Tennessee Lesson Plans - McDougal · PDF fileContents Unit 1 American Beginnings to 1783...
Transcript of Tennessee Lesson Plans - McDougal · PDF fileContents Unit 1 American Beginnings to 1783...
Tennessee Lesson Plans
Reconstruction to the 21st Century
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Contents
Unit 1 American Beginnings to 1783
Chapter 1 Exploration and the Colonial Era (Beginnings to 1763)Section 1 Lesson Plan: The Americas, West Africa, and Europe . . . . . . . . . . . . . . . . . . . . . . . . . .1Section 2 Lesson Plan: Spanish North America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Section 3 Lesson Plan: Early British Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Section 4 Lesson Plan: The Colonies Come of Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Chapter 2 Revolution and the Early Republic (1763-1800)Section 1 Lesson Plan: Colonial Resistance and Rebellion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Section 2 Lesson Plan: The War of Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Section 3 Lesson Plan: Confederation and the Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Section 4 Lesson Plan: Launching the New Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
The Living ConstitutionLesson Plan: Preamble and Article I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Lesson Plan: Articles II and III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Lesson Plan: Articles IV-VII . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Lesson Plan: The Bill of Rights and Amendments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Chapter 3 The Growth of a Young Nation (1800–1877)Section 1 Lesson Plan: The Jeffersonian Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Section 2 Lesson Plan: The Age of Jackson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Section 3 Lesson Plan: Manifest Destiny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Section 4 Lesson Plan: The Market Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Section 5 Lesson Plan: Reforming American Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Chapter 4 The Union in Peril (1850–1877)Section 1 Lesson Plan: The Divisive Politics of Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Section 2 Lesson Plan: The Civil War Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Section 3 Lesson Plan: The North Takes Charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Section 4 Lesson Plan: Reconstruction and Its Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Unit 2 A New Nation, 1781–1848Chapter 5 Changes on the Western Frontier (1877–1900)
Section 1 Lesson Plan: Cultures Clash on the Prairie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Section 2 Lesson Plan: Settling on the Great Plains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45Section 3 Lesson Plan: Farmers and the Populist Movement . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Chapter 6 A New Industrial Age (1877–1900)Section 1 Lesson Plan: The Expansion of Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Section 2 Lesson Plan: The Age of the Railroads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51Section 3 Lesson Plan: Big Business and Labor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Chapter 7 Immigrants and Urbanization (1877–1914)Section 1 Lesson Plan: The New Immigrants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Section 2 Lesson Plan: The Challenges of Urbanization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Section 3 Lesson Plan: Politics in the Gilded Age (includes Political Machine) . . . . . . . . . . . . .59
Chapter 8 Life at the Turn of the Century (1877–1917)Section 1 Lesson Plan: Science and Urban Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Section 2 Lesson Plan: Expanding Public Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63Section 3 Lesson Plan: Segregation and Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Section 4 Lesson Plan: Dawn of Mass Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
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Unit 3 Modern America Emerges, 1890–1920Chapter 9 The Progressive Era (1890–1920)
Section 1 Lesson Plan: The Origins of Progressivism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Section 2 Lesson Plan: Women in Public Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Section 3 Lesson Plan: Teddy Roosevelt’s Square Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Section 4 Lesson Plan: Progressivism Under Taft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75Section 5 Lesson Plan: Wilson’s New Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Chapter 10 America Claims an Empire (1890–1920)Section 1 Lesson Plan: Imperialism and America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Section 2 Lesson Plan: The Spanish–American War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81Section 3 Lesson Plan: Acquiring New Lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83Section 4 Lesson Plan: America as a World Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Chapter 11 The First World War (1914–1920)Section 1 Lesson Plan: World War I Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87Section 2 Lesson Plan: American Power Tips the Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89Section 3 Lesson Plan: The War at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91Section 4 Lesson Plan: Wilson Fights for Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Unit 4 The 1920s and the Great Depression, 1920–1940Chapter 12 Politics of the Roaring Twenties (1920–1929)
Section 1 Lesson Plan: Americans Struggle with Postwar Issues . . . . . . . . . . . . . . . . . . . . . . . . .95Section 2 Lesson Plan: The Harding Presidency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97Section 3 Lesson Plan: The Business of America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Chapter 13 The Roaring Life of the 1920s (1920–1929)Section 1 Lesson Plan: Changing Ways of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101Section 2 Lesson Plan: The Twenties Woman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103Section 3 Lesson Plan: Education and Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105Section 4 Lesson Plan: The Harlem Renaissance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
