action during each war listed above.

6. After each group records their findings on the chart, groups research the following and record

important information or write a summary.

History of Memorial Day (When, Why, Change over time)

Tomb of the Unknown Soldier

Materials:

Computer lab if available (see alternative in

Instructional Note)

Purpose:

Students, through research, learn about the history

and importance of Memorial Day.

TEKS: 5.17D

Instructional Note:

If a computer lab is unavailable, provide the

statistics, an article on Memorial Day and an article

on the Tomb of the Unknown Soldier for each

group.

ELABORATE Writing an Acrostic Poem Suggested Day 4 – 15 minutes

1. Each group writes an acrostic poem using the words Memorial Day. Encourage

students to write the acrostic poem using voice based on the information that they

researched.

M

E

M

O

R

I

A

L

D

A

Y

Purpose:

Students express their thoughts about Memorial

Day through an acrostic poem.

TEKS: 5.17D

EVALUATE Suggested Day 5 – 50 minutes

Grade 05 Social Studies Unit 10 PI 01

Write a story depicting the results of Reconstruction. Include a description and summary of the 13th,

14th, and 15th Amendments and how each of these amendments changed America.

Standard(s): 5.4E , 5.4G , 5.25D , 5.25E

ELPS ELPS.c.5F

Grade 5

Social Studies

Unit: 10

Lesson: 01

Suggested Duration: 5 days

Last Updated 05/13/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 17  

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 1 of 1

Lincoln’s Second Inaugural Address

Timeline of Events:

November, 1864 Lincoln is re-elected President of the United States.

March 4, 1865 Lincoln is sworn in for his second term as President of the United

States. President Lincoln gives his Inaugural Address (speech).

April 9, 1865 the Civil War ends.

April 14, 1865 President Lincoln is assassinated.

______________________________________________________________________________

What is an inaugural speech?

According to the U.S. Constitution, when elected to the presidency, the newly-

elected individual is sworn-in by the Chief Justice of the U.S. Supreme Court.

Afterwards, the newly sworn-in president gives a speech to the people, also

known as an inaugural address. In the speech, presidents offer a vision for the

country’s future. In President Lincoln’s Second Inaugural Address, he stated as

part of his speech:

“With malice toward none, with charity for all, with firmness in the right as God gives us

to see the right, let us strive on to finish the work we are in, to bind up the nation’s

wounds, to care for him who shall have borne the battle and for his widow and his

orphan, to do all which may achieve and cherish a just and lasting peace among

ourselves and with all nations.”

March 4, 1865, Second Inaugural Address

Source: http://avalon.law.yale.edu/19th_century/lincoln2.asp

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 1 of 2

Reconstruction

The Civil War lasted from 1861 through 1865. About 650,000 soldiers died

and the country lay in ruins, especially the southern states. There would be

much work to be done when the war was finally over. It would take many

years to rebuild, and it would be costly. President Lincoln never got to

implement his reconstruction plan. A man by the name of John Wilkes

Booth assassinated President Lincoln about a month before the war ended.

Andrew Johnson was the Vice President, so he succeeded President

Lincoln and became the 17th President of the United States. Andrew

Johnson was now in charge of Reconstruction. In the South, eleven large

cities and 45 courthouses were completely destroyed. The farms,

equipment, and animals were reduced by about half and railroads also lay

in ruins, making travel difficult. Slaves were now free but were soon faced

with the dilemma of unemployment (now they had to be paid for their work),

homelessness, and limited skills.

As part of Reconstruction, a federal agency (Freedman’s Bureau) was

created to help former slaves with food, housing, employment, education

and other resources. Other Reconstruction programs helped to rebuild

railroads, roads, and bridges.

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 2 of 2

The U.S. Constitution has been amended 27 times, meaning there are a

total of 27 amendments. There are three amendments that are associated

with the Civil War and Reconstruction. The 13th, 14th, and 15th

amendments impacted the United States in many ways.

The 13th amendment makes slavery illegal.

The 14th amendment states that all people born or naturalized in the

United States are citizens of the United States. (former slaves were

now citizens of the United States)

The 15th amendment prohibits the U.S. government from denying

any citizen the right to vote based on race, color or previous condition

of servitude.

Information Source: History. (n.d.). Reconstrution. Retrieved from http://www.history.com/topics/reconstruction

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 11/13/12 page 1 of 1

Student Response to Reconstruction

Refer to the story to explain Reconstruction.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Explain the Civil War and Reconstruction amendments.

