Name Date 19 Lesson Plan American Power Tips the · PDF fileThe First World War 153 ... The...
Transcript of Name Date 19 Lesson Plan American Power Tips the · PDF fileThe First World War 153 ... The...
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The First World War 151
American Power Tips the BalanceSection 2 Objectives
1. Describe how the United States mobilized for war.
2. Summarize U.S. battlefield successes.
3. Identify the new weapons and the medical problems faced in World War I.
4. Describe U.S. offensives and the end of the war.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Interpreting the Photograph: Draft Line,San Antonio, Texas
Infographic: World War I Convoy System
Key Player: General John J. Pershing
Science & Technology: Technology at War
Map: Allied Victories, 1917–1918
More About: War Posters; Joseph D.Lawrence; Shell Shock; Conscientious Objectors
Connections Across Time
Tracing Themes
Primary Sources: Patriotic Song; Liberty BondPoster
Critical Thinking: The Human and FinancialCosts of World War I
Humanities: Oppy Wood by John Nash
■ ■ PE, p. 587
■ ■ PE, pp. 587–593■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 48■ ■ Building Vocabulary, p. 51
■ ■ TE, pp. 587, 589–590, 592
■ ■ TE, p. 588
■ ■ PE, p. 589
■ ■ PE, p. 590
■ ■ PE, pp. 590–591
■ ■ PE, p. 592
■ ■ TE, pp. 588–589, 591–592
■ ■ TE, pp. 590
■ ■ TE, pp. 591
■ ■ Unit 5 In-Depth Resources, pp. 60–61
■ ■ Critical Thinking Transparency CT53
■ ■ Humanities Transparency HT18
CHAPTER Section 2 (pages 587–593) Lesson Plan
Name Date
19
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
8.02
Skills Competency Goals
1.01, 1.04, 1.05, 1.06, 1.08, 3.01, 3.05, 4.06
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152 Chapter 19, Section 2
Lesson Plan for American Power Tips the Balance continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 588■ ■ Integrated Assessment Book
■ ■ TE, p. 592■ ■ Integrated Assessment
■ ■ Unit 5 In-Depth Resources, p. 65
■ ■ TE, p. 390■ ■ Reading Study Guide, pp. 193–194
■ ■ TE, p. 591
■ ■ Access for Students Acquiring English, p. 193■ ■ Spanish Reading Study Guide, pp. 193–194
■ ■ Section 2 Quiz
■ ■ classzone.com
■ ■ PE, p. 593
■ ■ Formal Assessment, p. 335
■ ■ TE, p. 593■ ■ Unit 5 In-Depth Resources, p. 54
■ ■ TE, p. 589
Cross-Curricular LinksEconomics: Creating a Plan for Mobilization
Language Arts: Letters from ConscientiousObjectors and the Draft Board
Literature: from In Another Country
Differentiating InstructionLess Proficient Readers: Summarizing the
Effects of Technology
Gifted and Talented Students: ResearchingNew Weapons
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
Block Scheduling OptionsLink to Geography: Interpreting a Map of
the War at Sea
RESOURCES
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The First World War 153
The War at HomeSection 3 Objectives
1. Explain how business and government cooperated during the war.
2. Show how the government promoted the war.
3. Describe the attacks on civil liberties that occurred.
4. Summarize the social changes that affected African Americans and women.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Graph: The War Economy, 1914–1920
Interpreting the Photograph: VictoryGardens
Analyzing Political Cartoons
History Through Art: The Migration of theNegro
Historical Spotlight: Race Riots
More About: Bernard Baruch; WartimePropaganda; The Espionage and Sedition Acts; The End of the WWI; Women in the War; The Flu Epidemic; Oliver Wendell Holmes, Jr.; University Speech Codes
Tracing Themes
Primary Source: “Returning Soldiers” by W.E. B. Du Bois
American Lives: Oliver Wendell Holmes
Critical Thinking: World War I
■ ■ PE, p. 594
■ ■ PE, pp. 594–603■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 49■ ■ Building Vocabulary, p. 51
■ ■ TE, pp. 594, 596–598, 603
■ ■ PE, p. 595
■ ■ TE, p. 596
■ ■ PE, p. 597
■ ■ PE, p. 599
■ ■ PE, p. 600
■ ■ TE, pp. 595–596, 598, 600–603
■ ■ TE, p. 599
■ ■ Unit 5 In-Depth Resources, p. 62
■ ■ Unit 5 In-Depth Resources, p. 67
■ ■ Critical Thinking Transparency CT19
CHAPTER Section 3 (pages 594–603) Lesson Plan
Name Date
19
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
8.02
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 2.03, 2.06, 3.02, 3.04, 3.05, 4.02, 4.06
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154 Chapter 19, Section 3
Lesson Plan for The War at Home continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 595■ ■ Integrated Assessment Book
■ ■ TE, p. 600
■ ■ TE, pp. 597, 599■ ■ Reading Study Guide, pp. 195–196
■ ■ TE, p. 598
■ ■ Access for Students Acquiring English, p. 194■ ■ Spanish Reading Study Guide, pp. 195–196
■ ■ Section 3 Quiz
■ ■ Committee on Public Information, Four-Minute Speech, 1918
■ ■ Arthur Little, From Harlem to the Rhine, 1918
■ ■ classzone.com
■ ■ PE, p. 601
■ ■ Formal Assessment, p. 336
■ ■ TE, p. 601■ ■ Unit 5 In-Depth Resources, p. 55
■ ■ TE, p. 596■ ■ Integrated Assessment Book
Cross-Curricular LinksEconomics: Researching Inflation
Language Arts: Writing a Journal
Differentiating InstructionLess Proficient Readers: Predicting
Outcomes; Finding Main Ideas
Gifted and Talented Students: Conducting aTrial
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 3 Assessment
Section 3 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Creating a Wartime
Ad Campaign
RESOURCES
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The First World War 155
Wilson Fights for PeaceSection 4 Objectives
1. Summarize Wilson’s Fourteen Points
2. Describe the Treaty of Versailles and international and domestic reaction to it.
3. Explain some of the consequences of the war.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Key Player: Woodrow Wilson
Maps: Europe and the Middle East, 1915and 1919
Point/Counterpoint
History Through Film: Echoes of the Great War
Chart: Domestic Consequences of WorldWar I
Tracing Themes: America in World Affairs
Cooperative Learning: Debating the Leagueof Nations
More About: The Hall of Mirrors atVersailles; Henry Cabot Lodge; The Cold War
Connections Across Time
Analyzing Political Cartoons
Geography Application: A New Look forEurope
Cross-Curricular LinksGeography: Creating a Map
Mathematics: Graph: Military Casualties
■ ■ PE, p. 604
■ ■ PE, pp. 604–611■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 50■ ■ Building Vocabulary, p. 51
■ ■ TE, pp. 604, 606, 611
■ ■ PE, p. 605
■ ■ PE, p. 606
■ ■ PE, p. 607
■ ■ PE, p. 608
■ ■ PE, p. 609
■ ■ PE, pp. 605, 610–611
■ ■ TE, p. 608
■ ■ TE, pp. 606, 608, 611
■ ■ TE, p. 607
■ ■ TE, p. 610
■ ■ Unit 5 In-Depth Resources, pp. 57–58
■ ■ TE, p. 606
■ ■ PE, p. 613
CHAPTER Section 4 (pages 604–611) Lesson Plan
Name Date
19
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
8.02
Skills Competency Goals
1.01, 1.02, 1.03, 1.06, 1.08, 2.01, 2.02, 2.03, 2.04, 3.01, 3.05, 4.01, 4.02, 4.03, 4.05, 4.08
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156 Chapter 19, Section 4
Lesson Plan for Wilson Fights for Peace continued
Homework Assignments Other Teaching Materials
■ ■ Reading Study Guide, pp. 197–198■ ■ Access for Students Acquiring English,
pp. 195, 197–198■ ■ Spanish Reading Study Guide, pp. 197–198
■ ■ Section 4 Quiz■ ■ Chapter Test
■ ■ Woodrow Wilson, “Why a League of Nations Is Necessary,” 1919
■ ■ Henry Cabot Lodge, On the Terms of Peace, 1918
■ ■ classzone.com
■ ■ PE, p. 609
■ ■ Formal Assessment, p. 337
■ ■ TE, p. 609■ ■ Unit 5 In-Depth Resources, p. 56
■ ■ PE, pp. 612–613
■ ■ Formal Assessment, pp. 338–355
■ ■ TE, p. 605
Differentiating InstructionLess Proficient Readers
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 4 Assessment
Section 4 Quiz
Reteaching Activity
Chapter 19 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsCooperative Learning: Conducting a Model
Peace Conference
RESOURCES
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Politics of the Roaring Twenties 157