Chapter 14 The Great Depression Begins (1929–1933)Section 1 Lesson Plan: The Nation’s Sick Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109Section 2 Lesson Plan: Hardship and Suffering During the Depression . . . . . . . . . . . . . . . . .111Section 3 Lesson Plan: Hoover Struggles with the Depression . . . . . . . . . . . . . . . . . . . . . . . . .113
Chapter 15 The New Deal (1933–1940)Section 1 Lesson Plan: A New Deal Fights the Depression . . . . . . . . . . . . . . . . . . . . . . . . . . .115Section 2 Lesson Plan: The Second New Deal Takes Hold . . . . . . . . . . . . . . . . . . . . . . . . . . . .117Section 3 Lesson Plan: The New Deal Affects Many Groups . . . . . . . . . . . . . . . . . . . . . . . . . .119Section 4 Lesson Plan: Culture in the 1930s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121Section 5 Lesson Plan: The Impact of the New Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
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Unit 5 World War II and its Aftermath (1931–1960)Chapter 16 World War Looms (1931–1941)
Section 1 Lesson Plan: Dictators Threaten World Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125Section 2 Lesson Plan: War in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127Section 3 Lesson Plan: The Holocaust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129Section 4 Lesson Plan: America Moves Toward War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Chapter 17 The United States in World War II (1941–1945)Section 1 Lesson Plan: Mobilizing for Defense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133Section 2 Lesson Plan: The War for Europe and North Africa . . . . . . . . . . . . . . . . . . . . . . . . .135Section 3 Lesson Plan: The War in the Pacific . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137Section 4 Lesson Plan: The Home Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
Chapter 18 Cold War Conflicts (1945–1960)Section 1 Lesson Plan: Origins of the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141Section 2 Lesson Plan: The Cold War Heats Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143Section 3 Lesson Plan: The Cold War at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145Section 4 Lesson Plan: Two Nations Live on the Edge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147
Chapter 19 The Postwar Boom (1946–1960)Section 1 Lesson Plan: Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149Section 2 Lesson Plan: The American Dream in the Fifties . . . . . . . . . . . . . . . . . . . . . . . . . . .151Section 3 Lesson Plan: Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153Section 4 Lesson Plan: The Other America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155
Unit 6 Living with Great Turmoil (1945–1975)Chapter 20 The New Frontier and the Great Society (1960–1968)
Section 1 Lesson Plan: Kennedy and the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157Section 2 Lesson Plan: The New Frontier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159Section 3 Lesson Plan: The Great Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161
Chapter 21 Civil Rights (1954–1970)Section 1 Lesson Plan: Taking on Segregation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163Section 2 Lesson Plan: The Triumphs of a Crusade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165Section 3 Lesson Plan: Challenges and Changes in the Movement . . . . . . . . . . . . . . . . . . . . .167
Chapter 22 The Vietnam War Years (1954–1975)Section 1 Lesson Plan: Moving Toward Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169Section 2 Lesson Plan: U.S. Involvement and Escalation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171Section 3 Lesson Plan: A Nation Divided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173Section 4 Lesson Plan: 1968: A Tumultuous Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175Section 5 Lesson Plan: The End of the War and Its Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . .177
Chapter 23 An Era of Social Change (1960–1975)Section 1 Lesson Plan: Latinos and Native Americans Seek Equality . . . . . . . . . . . . . . . . . . . .179Section 2 Lesson Plan: Women Fight for Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181Section 3 Lesson Plan: Culture and Counterculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183
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Unit 7 Passage to a New Century (1968–2001)Chapter 24 An Age of Limits (1968–1980)
Section 1 Lesson Plan: The Nixon Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185Section 2 Lesson Plan: Watergate: Nixon’s Downfall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187Section 3 Lesson Plan: The Ford and Carter Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189Section 4 Lesson Plan: Environmental Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191
Chapter 25 The Conservative Tide (1980–1992)Section 1 Lesson Plan: A Conservative Movement Emerges. . . . . . . . . . . . . . . . . . . . . . . . . . .193Section 2 Lesson Plan: Conservative Policies Under Reagan and Bush . . . . . . . . . . . . . . . . . .195Section 3 Lesson Plan: Social Concerns in the 1980s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197Section 4 Lesson Plan: Foreign Policy After the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . .199
Chapter 26 The United States in Today’s World (1992–2003)Section 1 Lesson Plan: The 1990s and the New Millennium . . . . . . . . . . . . . . . . . . . . . . . . . . .201Section 2 Lesson Plan: The New Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203Section 3 Lesson Plan: Technology and Modern Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205Section 4 Lesson Plan: The Changing Face of America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .207
Tennessee Social Studies Curriculum Standards for United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .209
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Section 1 Objectives 1. Describe the ancient cultures in the Americas. 2. Identify the diverse Native American groups in
North America. 3. Describe West African societies of the 1400s. 4. Understand European societies of the 1400s and
the forces that led them to undertake exploration.