13th

Amendment:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

14th

Amendment:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

15th

Amendment:

___________________________________________________________________

___________________________________________________________________

__________________________________________________________________

Name four things that happened during Reconstruction:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 1 of 3

Reconstruction: Analyzing Images

1. What might the people be doing?

2. Where might this be taking place?

3. When might this be taking place?

4. Why are women not included in this image?

5. Take a close look at what they are wearing. How might this be symbolic?

Waud, A. R. (Artist). (1867). The first vote. [Print Drawing]. Retrieved from http://www.loc.gov/exhibits/odyssey/archive/05/0521001r.jpg

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 2 of 3

Reconstruction: Analyzing Images

1. What might the people be doing?

2. Where might this be taking place?

3. When might this be taking place?

4. Take a close look at what they are wearing. How might this be symbolic?

5. What are some other symbols found in this image?

Leslie, F. (Artist). (1866). Misses cooke's school room. [Print Drawing]. Retrieved from http://upload.wikimedia.org/wikipedia/commons/7/75/Freedman_Bureau_Richmond_VA.jpg

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 3 of 3

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 1 of 2

Immigrants Have Challenges and Triumphs in America

During the Reconstruction period and through the late 1800s, many immigrants came to the

United States. The war was over and the country was in the process of healing and rebuilding.

People from other countries, especially from Europe, decided to move to the United States in

search for jobs and opportunities. People believed they could make a better living and have a

better life for their families in the United States, so immigrants spent what little money they had

to travel to America. They left their countries because of unemployment, famine, war and other

issues.

When the hopeful new immigrants arrived in America they settled in Northeastern cities where

industry was quickly growing and factory jobs were available. These cities, such as New York

and Chicago soon experienced over-crowding. There was a great demand for jobs. It is

important to note that at this point in history the United States did not have a minimum wage

law for workers.

Factory owners hired immigrants and paid them low wages. The working conditions in the

factories were harsh, with little ventilation during the summer months and little heating during

the winter months. There were no laws that restricted children from working. Soon, many

children worked in the factories and were paid less than adults. Women were also paid less. It

is also important to note that at this time in history, women did not have the right to vote.

People worked fourteen to sixteen hours a day and worked on weekends without extra pay.

There were no safety standards and when a worker was injured on the job, he/she would be

fired.

There was also the problem of prejudice. Some people were not fair to people whose

language, race, and background were from a different country. There was prejudice against

Irish, Germans, Italians, Africans, Chinese immigrants as well as others. People tried to live

together in neighborhoods with other people who were just like them for safety, but it did not

always mean life was easy.

In spite of all the problems, many of the immigrants thrived and made positive contributions to

America.

Eventually, people who were reform-minded helped to pass laws that regulated labor, wages,

and safety on the job. Children were not allowed to work until they were 16, and instead,

children attended public schools. Also, people were allowed to work only a certain number of

hours a day and were now paid a minimum wage.

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 2 of 2

Overcrowding in tenement housing

(2013). Tenement housing. (2013). [Print Photo]. Retrieved from http://www.umich.edu/~eng217/student_projects/worstside/Kids in Crowded Apartment.png

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 06/03/13 page 1 of 1

American Indians Have Challenges and Triumphs in America

American Indians were trying to cope with being removed from native territories and being placed onto reservations in the middle to later 1800s. Laws such as the Indian Removal Act created many challenges for American Indians.

American Indians were displaced with many believing the U.S. government had treated them unfairly. Many tribes wanted to keep long-held traditions by following herds of bison. Very few tribes were accustomed to staying just in one place and farming. It was not a way of life for all tribes, and many tribes were unfamiliar with farming methods.

In the second half of the 1800s, many American Indian children were removed from their home environment and moved to schools where they were required to learn English, wear American clothing, and learn American customs. This effort of the government was called assimilation.

Living at the new schools was a big cultural change for these children. They may have been glad to have a regular meal from the government, but they may have felt uncomfortable in clothing that they were unaccustomed to wearing.

American Indian tribes had a long tradition of sustainable living in North America. Hunting and fishing made them self-sufficient. American Indians took good care of the earth ensuring clean air and water for future generations.

American Indians also produced beautiful arts and crafts. Some made weavings, rugs, blankets, or silver jewelry, or pottery and eventually sold goods to make money for their tribe or for their family. Many were careful to preserve their own way of beliefs, symbols and languages, and to pass them along to their children.

Some American Indian languages have survived, and their languages saved many lives when used as “code” during World War II. Most often the American Indians were not allowed to fight until World War I and II, and then they had to have their own units, separate from other soldiers.

Americans today have learned to appreciate the culture and heritage of the American Indian tribes. It is an important and unique characteristic of the history and culture of the United States.

(2012). Tuberculosis sanitorium, phoenix indian school, phoenix, arizona, c. 1890-1910. (2012). [Print Photo]. Retrieved from http://www.nlm.nih.gov/exhibition/if_you_knew/images/school_small.jpg

Grade 05 Social Studies

Unit: 10 Lesson: 01

Chart for Challenges, Opportunities and Contributions of Immigrants and American Indians

©2012, TESCCC 11/13/12 page 1 of 1

Group Challenges Opportunities Contributions

Immigrants

American

Indian

Grade 05 Social Studies

Unit: 10 Lesson: 01

©2012, TESCCC 05/13/13 page 1 of 1

Significance of Memorial Day KEY

War KIA (Killed in Action)

American Revolution 25,000 (approx.)

Civil War 600,000 (approx.)

World War I 116,000 (approx.)

World War II 400,000 (approx.)

Korean War 36,000 (approx.)

Vietnam 58,000 (approx.)

Iraq 4,500 (approx.)

Afghanistan 2,000 (approx.)