Americans Struggle with Postwar IssuesSection 1 Objectives
1. Summarize the reaction in the United States to the perceived threat of communism.
2. Analyze the causes and effects of the quota system in the United States.
3. Describe some of the postwar conflicts between labor and management.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: Tennessee millworkers’ riot
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Economic Background: Roots of Communism
History Through Art: Sacco and Vanzetti
Primary Source: Speech to the Jury
Infographic: U.S. Patterns of Immigration,1921–1929
Critical Thinking: Isolationist Policy of the1920s
Key Player: John Llewellyn Lewis
More About: The Palmer Raids; Ben Shahn;The Ku Klux Klan; Quota System; The Boston Police Strike
Primary Source: from Report on Steel Strikeof 1919
American Lives: Ernesto Galarza
■ ■ TE, pp. 616–617
■ ■ PE, pp. 616–617■ ■ TE, p. 616 Time Line Discussion
■ ■ PE, p. 617
■ ■ PE, p. 618
■ ■ PE, pp. 617–624■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 1■ ■ Building Vocabulary, p. 4
■ ■ TE, pp. 618, 620, 623
■ ■ PE, p. 619
■ ■ PE, p. 620■ ■ Humanities Transparency HT19
■ ■ Unit 6 In-Depth Resources, p. 11
■ ■ PE, p. 622
■ ■ Critical Thinking Transparency CT20
■ ■ PE, p. 624
■ ■ TE, pp. 619–623
■ ■ Unit 6 In-Depth Resources, p. 13
■ ■ Unit 6 In-Depth Resources, p. 18
CHAPTER Chapter Opener; Section 1 (pages 616–624) Lesson Plan
Name Date
20
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.01, 9.02, 9.03, 9.04
Skills Competency Goals
1.01, 1.04, 1.06, 1.08, 2.02, 2.03, 3.02, 3.05, 4.01, 4.06
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158 Chapter 20, Section 1
Lesson Plan for Americans Struggle with Postwar Issues continued
■ ■ TE, p. 622
■ ■ TE, p. 623
■ ■ PE, p. 622
■ ■ Geography Transparency GT20
■ ■ TE, p. 623■ ■ Reading Study Guide, pp. 201–202
■ ■ TE, p. 619
■ ■ TE, p. 621■ ■ Access for Students Acquiring English, p. 201■ ■ Spanish Reading Study Guide, pp. 201–202
■ ■ Section 1 Quiz
■ ■ U. S. Department of Justice, Instructions Regarding Conduct on Raids, 1920
■ ■ Louis Marshall, from “A Letter Regarding Immigration Restrictions,” 1924
■ ■ classzone.com
■ ■ PE, p. 624
■ ■ Formal Assessment, p. 356
■ ■ TE, p. 624■ ■ Unit 6 In-Depth Resources, p. 6
■ ■ TE, p. 620■ ■ Integrated Assessment Book
Cooperative Learning: Family Mobility
Tracing Themes
Cross-Curricular LinksMathematics: Graph: Immigration to the
United States, 1921 and 1929
Geography: European Immigration,1820–1920
Differentiating InstructionLess Proficient Readers: Cause and Effect
Gifted and Talented Students: Researchingthe Roots of the Red Scare
Students Acquiring English/ESL:Understanding Main Ideas and Details
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Staging a Retrial for
Sacco and Vanzetti
RESOURCES
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Politics of the Roaring Twenties 159
The Harding PresidencySection 2 Objectives
1. Contrast Harding’s policy of “normalcy” with Progressive Era reforms.
2. Identify scandals that plagued the Harding administration.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Warren G. Harding
Political Cartoon
Tracing Themes
Skillbuilder Lesson: Clarifying; Summarizing
Interpreting the Photograph
Tracing Themes
Differentiating InstructionLess Proficient Readers
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
■ ■ PE, p. 625
■ ■ PE, pp. 625–627■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 2■ ■ Building Vocabulary, p. 4
■ ■ TE, pp. 625–626
■ ■ PE, p. 625
■ ■ PE, p. 627
■ ■ TE, p. 626
■ ■ TE, p. 626■ ■ Unit 6 In-Depth Resources: Skillbuilder Practice, p. 5
■ ■ TE, p. 626
■ ■ TE, p. 626
■ ■ Reading Study Guide, pp. 203–204
■ ■ Access for Students Acquiring English, pp. 202, 204■ ■ Spanish Reading Study Guide, pp. 203–204
■ ■ Section 2 Quiz
■ ■ Denver Post, Senate Demands Information on Teapot Dome, 1922
■ ■ classzone.com
CHAPTER Section 2 (pages 625–627) Lesson Plan
Name Date
20
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
8.03
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08
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160 Chapter 20, Section 2
Lesson Plan for The Harding Presidency continued
Homework Assignments Other Teaching Materials
■ ■ PE, p. 627
■ ■ Formal Assessment, p. 357
■ ■ TE, p. 627■ ■ Unit 6 In-Depth Resources, p. 7
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
RESOURCES
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Politics of the Roaring Twenties 161
The Business of AmericaSection 3 Objectives
1. Summarize the impact of the automobile and other consumer goods on American life.
2. Explain how prosperity affected different groups of Americans.
3. Explain in what ways the country’s prosperity was superficial.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Map: Route 66
Key Player: Calvin Coolidge
Chart: Goods and Prices, 1900 and 1928
Another Perspective: The Needy
More About: Impact of the Automobile;Easy Credit; Success and Failure; Internet Start-Ups and Downs
Analyzing Political Cartoons
Tracing Themes: Economic Opportunity
American Lives: Henry Ford
Critical Thinking: Consumer Spending Power
Cross-Curricular LinksEconomics: Creating New Industries
Geography: The Automobile Industry
■ ■ PE, p. 628
■ ■ PE, pp. 628–635■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 3■ ■ Building Vocabulary, p. 4
■ ■ TE, pp. 628, 631–632, 635
■ ■ PE, p. 629
■ ■ PE, p. 630
■ ■ PE, p. 631
■ ■ PE, p. 632
■ ■ TE, pp. 629, 633–635
■ ■ PE, p. 632
■ ■ PE, pp. 634–635
■ ■ Unit 6 In-Depth Resources, p. 19
■ ■ Critical Thinking Transparency CT54
■ ■ TE, p. 630
■ ■ Unit 6 In-Depth Resources: Geography Application, pp. 9–10
Name Date
CHAPTER Section 3 (pages 628–635) Lesson Plan20
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.01, 9.02, 9.03
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.04, 2.05, 3.01, 3.02, 3.04, 3.05, 4.05, 4.06
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162 Chapter 20, Section 3
Lesson Plan for The Business of America continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 632■ ■ Reading Study Guide, pp. 205–206
■ ■ TE, p. 629
■ ■ Access for Students Acquiring English, pp. 203, 205–206
■ ■ Spanish Reading Study Guide, pp. 205–206
■ ■ Section 3 Quiz■ ■ Chapter Test
■ ■ classzone.com
■ ■ PE, p. 633
■ ■ Formal Assessment, p. 358
■ ■ TE, p. 633■ ■ Unit 6 In-Depth Resources, p. 8
■ ■ PE, pp. 636–637
■ ■ Formal Assessment, pp. 359–370
■ ■ TE, p. 631■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Identifying
Supporting Details
Gifted and Talented Students: Early CarCompanies
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 3 Assessment
Section 3 Quiz
Reteaching Activity
Chapter 20 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsLink to Popular Culture: Advertising
Messages
RESOURCES
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The Roaring Life of the 1920s 163
Changing Ways of LifeSection 1 Objectives
1. Explain how urbanization created a new way of life that often clashed with the values of traditional rural society.
2. Describe the controversy over the role of science and religion in American education and society in the 1920s.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: Gertrude“Ma” Rainey
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
History Through Art: Song of the Towers
Difficult Decisions: To Prohibit Alcohol or Not?