Introduce the Chapter__ Interpreting the Painting: Arrival of European Ships
PE, pp 2–3__ Chapter Time Line
PE, pp 2–3TE, p. 2 Time Line Discussion
__ Interact With HistoryPE, p. 3
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 4
Instruct__ Read the section
PE, pp. 4–13Unit 1 In-Depth Resources: Guided Reading, p. 9Building Vocabulary, p. 13
__ Discuss key questionsTE, pp. 4, 6, 8, 10
__ Map: North American Cultures in the 1400sPE, p. 7
__ Historical Spotlight: IslamPE, p. 9
__ History Through Art: June, from Tres Riches Heures Du Duc de BerryPE, p. 11
__ Science & Technology: The CaravelPE, p. 12
__ More About: Essie Parrish; The Power of Dreams; West African Society; The RenaissanceTE, pp. 5, 8–9, 11
__ Tracing ThemesTE, pp. 5, 6, 9
__ Connections Across Time: Native American BusinessTE, p. 7
__ Cooperative Learning: Planning and ItineraryTE, p. 9
__ Critical Thinking: Inventions: 1190–1500Critical Thinking Transparencies CT35
Exploration and the Colonial Era 1
CHAPTER Opener; Interact with History; Section 1 (pages 2–13) Lesson Plan
Name Date
1
The Americas, West Africa, and Europe
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Process Standards
P1, P2, P3, P6, P8, P11, P15, P19, P22, P23, P29, P32, P33, P36, P37
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2 Chapter 1, Section 1
Lesson Plan for The Americas, West Africa, and Europe continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Art: Ritual Cache Figure
Humanities Transparency HT2
Differentiating Instruction__ Less Proficient Readers: Clarifying Ideas; Cause-and-Effect Chart; Summarizing
TE, pp. 5, 10, 12Reading Study Guide, pp. 5–6
__ Gifted and Talented Students: A Virtual Field Trip; Researching the CrusadesTE, pp. 8, 11
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 13–17Spanish Reading Study Guide, pp. 5–6
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ America’s Music CD
Track 1, “Agbekor,“ traditional__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 13__ Section 1 Quiz
Formal Assessment, p. 5__ Reteaching Activity
TE, p. 13Unit In-Depth Resources, p. 17
Block Scheduling Options__ Cooperative Learning: Illustrating Native American Cultures
TE, p. 6Integrated Assessment Book
__ Skillbuilder Lesson: Interpreting MapsTE, p. 7Unit 1 In-Depth Resources: Skillbuilder Practice
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Section 2 Objectives 1. Describe the Spanish exploration of the Americas
and its effects on Native Americans, Africans, and Europeans.
2. Describe the pattern of conquest that the Spanish used to subdue Native American peoples.
3. Summarize the goals of Spanish explorers and settlers who pushed into what is now the United States and to understand why Native Americans resisted.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 14
Instruct__ Read the section
PE, pp. 14–20Unit 1 In-Depth Resources: Guided Reading, p. 10Building Vocabulary, p. 13
__ Discuss key questionsTE, pp. 14, 16, 18
__ Infographic: The Columbian ExchangePE, p. 15
__ Key Player: Hernándo CortésPE, p. 16
__ Map: European Exploration of the Americas, 1492–1682PE, p. 17
__ Infographic: Spanish Missions in the SouthwestPE, p. 19
__ More About: Christopher Columbus; The Conquistadors; European Explorers; Native American ResistanceTE, pp. 15, 16–17, 20
__ Tracing ThemesTE, p. 18
__ Connections Across Time: San AntonioTE, p. 19
__ Cooperative Learning: Writing About Popé’s RebellionTE, p. 19
__ Critical Thinking: Exploration of the AmericasCritical Thinking Transparency CT1
Cross-Curricular Links__ Literature: from Memoirs of Christopher Columbus
Unit 1 In-Depth Resources, pp. 30–31__ Geography: Voyages of Discovery and Exploration, 1271–1580
Geography Transparency GT1
Exploration and the Colonial Era 3
CHAPTER Section 2 (pages 14–20) Lesson Plan
Name Date
1
Spanish North America
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Process Standards
P3, P7, P8, P11, P12, P15, P18, P19, P21, P22, P23, P29, P32, P33, P34, P36, P37
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4 Chapter 1, Section 2
Lesson Plan for Spanish North America continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Proficient Readers: Taking Notes
TE, p. 18Reading Study Guide, pp. 7–8
__ Gifted and Talented Students: Researching the ExplorersTE, p. 17
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 14, 18, 22–23Spanish Reading Study Guide, pp. 7–8
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources
Christopher Columbus, from A Letter to the Treasurer of Spain, 1493Álvar Náñez Cabeza De Vaca, from La Relación, 1530s
__ America’s Music CDTrack 2, “Contredanse,” traditional
__ Using the Internetclasszone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 20__ Section 2 Quiz
Formal Assessment, p. 6__ Reteaching Activity
TE, p. 20Unit 1 In-Depth Resources, p. 18
Block Scheduling Options__ Cooperative Learning: Designing Storyboards
TE, p. 15Unit 1 In-Depth Resources: Outline Map: Spain Explores North America, pp. 23–24
__ Skillbuilder Lesson: Using the InternetTE, p. 16Unit 1 In-Depth Resources: Skillbuilder Practice, p. 15
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Section 3 Objectives 1. Describe the English settlement at Jamestown. 2. Identify the motives that led Puritans to New
England and the colonies they founded. 3. Explain the pattern at New Netherland and
Pennsylvania. 4. Understand the economic relationship between
England and its North American colonies.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 21
Instruct__ Read the section
PE, pp. 21–30Unit 1 In-Depth Resources: Guided Reading, p. 11Building Vocabulary, p. 13TE, pp. 21, 24, 26, 28
__ Discuss key questionsTE, pp. 21, 24, 26, 28
__ Infographic: Rediscovering Fort JamesUnit 1 In-Depth Resources
__ Historical Spotlight: Early Representative GovernmentPE, p. 23
__ Maps: New England Colonies to 1675; Middle Colonies to 1700PE, p. 25
__ World Stage: The English Civil War and RestorationPE, p. 26
__ History Through Architecture: Colonial MeetinghousesPE, p. 27
__ Map: The Thirteen Colonies to the 1700sPE, p. 29
__ More About: The Mystery of Roanoke; The First Africans in Virginia; Quaker Services, Mercantilism; Shipbuilding; Self-DeterminationTE, pp. 22–23, 27–30
__ Connections Across TimeTE, pp. 23–24
__ Tracing ThemesTE, p. 25
__ Cooperative Learning: Mapping Colonial Economic ActivitiesTE, p. 29
__ Map of North America from Florida to Chesapeake BayHumanities Transparency HT1
Cross-Curricular Links__ Science: Archaeology at Jamestown
TE, p. 22Integrated Assessment Book
Exploration and the Colonial Era 5
CHAPTER Section 3 (pages 21–30) Lesson Plan
Name Date
1
Early British Colonies
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P9, P14, P15, P16, P27, P31, P32, P33, P35
Performance Indicator Teacher
7.1
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6 Chapter 1, Section 3
Lesson Plan for Early British Colonies continued
Homework Assignments Other Teaching Materials
__ Civics: Challenges to Puritan LeadersTE, p. 24
__ Art/Language Arts: Advertising the ColoniesTE, p. 28Integrated Assessment Book
__ Geography: The European Colonies, 1650Geography Transparency GT2
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 9–10__ Gifted and Talented Students: Conducting a Mock Trial; Metacom
TE, pp. 23, 25__ Students Acquiring English/ESL: Using Proper Nouns
TE, p. 26Access for Students Acquiring English, p. 15Spanish Reading Study Guide, pp. 9–10
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 Quiz__ Electronic Library of Primary Sources
Thomas Jones, from The Journal of the Ship May-Flower, 1620Inhabitants of New-Plymouth, from The Book of General Laws, 1685
__ America’s Music CDTrack 3, Eskanye Songs, traditional
__ Using the Internetclasszone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 30__ Section 3 Quiz
Formal Assessment, p. 7__ Reteaching Activity
TE, p. 30Unit 1 In-Depth Resources, p. 19
Block Scheduling Options__ Cooperative Learning: Investigating Puritan Life
TE, p. 27__ Critical Thinking: Puritan Migration
Critical Thinking Transparency CT2C
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Section 4 Objectives 1. Characterize the plantation economy in the South. 2. Recognize the varied economy in the North. 3. Summarize the impact of Enlightenment thinking
and the influence of the Great Awakening on people in the colonies.