Historical Spotlight: Al Capone
Chart: Prohibition, 1920–1933
Now & Then: Evolution, Creationism, andEducation
More About: Billy Sunday; The EighteenthAmendment; The Scopes Trial; Clarence Darrow
Critical Thinking: Prohibition
Primary Sources: Political Cartoon; TheScopes Trial
■ ■ PE, pp. 638–639
■ ■ PE, pp. 638–639■ ■ TE, p. 638 Time Line Discussion
■ ■ PE, p. 639
■ ■ PE, p. 640
■ ■ PE, pp. 640–645■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 20■ ■ Building Vocabulary, p. 24
■ ■ TE, pp. 640, 644
■ ■ PE, p. 641
■ ■ PE, p. 642
■ ■ PE, p. 643
■ ■ PE, p. 643
■ ■ PE, p. 644
■ ■ TE, pp. 641, 642, 644, 645
■ ■ Critical Thinking Transparency CT21
■ ■ Unit 6 In-Depth Resources, pp. 33–33
CHAPTER Chapter Opener; Section 1 (pages 638–645) Lesson Plan
Name Date
21
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.01, 9.03, 9.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.05, 4.01, 4.02, 4.03
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164 Chapter 21, Section 1
Lesson Plan for Changing Ways of Life continued
Homework Assignments Other Teaching Materials
■ ■ Geography Transparency GT21
■ ■ Unit 6 In-Depth Resources, pp. 36–38
■ ■ TE, pp. 641, 642■ ■ Reading Study Guide, pp. 209–210
■ ■ TE, p. 644■ ■ Integrated Assessment Book
■ ■ Access for Students Acquiring English, p. 209■ ■ Spanish Reading Study Guide, pp. 209–210
■ ■ Section 1 Quiz
■ ■ Samual Hopkins Adams, from My Bootlegger, 1921
■ ■ Track 21, “Heebie Jeebies,” 1926
■ ■ classzone.com
■ ■ PE, p. 645
■ ■ Formal Assessment, p. 371
■ ■ TE, p. 645■ ■ Unit 6 In-Depth Resources, p. 26
■ ■ TE, p. 643
Cross-Curricular LinksGeography: Prohibition, 1890 and 1915
Literature: from Inherit the Wind
Differentiating InstructionLess Proficient Readers: Contrasting;
Recognizing Cause and Effect
Gifted and Talented Students: InterpretingPoints of View
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Creating a Dictionary
of 1920s Slang
RESOURCES
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The Roaring Life of the 1920s 165
The Twenties WomanChapter 2 Objectives
1. Explain how the image of the flapper embodied the changing values and attitudes of young women in the 1920s.
2. Identify the causes and results of the changing roles of women in the 1920s.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Zelda Sayre Fitzgerald
Graph: Women’s Changing Employment,1910–1930
More About: The Twenties Woman; TheAmerican Homemaker; Popular Figures of the 1920s; Bessie Smith
Tracing Themes
Daily Life: Youth in the Roaring Twenties
Differentiating InstructionLess Proficient Readers: Understanding
Cause and Effect
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
■ ■ PE, p. 646
■ ■ PE, pp. 646–651■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 21■ ■ Building Vocabulary, p. 24
■ ■ TE, pp. 646, 647, 651
■ ■ PE, p. 646
■ ■ PE, p. 648
■ ■ TE, pp. 647, 648, 650, 651
■ ■ TE, p. 649
■ ■ PE, pp. 650–651
■ ■ TE, p. 647■ ■ Reading Study Guide, pp. 211–212
■ ■ Access for Students Acquiring English, p. 210■ ■ Spanish Reading Study Guide, pp. 211–212
■ ■ Section 2 Quiz
■ ■ Bruce Bliven, from Flapper Jane, 1925
■ ■ classzone.com
CHAPTER Section 2 (pages 646–651) Lesson Plan
Name Date
21
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.02, 9.03, 9.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.06, 3.05
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166 Chapter 21, Section 2
Lesson Plan for The Twenties Woman continued
Homework Assignments Other Teaching Materials
■ ■ PE, p. 649
■ ■ Formal Assessment, p. 372
■ ■ TE, p. 649■ ■ Unit 6 In-Depth Resources, p. 27
■ ■ TE, p. 648■ ■ Integrated Assessment Book
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Analyzing Changes in
Women’s Roles
RESOURCES
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The Roaring Life of the 1920s 167
Education and Popular CultureSection 3 Objectives
1. Describe the popular culture of the 1920s.
2. Explain why the youth-dominated decade came to be called the Roaring Twenties.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Infographic: Radio Broadcasts of the 1920s
Infographic: Sports Heroes of the 1920s
Map: Historic Flights, 1919–1932
Key Player: F. Scott Fitzgerald
Skillbuilder Lesson: Drawing Conclusions
More About: Helen Wills; Charles A.Lindbergh; Georgia O’Keeffe; Writers of the 1920s
Tracing Themes
American Lives: Georgia O’Keeffe
Cross-Curricular LinksMathematics: Graph: High School
Enrollment, 1910–1940
Geography: From Coast to Coast by Train orby Plane
■ ■ PE, p. 652
■ ■ PE, pp. 652–657■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 22■ ■ Building Vocabulary, p. 24
■ ■ TE, pp. 652, 654
■ ■ PE, p. 653
■ ■ PE, p. 654
■ ■ PE, p. 655
■ ■ PE, p. 657
■ ■ TE, p. 655■ ■ Unit 6 In-Depth Resources: Skillbuilder Practice,
p. 25
■ ■ TE, pp. 654–656■ ■ Unit 6 In-Depth Resources: Primary Source:
Interview with Charles Lindbergh, p. 34
■ ■ TE, p. 653
■ ■ Unit 6 In-Depth Resources, p. 39
■ ■ PE, p. 653
■ ■ Unit 6 In-Depth Resources, pp. 30–31
CHAPTER Section 3 (pages 652–657) Lesson Plan
Name Date
21
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.03
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 3.02, 3.05
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168 Chapter 21, Section 3
Lesson Plan for Education and Popular Culture continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 654■ ■ Reading Study Guide, pp. 213–214
■ ■ TE, p. 653■ ■ Integrated Assessment Book
■ ■ Access for Students Acquiring English, pp. 211, 213–215
■ ■ Spanish Reading Study Guide, pp. 213–214
■ ■ Section 3 Quiz
■ ■ Heywood Brown, “The Sultan of Swat Steals a World Series Show,” 1923
■ ■ classzone.com
■ ■ PE, p. 657
■ ■ Formal Assessment, p. 373
■ ■ TE, p. 657■ ■ Unit 6 In-Depth Resources, p. 28
■ ■ Humanities Transparency HT20
■ ■ TE, p. 656■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Finding Main Ideas
Gifted and Talented Students: RadioBroadcasts of the 1920s
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 3 Assessment
Section 3 Quiz
Reteaching Activity
Block Scheduling OptionsArt: Automat
Cooperative Learning: Presenting Art
RESOURCES
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The Roaring Life of the 1920s 169
The Harlem RenaissanceSection 4 Objectives
1. Identify the causes and results of the migration of African Americans to Northern cities in the early 1900s.
2. Describe the prolific African-American artistic activity that became known as the Harlem Renaissance.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Zora Neale Hurston
Key Player: James Weldon Johnson
Infographic: Harlem in the 1920s
Key Player: Duke Ellington
More About: The Harlem Renaissance;African-American Artists; Paul Robeson; Louis Armstrong; Langston Hughes; Edna St. Vincent Millay
Tracing Themes
Connections Across Time
American Literature: Literature in the Jazz Age
Critical Thinking: African-AmericanMigration from the South
Cross-Curricular LinksMusic: All That Jazz
■ ■ PE, p. 658
■ ■ PE, pp. 658–665■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 33■ ■ Building Vocabulary, p. 24
■ ■ TE, pp. 658, 660, 665
■ ■ PE, p. 658
■ ■ PE, p. 659
■ ■ PE, p. 661
■ ■ PE, p. 663
■ ■ TE, pp. 660, 661, 662, 664, 665■ ■ Unit 6 In-Depth Resources: American Lives: Louis
Armstrong, p. 40
■ ■ TE, p. 659
■ ■ TE, p. 661
■ ■ PE, pp. 664–665
■ ■ Unit 6 In-Depth Resources: Primary Source: “When the Negro Was in Vogue,” p. 35
■ ■ Critical Thinking Transparency CT55
■ ■ TE, p. 662
CHAPTER Section 4 (pages 658–665) Lesson Plan
Name Date
21
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.02, 9.03, 9.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.05, 4.06
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170 Chapter 21, Section 4
Lesson Plan for The Harlem Renaissance continued
Homework Assignments Other Teaching Materials
■ ■ TE, pp. 659, 660■ ■ Reading Study Guide, pp. 215–216
■ ■ Access for Students Acquiring English, p. 212■ ■ Spanish Reading Study Guide, pp. 215–216
■ ■ Videocassette Volume 2
■ ■ Section 4 Quiz■ ■ Chapter Test
■ ■ classzone.com
■ ■ PE, p. 663
■ ■ Formal Assessment, p. 374
■ ■ TE, p. 663■ ■ Unit 6 In-Depth Resources, p. 29
■ ■ PE, pp. 666–667
■ ■ Formal Assessment, pp. 375–386
■ ■ TE, p. 661■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Identifying
Important Details; Exploring Themes
Students Acquiring English/ESL
Integrate TechnologyAmerican Stories video series: “Jump at
the Sun”
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 4 Assessment
Section 4 Quiz
Reteaching Activity
Chapter 21 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsCooperative Learning: Celebrating African-
American Culture
RESOURCES
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The Great Depression Begins 171