4. Understand the French and Indian War.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 31
Instruct__ Read the section
PE, pp. 31–41Unit 1 In-Depth Resources: Guided Reading, p. 12Building Vocabulary, p. 13
__ Discuss key questionsTE, pp. 31, 33–34, 37, 41
__ Infographic: Daily Urban Life in Colonial TimesPE, p. 34
__ Key Players: Benjamin Franklin and Jonathan EdwardsPE, p. 36Unit 1 In-Depth Resources: Primary Source: The Autobiography by Benjamin Franklin, p. 29
__ Map: European Claims in North AmericaPE, p. 38
__ More About: The Middle Passage; Slavery in the Americas; Olaudah Equiano; The Enlightenment; George Whitefield; The Fur Trade; George Washington; William Pitt; Pontiac; The Puritans; Colonial CourtshipTE, pp. 32, 33, 35, 37–41Unit 1 In-Depth Resources: American Lives: Olaudah Equiano, p. 34
__ Connections Across TimeTE, p. 33
__ Tracing ThemesTE, pp. 34, 36
__ Cooperative Learning: Comparing and ContrastingTE, p. 36
__ Critical Thinking: Africans in the ColoniesCritical Thinking Transparency CT37
Cross-Curricular Links__ Geography: The Triangular Trade
Unit 1 In-Depth Resources, pp. 21–22
Exploration and the Colonial Era 7
CHAPTER Section 4 (pages 31–41) Lesson Plan
Name Date
1
The Colonies Come of Age
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TENNESSEE PLANNER
Process Standards
P1, P7, P8, P10, P11, P12, P14, P15, P17, P18, P19, P22, P23, P32, P33, P36, P37
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8 Chapter 1, Section 4
Lesson Plan for The Colonies Come of Age continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Contrasting; Clarifying Concepts; Comparing Colonies
TE, pp. 34–35, 37Reading Study Guide, pp. 11–12
__ Gifted and Talented Students: Wealthy British and Southern LandownersTE, p. 33
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 16, 20–21Spanish Reading Study Guide, pp. 11–12
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 4 QuizChapter Test
__ Electronic Library of Primary SourcesOlaudah Equiano, from The Interesting Narrative of the Life of Olaudah Equiano, 1750sJonathan Edwards, from Sinners in the Hands of an Angry God, 1741
__ America’s Music CDTrack 5, “The Girl I Left Behind Me,” 1758
__ Using the Internetclasszone.com
Assess & Reteach__ Section 4 Assessment
PE, p. 39__ Section 4 Quiz
Formal Assessment, p. 8__ Reteaching Activity
TE, p. 39Unit 1 In-Depth Resources, p. 20
__ Chapter 1 AssessmentPE, pp. 42–43
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 9–20
Block Scheduling Options__ Cooperative Learning: Annotated Maps
TE, p. 38
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Section 1 Objectives 1. Summarize colonial resistance to British taxation. 2. Trace the mounting tension in Massachusetts. 3. Examine efforts made to avoid war between the
colonies and the British. 4. Summarize the historical background of the
Declaration of Independence.