The Nation’s Sick EconomySection 1 Objectives
1. Summarize the critical problems threatening the American economy in the late 1920s.
2. Describe the causes of the stock market crash and Great Depression.
3. Explain how the Great Depression affected the economy in the United States and throughout the world.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: Food line
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Economic Background: Uneven IncomeDistribution, 1929
Analyzing Political Cartoons
Now & Then: New York Stock Exchange
Infographic: Depression Indicators
World Stage: Global Effects of theDepression
Tracing Themes
Skillbuilder Lesson: Interpreting Graphs
Primary Sources: The Stock Market Crash;Political Cartoon
■ ■ PE, pp. 668–669
■ ■ PE, pp. 668–669■ ■ TE, p. 668 Time Line Discussion
■ ■ PE, p. 669
■ ■ PE, p. 670
■ ■ PE, pp. 670–677■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 41■ ■ Building Vocabulary, p. 44
■ ■ TE, pp. 670, 673, 675
■ ■ PE, p. 672
■ ■ PE, p. 673
■ ■ PE, p. 674
■ ■ PE, p. 676
■ ■ PE, p. 677
■ ■ TE, p. 671
■ ■ TE, p. 676■ ■ Unit 6 In-Depth Resources: Skillbuilder Practice,
p. 52
■ ■ Unit 6 In-Depth Resources, pp. 51–52
CHAPTER Chapter Opener; Section 1 (pages 668–677) Lesson Plan
Name Date
22
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.01, 9.02, 9.03
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 2.02, 2.03, 3.02, 3.04, 3.05, 4.01, 4.06, 4.08
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172 Chapter 22, Section 1
Lesson Plan for The Nation’s Sick Economy continued
■ ■ TE, pp. 672, 675■ ■ Integrated Assessment Book
■ ■ Geography Transparency GT22
■ ■ TE, p. 671■ ■ Reading Study Guide, pp. 219–220
■ ■ TE, p. 673■ ■ Integrated Assessment Book
■ ■ Access for Students Acquiring English, pp. 218, 221■ ■ Spanish Reading Study Guide, pp. 219–220
■ ■ Section 1 Quiz
■ ■ New York Times, On Minding Your Own Business, 1929
■ ■ Track 22, “Backwater Blues,” 1927■ ■ Track 23, “Brother, Can You Spare a Dime?” 1932
■ ■ classzone.com
■ ■ PE, p. 677
■ ■ Formal Assessment, p. 387
■ ■ TE, p. 677■ ■ Unit 6 In-Depth Resources, p. 46
■ ■ TE, p. 674■ ■ Integrated Assessment Book
■ ■ Critical Thinking Transparency CT22
Cross-Curricular LinksEconomics: Economic Research or
Depression; Creating a TV Special
Geography: Growth of Electricity
Differentiating InstructionLess Proficient Readers: Analyzing Causes
and Effects
Gifted and Talented Students: Creating aPolitical Cartoon
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Popular Music of the
1930s
Critical Thinking: The Great Depression
RESOURCES
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The Great Depression Begins 173
Hardship and Suffering During the DepressionSection 2 Objectives
1. Describe how people struggled to survive during the Depression.
2. Explain how the Depression affected men, women, and children.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Another Perspective: An African-AmericanView of the Depression
Map: The Dust Bowl, 1933–1936
Historical Spotlight: Hobo Symbols
More About: Mexican Americans and theDepression; Women in the Depression; Hardships of the Depression; Health Problems Caused by the Depression
Skillbuilder Lesson: Formulating HistoricalQuestions
Tracing Themes
Primary Source: Letter from a Dust BowlSurvivor
Literature: from “In the Beginning”
Cross-Curricular LinksLiterature: The Grapes of Wrath
Geography: The Great Depression Takes Its Toll
■ ■ PE, p. 678
■ ■ PE, pp. 678–683■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 42■ ■ Building Vocabulary, p. 44
■ ■ TE, pp. 678, 680
■ ■ PE, p. 679
■ ■ PE, p. 680
■ ■ PE, p. 681
■ ■ TE, pp. 699, 681, 682
■ ■ TE, p. 679■ ■ Unit 6 In-Depth Resources: Skillbuilder Practice,
p. 45
■ ■ TE, pp. 680, 683
■ ■ Unit 6 In-Depth Resources, p. 53
■ ■ Unit 6 In-Depth Resources, pp. 55–57
■ ■ TE, p. 680■ ■ Integrated Assessment Book
■ ■ Unit 6 In-Depth Resources, pp. 49–50
CHAPTER Section 2 (pages 678–683) Lesson Plan
Name Date
22
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.01, 9.02, 9.03, 9.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 3.01, 4.06
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174 Chapter 22, Section 2
Lesson Plan for Hardship and Suffering During the Depression continued
Homework Assignments Other Teaching Materials
■ ■ Reading Study Guide, pp. 221–222
■ ■ TE, p. 671■ ■ Access for Students Acquiring English,
pp. 219, 222–223■ ■ Spanish Reading Study Guide, pp. 221–222
■ ■ Section 2 Quiz
■ ■ Anonymous, “Beans, Bacon, and Gravy,” 1930s■ ■ Cesar Chavez, “Childhood During the
Depression,” 1930s
■ ■ classzone.com
■ ■ PE, p. 683
■ ■ Formal Assessment, p. 388
■ ■ TE, p. 683■ ■ Unit 6 In-Depth Resources, p. 47
■ ■ TE, p. 682
Differentiating InstructionLess Proficient Readers
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Oral History
RESOURCES
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The Great Depression Begins 175
Hoover Struggles with the DepressionSection 3 Objectives 1. Explain Hoover’s initial response to the Depression. 2. Summarize the actions Hoover took to help the economy
and the hardship suffered by Americans. 3. Describe the Bonus Army and Hoover’s actions toward it.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Key Player: Herbert Hoover
Political Cartoon
Difficult Decisions: Hoover and FederalProjects
Tracing Themes
Connections Across Time
More About: Hoovervilles; Gassing theBonus Army
Primary Source: Attack on the Bonus Army
Differentiating InstructionLess Proficient Readers: Clarifying
Students Acquiring English/ESL: DecodingIdioms
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
■ ■ PE, p. 684
■ ■ PE, pp. 684–689■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 43■ ■ Building Vocabulary, p. 44
■ ■ TE, pp. 684, 687, 688
■ ■ PE, p. 685
■ ■ PE, p. 687
■ ■ PE, p. 688
■ ■ TE, pp. 685, 687
■ ■ TE, p. 686
■ ■ TE, pp. 686, 689
■ ■ Unit 6 In-Depth Resources, p. 54
■ ■ TE, p. 686■ ■ Reading Study Guide, pp. 223–224
■ ■ TE, p. 687■ ■ Access for Students Acquiring English, p. 220■ ■ Spanish Reading Study Guide, pp. 223–224
■ ■ Section 3 Quiz■ ■ Chapter Test
■ ■ General Douglas MacArthur, from A Report on the Employment of Federal Troops, 1932
■ ■ W. W. Waters, from B. E. F.: The Whole Story of the Bonus Army, 1932
■ ■ classzone.com
CHAPTER Section 3 (pages 684–689) Lesson Plan
Name Date
22
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.01, 9.02, 9.03
Skills Competency Goals
1.01, 1.02, 1.03, 1.06, 1.08, 4.01, 4.02, 4.03, 4.06, 4.07
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176 Chapter 22, Section 3
Lesson Plan for Hoover Struggles with the Depression continued
Homework Assignments Other Teaching Materials
■ ■ PE, p. 689
■ ■ Formal Assessment, p. 389
■ ■ TE, p. 689■ ■ Unit 6 In-Depth Resources, p. 48
■ ■ PE, pp. 690–691
■ ■ Formal Assessment, pp. 390–407
■ ■ TE, p. 688■ ■ Integrated Assessment Book
Assess & ReteachSection 3 Assessment
Section 3 Quiz
Reteaching Activity
Chapter 22 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsCooperative Learning: Debating the Bonus
Army March
RESOURCES
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The New Deal 177
A New Deal Fights the DepressionSection 1 Objectives
1. Summarize the initial steps Roosevelt took to reform banking and finance.
2. Describe New Deal work programs.
3. Identify critics of FDR’s New Deal.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: CivilianConservation Corps
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Key Players: Franklin D. Roosevelt, EleanorRoosevelt
Chart: Civilian Conservation Corps
Economic Background: Deficit Spending
Analyzing Political Cartoons
More About: Election of 1932; FDR’sLeadership; FDR’s Disability; Roosevelt and the Supreme Court; Huey Long
Tracing Themes
Skillbuilder Lesson: Analyzing Issues
Primary Source: Father Coughlin’s Anti-NewDeal
American Lives: Huey Long
■ ■ PE, pp. 692–693
■ ■ PE, pp. 692–693■ ■ TE, p. 692 Time Line Discussion
■ ■ PE, p. 693
■ ■ PE, p. 694
■ ■ PE, pp. 694–700■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 60■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 694, 697, 698
■ ■ PE, p. 695
■ ■ PE, p. 697
■ ■ PE, p. 698
■ ■ PE, p. 699
■ ■ TE, pp. 695, 696, 699, 700
■ ■ TE, p. 697
■ ■ TE, p. 699■ ■ Unit 6 In-Depth Resources: Skillbuilder Practice,
p. 66
■ ■ Unit 6 In-Depth Resources, p. 76
■ ■ Unit 6 In-Depth Resources, p. 83
CHAPTER Chapter Opener; Section 1 (pages 692–700) Lesson Plan
Name Date
23
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.01, 9.02, 9.03, 9.05
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.04, 3.05, 4.01
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178 Chapter 23, Section 1
Lesson Plan for The New Deal Fights the Depression continued
■ ■ Critical Thinking Transparencies CT23, CT57
■ ■ TE, p. 695
■ ■ TE, p. 698■ ■ Integrated Assessment Book
■ ■ Geography Transparency GT23
■ ■ TE, p. 697■ ■ Reading Study Guide, pp. 227–228
■ ■ Access for Students Acquiring English, pp. 226, 231■ ■ Spanish Reading Study Guide, pp. 227–228
■ ■ Section 1 Quiz
■ ■ Franklin Delano Roosevelt, from Acceptance Speech, 1932
■ ■ Franklin Delano Roosevelt, from First Inaugural Address, 1933
■ ■ Track 24, “In the Mood,” 1939
■ ■ classzone.com
■ ■ PE, p. 700
■ ■ Formal Assessment, p. 408
■ ■ TE, p. 700■ ■ Unit 6 In-Depth Resources, p. 67
■ ■ TE, p. 696■ ■ Integrated Assessment Book
■ ■ Humanities Transparency HT40
Critical Thinking: The New Deal; U.S.Economic Indicators
Cross-Curricular LinksGovernment: The Role of the First Lady
Economics: National Debt
Geography: PWA in Action
Differentiating InstructionLess Proficient Readers: New Deal Programs
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Delivering a Fireside
Chat
Art: Nine Old Men
RESOURCES
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The New Deal 179
The Second New Deal Takes HoldSection 2 Objectives
1. Describe the purpose of the Second New Deal.
2. Summarize New Deal programs for farmers.
3. Identify the Second New Deal programs aimed at assisting young people and professionals.
4. Summarize labor and economic reforms carried out under the Second New Deal.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Dorothea Lange
History Through Photojournalism
Chart: New Deal Programs
Historic Decisions of the Supreme Court:NLRB v. Jones and Laughlin Steel Corp. (1937)
More About: The Grapes of Wrath; Dorothea Lange; The WPA; The Wagner Act; Social Security; Charles Evans Hughes; Taft-Hartley Act
Tracing Themes
Art: A relief center in Louisville, Kentucky
Critical Thinking: The New Deal
Cross-Curricular LinksLocal History: The Legacy of the New Deal
and WPA
Economics: The Wagner Act
■ ■ PE, p. 701
■ ■ PE, pp. 701–709■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 61■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 701, 704, 705, 709
■ ■ PE, p. 701
■ ■ PE, p. 703
■ ■ PE, p. 706
■ ■ PE, pp. 708–709
■ ■ TE, pp. 702–705, 707–709
■ ■ TE, p. 705
■ ■ Humanities Transparency HT22
■ ■ Critical Thinking Transparency CT23
■ ■ TE, p. 704■ ■ Integrated Assessment Book
■ ■ TE, p. 705■ ■ Integrated Assessment Book
CHAPTER Section 2 (701–709) Lesson Plan
Name Date
23
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.01, 9.02, 9.03, 9.05
Skills Competency Goals
1.01, 1.02, 1.06, 2.02, 2.03, 2.06, 3.05, 4.06
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180 Chapter 23, Section 2
Lesson Plan for The Second New Deal Takes Hold continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 702■ ■ Reading Study Guide, pp. 229–230
■ ■ TE, p. 703■ ■ Integrated Assessment Book
■ ■ Access for Students Acquiring English, p. 227■ ■ Spanish Reading Study Guide, pp. 229–230
■ ■ Section 2 Quiz
■ ■ classzone.com
■ ■ PE, p. 707
■ ■ Formal Assessment, p. 409
■ ■ TE, p. 707■ ■ Unit 6 In-Depth Resources, p. 68
■ ■ TE, p. 706■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Clarifying Ideas
Gifted and Talented Students: Essay onPhotojournalism
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
America’s Music CD
Using the Internet
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Ongoing New Deal
Agencies
RESOURCES
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The New Deal 181
The New Deal Affects Many GroupsSection 3 Objectives
1. Analyze the effects of the New Deal programs on women.
2. Describe Roosevelt’s attitude toward African Americans.
3. Identify the groups that formed the New Deal coalition.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Key Player: Frances Perkins
Historical Spotlight: Deportation of MexicanAmericans
Graph: The Growing Labor MovementMore About: Mary McLeod Bethune; Marian
Anderson; The New Deal Coalition; General Motors Sit-Down Strike of 1937; Republic Steel Strike of 1937; Election of 1936
Tracing Themes
Primary Source: The Memorial Day Massacre
American Lives: Mary McLeod Bethune
Cross-Curricular LinksGovernment: Women in Government
Differentiating InstructionLess Proficient Readers: Clarifying
Gifted and Talented Students: Politics andPolicy; Two Memorable Strikes
Students Acquiring English/ESL:Understanding Idioms and Complex Constructions
■ ■ PE, p. 710
■ ■ PE, pp. 710–715■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 62■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 710–713
■ ■ PE, p. 711
■ ■ PE, p. 712
■ ■ PE, p. 714
■ ■ TE, pp. 711–715
■ ■ TE, p. 713
■ ■ Unit 6 In-Depth Resources, p. 77
■ ■ Unit 6 In-Depth Resources, p. 84
■ ■ TE, p. 711
■ ■ Reading Study Guide, pp. 231–232
■ ■ TE, pp. 712, 714■ ■ Integrated Assessment Book
■ ■ TE, p. 713■ ■ Access for Students Acquiring English, p. 228■ ■ Spanish Reading Study Guide, pp. 231–232