Introduce the Chapter__ Interpreting the Painting: Sons of Liberty
PE, pp. 44–45__ Chapter Time Line
PE, pp. 44–45TE, p. 44 Time Line Discussion
__ Interact with HistoryPE, p. 45
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 46
Instruct__ Read the section
PE, pp. 46–57Unit 1 In-Depth Resources: Guided Reading, p. 35Building Vocabulary, p. 39
__ Discuss key questionsTE, pp. 46, 48, 50, 52
__ Now & Then: Proposition 13PE, p. 47
__ Time Line: British Actions and Colonial Reactions, 1765–1775PE, pp. 48–49
__ History Through Art: The Boston MassacrePE, p. 48
__ Tracing ThemesTE, p. 47
__ More About: The Intolerable Acts; Lexington and Concord; General Washington; Bunker Hill; Thomas PaineTE, pp. 49–52
__ The Declaration of IndependencePE, pp. 54–57
__ Historical Spotlight: Independence and SlaveryPE, p. 55
__ Cooperative Learning: Creating a Political PamphletTE, p. 52Integrated Assessment Book
__ Connections Across TimeTE, pp. 53, 54
__ Another Perspective: “All Men Would Be Tyrants if They Could”PE, p. 56
__ Key Player: John HancockPE, p. 57
Revolution and the Early Republic 9
CHAPTER Opener; Interact with History; Section 1 (pages 44–57) Lesson Plan
Name Date
2
Colonial Resistance and Rebellion
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TENNESSEE PLANNER
Process Standards
P3, P6, P7, P12, P15, P29, P32, P37
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10 Chapter 2, Section 1
Lesson Plan for Colonial Resistance and Rebellion continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Art: The Battle of Bunker Hill; Bunker’s Hill or America’s Headdress
Humanities Transparencies HT5, HT31__ Government: Paraphrasing the Declaration
TE, p. 55
Differentiating Instruction__ Less Proficient Readers: Guided Reading; Analyzing Cause and Effect; The Colonists’ Responses
TE, pp. 47, 48, 56Reading Study Guide, pp. 15–16
__ Gifted and Talented Students: Create a Political Cartoon; Researching a SignerTE, p. 50, 57Integrated Assessment Book
__ Students Acquiring English/ESL: Social Studies VocabularyTE, p. 51Access for Students Acquiring English, p. 26Spanish Reading Study Guide, pp. 15–16
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ Electronic Library of Primary Sources
Paul Revere, from An Account of a Late Military Massacre, 1770__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 53__ Section 1 Quiz
Formal Assessment, p. 21__ Reteaching Activity
TE, p. 53Unit 1 In-Depth Resources, p. 43
Block Scheduling Options__ Cooperative Learning: Letters from Committees of Correspondence
TE, p. 49Integrated Assessment Book
__ Critical Thinking: War for IndependenceCritical Thinking Transparency CT4
__ Primary Source: The Boston Tea PartyUnit 1 In-Depth Resources, pp. 49–50
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Section 1 Objectives 1. Trace the war through the winter at Valley Forge. 2. Examine civilian life during the Revolution. 3. Trace the war in the South through the siege of
Yorktown. 4. Recognize the symbolic value of the Revolution.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 58
Instruct__ Read the section
PE, pp. 58–65Unit 1 In-Depth Resources: Guided Reading, p. 36Building Vocabulary, p. 39
__ Discuss key questionsTE, pp. 58, 60, 61, 63, 65
__ Map: Revolutionary War, 1775–1778PE, p. 59
__ Key Player: George WashingtonPE, p. 60
__ Historical Spotlight: John Paul JonesPE, p. 61
__ Map: Revolutionary War, 1778–1781PE, p. 62
__ Tracing Themes: Women and Political PowerPE, pp. 64–65TE, p. 61
__ More About: The Opposing Armies; The Treaty of Paris; Women in Political Power; Women in CongressTE, pp. 59, 62, 64, 65
__ Skillbuilder Lesson: Analyzing Causes and EffectsTE, p. 60Unit 1 In-Depth Resources: Skillbuilder Practice, p. 40
__ Critical Thinking: The War for IndependenceCritical Thinking Transparency CT4
__ Primary Source: Political Cartoon; Valley Forge DiaryUnit 1 In-Depth Resources, pp. 51–52
Cross-Curricular Links__ Geography: Displaying Claims to North America
TE, p. 62Geography Transparency GT4
Revolution and the Early Republic 11
CHAPTER Section 2 (pages 58–65) Lesson Plan
Name Date
2
The War for Independence
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P10, P11, P15, P17, P18, P19, P22, P23, P29, P32, P36, P37