CHAPTER Section 3 (pages 710–715) Lesson Plan
Name Date
23
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.03, 9.04, 9.05
Skills Competency Goals
1.01, 1.02, 1.04, 1.06
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182 Chapter 23, Section 3
Lesson Plan for The New Deal Affects Many Groups continued
Homework Assignments Other Teaching Materials
■ ■ Section 3 Quiz
■ ■ Eleanor Roosevelt, from Women Must Learn to Play the Game as Men Do, 1928
■ ■ Mary McLeod Bethune, “How Bethune-Cookman College Began,” 1900
■ ■ Videocassette Volume 2
■ ■ classzone.com
■ ■ PE, p. 715
■ ■ Formal Assessment, p. 410
■ ■ TE, p. 715■ ■ Unit 6 In-Depth Resources, p. 69
■ ■ Unit 6 In-Depth Resources, pp. 80–82
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
American Stories Video
Using the Internet
Assess & ReteachSection 3 Assessment
Section 3 Quiz
Reteaching Activity
Block Scheduling OptionsLiterature: Waiting for Lefty
RESOURCES
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The New Deal 183
Culture in the 1930sSection 4 Objectives
1. Describe the entertainment provided by motion pictures and radio.
2. Identify some of the artists and writers of the New Deal era.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Don Congdon
Historical Spotlight: War of the Worlds
History Through Art: American Gothic
Tracing Themes
More About: The Federal Art Project; TheCoit Tower Murals; Woody Guthrie; Richard Wright
Primary Sources: WPA Poster; Let Us NowPraise Famous Men
Cross-Curricular LinksHumanities: Realism and Escape
Popular Culture: Create a Radio Show
Differentiating InstructionLess Proficient Readers
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
America’s Music CD
Using the Internet
■ ■ PE, p. 716
■ ■ PE, pp. 716–720■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 63■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 716, 718
■ ■ PE, p. 716
■ ■ PE, p. 717
■ ■ PE, p. 719
■ ■ TE, p, 717
■ ■ TE, pp. 718–720
■ ■ Unit 6 In-Depth Resources, pp. 78–79
■ ■ TE, p. 717
■ ■ TE, p. 718■ ■ Integrated Assessment
■ ■ Reading Study Guide, pp. 233–234
■ ■ Access for Students Acquiring English, p. 229■ ■ Spanish Reading Study Guide, pp. 233–234
■ ■ Section 4 Quiz
■ ■ classzone.com
CHAPTER Section 4 (pages 716–720) Lesson Plan
Name Date
23
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.03
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 3.05, 4.01, 4.06, 4.08
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184 Chapter 23, Section 4
Lesson Plan for Culture in the 1930s continued
Homework Assignments Other Teaching Materials
■ ■ PE, p. 720
■ ■ Formal Assessment, p. 411
■ ■ TE, p. 720■ ■ Unit 6 In-Depth Resources, p. 70
■ ■ TE, p. 719■ ■ Integrated Assessment Book
Assess & ReteachSection 4 Assessment
Section 4 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Class Mural
RESOURCES
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The New Deal 185
The Impact of the New DealSection 5 Objectives
1. Summarize opinions about the effectiveness of the New Deal.
2. Describe the legacies of the New Deal.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: George Dobbin
Point/Counterpoint
Graphs: Federal Deficit and Unemployment,1933–1945
Now & Then: Social Security
Political Cartoons
Geography Spotlight: The Tennessee ValleyAuthority
More About: FDR’s Brain Trust; FDIC andSEC; Tennessee Valley Authority; The Tennessee River
Tracing Themes
Cross-Curricular LinksGeography: Decade of Democrats
Differentiating InstructionLess Proficient Readers: Clarifying Ideas
Students Acquiring English/ESL
■ ■ PE, p. 721
■ ■ PE, pp. 721–727■ ■ Unit 6 In-Depth Resources: Guided Reading, p. 64■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 721, 724, 727
■ ■ PE, p. 721
■ ■ PE, p. 722
■ ■ PE, p. 723
■ ■ PE, p. 724
■ ■ PE, p. 725
■ ■ PE, pp. 726–727
■ ■ TE, pp. 722, 723, 725, 726
■ ■ TE, p. 724
■ ■ Unit 6 In-Depth Resources, pp. 72–73
■ ■ TE, p. 724■ ■ Reading Study Guide, pp. 235–236
■ ■ Access for Students Acquiring English, p. 230, 232–233, 234–235
■ ■ Spanish Reading Study Guide, pp. 235–236
CHAPTER Section 5 (pages 721–727) Lesson Plan
Name Date
23
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
9.03, 9.05
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.05, 2.06, 3.01, 3.02, 3.04, 3.05, 4.02, 4.06, 4.07
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186 Chapter 23, Section 5
Lesson Plan for The Impact of the New Deal continued
Homework Assignments Other Teaching Materials
■ ■ Section 5 Quiz■ ■ Chapter Test
■ ■ classzone.com
■ ■ PE, p. 725
■ ■ Formal Assessment, p. 412
■ ■ TE, p. 725■ ■ Unit 6 In-Depth Resources, p. 71
■ ■ PE, pp. 728–729
■ ■ Formal Assessment, pp. 413–424
■ ■ TE, p. 723
■ ■ Unit 6 In-Depth Resources, pp. 74–75
Integrate TechnologyElectronic Teacher Tools
Test Generator
America’s Music CD
Using the Internet
Assess & ReteachSection 5 Assessment
Section 5 Quiz
Reteaching Activity
Chapter 23 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsCooperative Learning: Debating the New Deal
Outline Map: Anatomy of the TennesseeValley Authority
RESOURCES
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World War Looms 187
Dictators Threaten World PeaceSection 1 Objectives
1. Identify the types of government that took power in Russia, Italy, Germany, and Japan after World War I.
2. Describe the details of America’s turn to isolationism in the 1930s.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: Nazi rally
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Martha Gellhorn
Map: The Rise of Nationalism, 1922–1941
Chart: The Faces of Totalitarianism
Maps: Japan Invades Manchuria, 1931; Italy Invades Ethiopia, 1935–1936
Historical Spotlight: African Americans Standby Ethiopians
Analyzing Political Cartoons
More About: Stalin’s Show Trials; BenitoMussolini; The Election of Adolf Hitler; The League of Nations; Spanish Civil War; Aggressor Nations
Tracing Themes
Primary Source: Quarantine Speech
■ ■ PE, pp. 732–733
■ ■ PE, pp. 732–733■ ■ TE, p. 732 Time Line Discussion
■ ■ PE, p. 733
■ ■ PE, p. 734
■ ■ PE, pp. 733–741■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 1■ ■ Building Vocabulary, p. 5
■ ■ TE, pp. 734, 740
■ ■ PE, p. 734
■ ■ PE, p. 736
■ ■ PE, p. 737
■ ■ PE, p. 738
■ ■ PE, p. 739
■ ■ PE, p. 740
■ ■ TE, pp. 735–739, 741
■ ■ TE, p. 740
■ ■ Unit 7 In-Depth Resources, p. 13
CHAPTER Chapter Opener; Section 1 (pages 732–741) Lesson Plan
Name Date
24
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
10.01, 10.05
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.04, 3.05, 4.01, 4.06
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188 Chapter 24, Section 1
Lesson Plan for Dictators Threaten World Peace continued
Homework Assignments Other Teaching Materials
■ ■ Humanities Transparency HT23
■ ■ TE, pp. 735, 739■ ■ Reading Study Guide, pp. 239–240
■ ■ TE, p. 737■ ■ Integrated Assessment Book
■ ■ TE, p. 736■ ■ Access for Students Acquiring English, p. 238■ ■ Spanish Reading Study Guide, pp. 239–240
■ ■ Section 1 Quiz
■ ■ classzone.com
■ ■ PE, p. 741
■ ■ Formal Assessment, p. 425
■ ■ TE, p. 741■ ■ Unit 7 In-Depth Resources, p. 7
■ ■ TE, p. 738■ ■ Integrated Assessment Book
■ ■ TE, p. 740
Cross-Curricular LinksArt: German Nazi Party poster
Differentiating InstructionLess Proficient Readers: Organizing
Information; Supporting Details
Gifted and Talented Students: Roosevelt andHitler
Students Acquiring English/ ESL: PreviewingForeign Terms
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Debating League
Action in Manchuria
Cooperative Learning: Writing a NewspaperEditorial
RESOURCES
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World War Looms 189
War in EuropeSection 1 Objectives
1. Explain Hitler’s motives for expansion and how Britain and France responded.
2. Describe the blitzkrieg tactics that Germany used against Poland.
3. Summarize the first battles of World War II.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: William Shirer
Key Player: Adolf Hitler
Map: German Advances, 1938–1941
Key Player: Winston Churchill
More About: Stalin and the Non-AggressionPact; Blitzkrieg; The Phony War; Charles de Gaulle
Skillbuilder Lesson: Developing HistoricalPerspective
Connections Across Time
Geography: Aggression in Europe,1936–1939
Cross-Curricular LinksGeography: Blitzkrieg and Geography
Differentiating InstructionLess Proficient Readers
Students Acquiring English/ESL: Decoding aSpeech
■ ■ PE, p. 742
■ ■ PE, pp. 742–747■ ■ Unit 7 In-Depth Resources: Guided Reading, p. 2■ ■ Building Vocabulary, p. 5
■ ■ TE, pp. 742, 744, 746
■ ■ PE, p. 742
■ ■ PE, p. 743
■ ■ PE, p. 744
■ ■ PE, p. 747
■ ■ TE, pp. 745, 746
■ ■ TE, p. 743■■ Unit 7 In-Depth Resources: Skillbuilder Practice, p. 6
■ ■ TE, p. 743
■ ■ Geography Transparency GT24
■ ■ TE, p. 745■ ■ Integrated Assessment Book
■ ■ Reading Study Guide, pp. 241–242
■ ■ TE, p. 744■ ■ Access for Students Acquiring English, pp. 239, 242■ ■ Spanish Reading Study Guide, pp. 241–242
CHAPTER Section 2 (pages 742–747) Lesson Plan
Name Date
24
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
10.01
Skills Competency Goals
1.01, 1.02, 1.06, 3.01, 4.06
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190 Chapter 24, Section 2
Lesson Plan for War in Europe continued
Homework Assignments Other Teaching Materials
■ ■ Section 2 Quiz
■ ■ Winston Churchill, “A Letter to Roosevelt,” 1940
■ ■ classzone.com
■ ■ PE, p. 747
■ ■ Formal Assessment, p. 426
■ ■ TE, p. 747■ ■ Unit 7 In-Depth Resources, p. 8
■ ■ TE, p. 746■ ■ Integrated Assessment Book
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Creating a Radio
Broadcast
RESOURCES
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World War Looms 191
The HolocaustSection 3 Objectives
1. Explain the reasons behind the Nazis’ persecution of the Jews and the problems facing Jewish refugees.
2. Describe the Nazis’ “final solution” to the Jewish problem and the horrors of the Holocaust.
3. Identify and describe the profound and lasting effects of the Holocaust on survivors.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Gerda WeissmannKlein
Another Perspective: Denmark’s Resistance
Chart: Estimated Jewish Losses
World Stage: Righteous Persons of WorldWar II
More About: The Nuremberg Laws; RudolfReder; The Final Solution; Raoul Wallenberg; Nazi Atrocities; Elie Wiesel
Tracing Themes
American Lives: Elie Wiesel
Cooperative Learning: Exploring HolocaustLiterature
Cross-Curricular LinksLiterature: from Sophie’s Choice
Art/Literature: Creative Response
■ ■ PE, p. 748
■ ■ PE, pp. 748–755■ ■ Unit 7 In-Depth Resources: Guided Reading, p. 3■ ■ Building Vocabulary, p. 5
■ ■ TE, pp. 748, 750, 753
■ ■ PE, p. 748
■ ■ PE, p. 751
■ ■ PE, p. 751
■ ■ PE, p. 754
■ ■ TE, pp. 749, 752–755
■ ■ TE, p. 749
■ ■ Unit 7 In-Depth Resources, p. 20
■ ■ TE, p. 754
■ ■ Unit 7 In-Depth Resources, pp. 17–19
■ ■ TE, p. 751
CHAPTER Section 3 (pages 748–755) Lesson Plan
Name Date
24
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 3.02, 4.01, 4.02, 4.03
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192 Chapter 24, Section 3
Lesson Plan for The Holocaust continued
Homework Assignments Other Teaching Materials
■ ■ TE, pp. 749, 753■ ■ Reading Study Guide, pp. 243–244
■ ■ TE, p. 752
■ ■ Access for Students Acquiring English, p. 240■ ■ Spanish Reading Study Guide, pp. 243–244
■ ■ Section 3 Quiz
■ ■ Videocassette Volume 3
■ ■ classzone.com
■ ■ PE, p. 755
■ ■ Formal Assessment, p. 427
■ ■ TE, p. 755■ ■ Unit 7 In-Depth Resources, p. 9
■ ■ TE, p. 750■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Main Ideas;
Following Chronological Order
Gifted and Talented Students: InvestigativeReport about the Warsaw Ghetto
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
American Stories Video Series
Using the Internet
Assess & ReteachSection 3 Assessment
Section 3 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Debating Jewish
Immigration
RESOURCES
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World War Looms 193
America Moves Toward WarSection 4 Objectives
1. Describe the U.S. response to the outbreak of war in Europe in 1939.
2. Explain how Roosevelt assisted the Allies without declaring war.
3. Summarize the events that brought the United States into armed conflict with Germany.
4. Describe the American response to the Japanese attack on Pearl Harbor.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Analyzing Political Cartoons
Point/Counterpoint
Science & Technology: German Wolf Packs
Key Player: Hideki Tojo
Map: Japanese Aggression, 1931–1941
Economic Background: War and theDepression
More About: The U-Boats; Science andTechnology
Link to Geography: Mapping Attack Sites
Primary Sources: The Bombing of PearlHarbor; War Poster
American Lives: Charles A. Lindbergh
Critical Thinking: World War II Breaks Out inEurope; Time Line of Events Leading to World War II
■ ■ PE, p. 756
■ ■ PE, pp. 756–763■ ■ Unit 7 In-Depth Resources: Guided Reading, p. 4■ ■ Building Vocabulary, p. 5
■ ■ TE, pp. 756, 758, 760
■ ■ PE, p. 757
■ ■ PE, p. 758
■ ■ PE, p. 759
■ ■ PE, p. 760
■ ■ PE, p. 762
■ ■ PE, p. 763
■ ■ TE, p. 759
■ ■ TE, p. 762
■ ■ Unit 7 In-Depth Resources, pp. 14–16
■ ■ Unit 7 In-Depth Resources, p. 21
■ ■ Critical Thinking Transparencies CT24, CT58
CHAPTER Section 4 (pages 756–763) Lesson Plan
Name Date
24
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
10.01, 10.02, 10.03, 10.05
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.06, 3.01, 3.04, 3.05, 4.02, 4.05, 4.06
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194 Chapter 24, Section 4
Lesson Plan for America Moves Toward War continued
Homework Assignments Other Teaching Materials
■ ■ Unit 7 In-Depth Resources, pp. 11–12
■ ■ TE, p. 759
■ ■ TE, p. 760
■ ■ TE, p. 757■ ■ Reading Study Guide, pp. 245–246
■ ■ Access for Students Acquiring English, pp. 241, 243–244
■ ■ Spanish Reading Study Guide, pp. 245–246
■ ■ Section 4 Quiz
■ ■ Chapter Test
■ ■ George A Dondero, from Are We Being Led into War? 1941
■ ■ New York Times, from Let Us Face the Truth, 1941
■ ■ Franklin Delano Roosevelt, On the Declaration of War, 1941
■ ■ classzone.com
■ ■ PE, p. 763
■ ■ Formal Assessment, p. 428
■ ■ TE, p. 763■ ■ Unit 7 In-Depth Resources, p. 10
■ ■ PE, pp. 764–765
■ ■ Formal Assessment, pp. 429–440
■ ■ TE, p. 761■ ■ Integrated Assessment Book
Cross-Curricular LinksGeography: Japanese Aggression
Science: Radar
Humanities (Music): World War II-Era Music
Differentiating InstructionLess Proficient Readers: Examining Causes
and Effects
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 4 Assessment
Section 4 Quiz
Reteaching Activity
Chapter 24 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsLink to World History: Pearl Harbor
RESOURCES
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The United States in World War II 195
Mobilizing for DefenseSection 1 Objectives
1. Explain how the United States expanded its armed forces in World War II.
2. Describe the wartime mobilization of industry, labor, scientists, and the media.
3. Trace the efforts of the U.S. government to control the economy and deal with alleged subversion.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: Pearl Harbor
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Now & Then: Women in the Military
History Through Film: Hollywood HelpsMobilization
Chart: The Government Takes Control of theEconomy, 1942–1945
Tracing Themes
More About: Henry J. Kaiser; Women inDefense Industries; A. Philip Randolph; Albert Einstein; Rationing
Primary Sources: War Ration Stamps
American Lives: Oveta Culp Hobby
■ ■ PE, pp. 766–767
■ ■ PE, pp. 766–767■ ■ TE, p. 766 Time Line Discussion
■ ■ PE, p. 767
■ ■ PE, p. 768
■ ■ PE, pp. 768–774■ ■ Unit 7 In-Depth Resources: Guided Reading, p. 22■ ■ Building Vocabulary, p. 26
■ ■ TE, pp. 768, 770, 773
■ ■ PE, p. 769
■ ■ PE, p. 772
■ ■ PE, p. 773
■ ■ TE, pp. 769, 770
■ ■ TE, pp. 771–774
■ ■ Unit 7 In-Depth Resources, p. 37
■ ■ Unit 7 In-Depth Resources, p. 43
CHAPTER Chapter Opener; Section 1 (pages 766–774) Lesson Plan
Name Date
25
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
10.02, 10.03
Skills Competency Goals
1.01, 1.02, 1.05, 1.06, 2.02, 2.03, 3.02, 3.05, 4.01, 4.06
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196 Chapter 25, Section 1
Lesson Plan for Mobilizing for Defense continued
Homework Assignments Other Teaching Materials
■ ■ PE, p. 770
■ ■ TE, p. 769
■ ■ TE, pp. 771, 773■ ■ Reading Study Guide, pp. 249–250
■ ■ TE, p. 772■ ■ Integrated Assessment Book
■ ■ Access for Students Acquiring English, pp. 247, 251■ ■ Spanish Reading Study Guide, pp. 249–250
■ ■ Section 1 Quiz
■ ■ Office of Civilian Defense, What Can I Do? 1942
■ ■ classzone.com
■ ■ PE, p. 774
■ ■ Formal Assessment, p. 441
■ ■ TE, p. 774■ ■ Unit 7 In-Depth Resources, p. 27
■ ■ TE, p. 770■ ■ Unit 7 In-Depth Resources: Skillbuilder Practice, p. 27
Cross-Curricular LinksMathematics: Graph: The Production
Miracle
Language Arts: Eyewitness Testimony
Differentiating InstructionLess Proficient Readers: Comparing;
Government Regulations
Gifted and Talented Students: ComparingPresidential Responses to Popular Pressure
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsSkillbuilder Lesson: Analyzing Bias
RESOURCES
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NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.02
Skills Competency Goals
1.01, 1.06, 2.02, 2.03, 2.06, 3.02, 4.01
Copy
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The United States in World War II 197
The War for Europe and North AfricaSection 2 Objectives
1. Summarize the Allies’ plan for winning the war.
2. Identify events in the war in Europe.
3. Describe the liberation of Europe.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Map: World War II: Europe and Africa,1942–1944
Key Player: Dwight G. “Ike” Eisenhower
Infographic: D-Day, June 6, 1944
Historical Spotlight: Audie Murphy
More About: Roosevelt and Churchill;Stalingrad; Erwin Rommel; Mussolini’s Last Days; The Tuskegee Airmen; George Patton; D-Day; Survivors of Concentration Camps
Geography: Thunderclap
Humanities: Flying Fortresses Taking Off
Critical Thinking: U.S. Joins the Allies inWorld War II
Cross-Curricular LinksHumanities/The Arts: Personal Response to
War
World History: D-Day
Humanities: Eyewitness Journal
■ ■ PE, p. 775
■ ■ PE, pp. 775–783■ ■ Unit 7 In-Depth Resources: Guided Reading, p. 23■ ■ Building Vocabulary, p. 26
■ ■ TE, pp. 775, 777, 780
■ ■ PE, p. 778■ ■ Unit 5 In-Depth Resources: Outline Map: Crisis in
Europe, pp. 34–35
■ ■ PE, p. 780
■ ■ PE, p. 781
■ ■ PE, p. 782
■ ■ TE, pp. 776–782■ ■ Unit 7 In-Depth Resources: American Lives:
George S. Patton, p. 44
■ ■ Unit 7 In-Depth Resources, pp. 32–33
■ ■ Humanities Transparency HT24
■ ■ Critical Thinking Transparency CT25
■ ■ TE, p. 777■ ■ Integrated Assessment Book
■ ■ TE, p. 781■ ■ Integrated Assessment Book
■ ■ TE, p. 782■ ■ Integrated Assessment Book
CHAPTER Section 2 (pages 775–783) Lesson Plan
Name Date
25
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
10.02
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 3.01
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198 Chapter 25, Section 2
Lesson Plan for The War for Europe and North Africa continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 780■ ■ Reading Study Guide, pp. 251–252
■ ■ TE, p. 778
■ ■ TE, p. 776■ ■ Access for Students Acquiring English,
pp. 248, 252–255■ ■ Spanish Reading Study Guide, pp. 251–252
■ ■ Section 2 Quiz
■ ■ General George S. Patton, Jr., from Instructions to the Third United States Army, 1944
■ ■ classzone.com
■ ■ PE, p. 783
■ ■ Formal Assessment, p. 442
■ ■ TE, p. 783■ ■ Unit 7 In-Depth Resources, p. 29
■ ■ TE, p. 779■ ■ Integrated Assessment Book
■ ■ Geography Transparency GT25
Differentiating InstructionLess Proficient Readers: Sequencing
Gifted and Talented Students: The EnigmaMachine
Students Acquiring English/ESL:Understanding Idioms
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Combat Heroes
Geography: Battle of the Bulge
RESOURCES
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The Unites States in World War II 199
The War in the PacificSection 3 Objectives
1. Identify key turning points in the war in the Pacific.
2. Describe the Allied offensive against the Japanese.
3. Explain both the development of the atomic bomb and debates about its use.
4. Describe the challenges faced by the Allies in building a just and lasting peace.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Historical Spotlight: Navajo Code Talkers
Map: World War II: The War in the Pacific,1942–1945
History Through Photojournalism: Raisingthe Flag on Iwo Jima
Point/Counterpoint
Infographic: War Criminals on Trial,1945–1949
More About: The Battle of Midway; IslandHopping; Guadalcanal; Japanese Kamikaze Pilots; First Atomic Bomb Test; Hiroshima and Nagasaki; The Firebombing of Tokyo; The Yalta Conference; The Nuremberg War Trials; Rudolf Hess; Emperor Hirohito; Supersonic Flight; Cellular Phones and Wireless Technology
Primary Sources: Bombing of Nagasaki
Tracing Themes: Science and Technology
■ ■ PE, p. 784
■ ■ PE, pp. 784–795■ ■ Unit 7 In-Depth Resources: Guided Reading, p. 24■ ■ Building Vocabulary, p. 26
■ ■ TE, pp. 784, 789, 791, 795
■ ■ PE, p. 785
■ ■ PE, p. 786
■ ■ PE, p. 788
■ ■ PE, p. 791
■ ■ PE, p. 792
■ ■ TE, pp. 785–787, 789–795
■ ■ Unit 7 In-Depth Resources, p. 39
■ ■ PE, pp. 794–795
CHAPTER Section 3 (pages 784–795) Lesson Plan
Name Date
25
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
10.02, 10.05, 11.05
Skills Competency Goals
1.01, 1.02, 1.06, 2.06, 3.01, 3.05, 4.01, 4.02, 4.06, 4.08
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200 Chapter 25, Section 3
Lesson Plan for The War in the Pacific continued
Homework Assignments Other Teaching Materials
TE, p. 788
■ ■ TE, pp. 786–787■ ■ Reading Study Guide, pp. 253–254
■ ■ TE, pp. 789, 792■ ■ Integrated Assessment Book
■ ■ Access for Students Acquiring English, p. 249■ ■ Spanish Reading Study Guide, pp. 253–254
■ ■ Section 3 Quiz
■ ■ Harry S. Truman, Statement on the Atomic Bomb, 1945
■ ■ classzone.com
■ ■ PE, p. 793
■ ■ Formal Assessment, p. 443
■ ■ TE, p. 793■ ■ Unit 7 In-Depth Resources, p. 30
■ ■ TE, p. 785
■ ■ TE, p. 790■ ■ Integrated Assessment Book
Cross-Curricular LinksHumanities: Iconic Images
Differentiating InstructionLess Proficient Readers: Map Reading;
Sequencing
Gifted and Talented Students: Application ofScience; Human Rights Law
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
Assess & ReteachSection 3 Assessment
Section 3 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Creating a Code
Cooperative Learning: Letters to TrumanAbout Use of Atomic Bomb
RESOURCES
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