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12 Chapter 2, Section 2
Lesson Plan for The War for Independence continued
Homework Assignments Other Teaching Materials
__ Geography: The Siege of YorktownUnit 1 In-Depth Resources, pp. 47–48TE, p. 61
Differentiating Instruction__ Less Proficient Readers: Learning Visually
Reading Study Guide, pp. 17–18__ Students Acquiring English/ESL
Access for Students Acquiring English, pp. 27, 30, 33–34Spanish Reading Study Guide, pp. 17–18
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ America’s Music CD
Track 4, “Barbara Allen,” 1622Track 6, “Yankee Doodle,” 1755/1763
__ America Stories VideosVideocassette Volume 1
__ Using the Internetclasszone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 63__ Section 2 Quiz
Formal Assessment, p. 22__ Reteaching Activity
TE, p. 63Unit 1 In-Depth Resources, p. 44
Block Scheduling Options__ Cooperative Learning: Reporting on the Revolution
TE, p. 59Integrated Assessment Book
__ Art: Signing the Treaty of Paris; Mrs. General Washington Bestowing Stripes on BritanniaHumanities Transparencies HT6, HT32
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Section 1 Objectives 1. Describe the political and economic problems faced
by the Constitution. 2. Describe the form of government established by
the Constitution. 3. Explain how and why the Bill of Rights was added
to the Constitution. 4. Recognize that the structure of the Constitution
helps to make it a document capable of meeting changing needs.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 66
Instruct__ Read the section
PE, pp. 66–73Unit 1 In-Depth Resources: Guided Reading, p. 37Building Vocabulary, p. 39
__ Discuss key questionsTE, pp. 66, 68, 69, 71, 73
__ Chart: Weaknesses of the Articles of ConfederationPE, p. 67
__ Key Player: James MadisonPE, p. 68
__ Chart: Key Conflicts in the Constitutional ConventionPE, p. 69
__ Geography Spotlight: The Land Ordinance of 1785PE, pp. 72–73
__ More About: Western Land Claims; Daniel Shays; The Constitutional Convention; The Northwest OrdinanceTE, pp. 67, 69, 72
__ Skillbuilder Lesson: Interpreting Charts TE, p. 69Unit 1 In-Depth Resources: Skillbuilder Practice, p. 41
__ Tracing ThemesTE, p. 70
__ Connections Across TimeTE, p. 70
__ Primary Source: U.S. Constitution First DraftUnit 1 In-Depth Resources, p. 53
__ American Lives: Patrick HenryUnit 1 In-Depth Resources, p. 58
__ Critical Thinking: Constitutional ConventionCritical Thinking Transparency CT5
Revolution and the Early Republic 13
CHAPTER Section 3 (pages 66–73) Lesson Plan
Name Date
2
Confederation and the Constitution
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TENNESSEE PLANNER
Process Standards
P6, P7, P8, P12, P18, P19, P22, P23, P32, P33, P36, P37
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14 Chapter 2, Section 3
Lesson Plan for Confederation and the Constitution continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Literature: from Legacy
Unit 1 In-Depth Resources, pp. 54–56__ Geography: Land Ceded by States
Geography Transparency GT5
Differentiating Instruction__ Less Proficient Readers: Paired Reading
TE, p. 70Reading Study Guide, pp. 19–20
__ Gifted and Talented Students: Analyzing a Primary Source DocumentTE, p. 68
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 28, 31Spanish Reading Study Guide, pp. 19–20
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 Quiz__ Electronic Library of Primary Sources
Publius, from Federalist 51, 1788__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 71__ Section 3 Quiz
Formal Assessment, p. 23__ Reteaching Activity
TE, p. 71Unit 1 In-Depth Resources, p. 45
Block Scheduling Options__ Cooperative Learning: Letters to the Editor
TE, p. 67Integrated Assessment Book
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Section 4 Objectives 1. Explain how the United States confronted the
difficult task of forming a new government. 2. Summarize America’s developing foreign policy with
France, Great Britain, and Spain. 3. Identify some of the deep divisions between
Federalists and Republicans.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 74
Instruct__ Read the section
PE, pp. 74–79Unit 1 In-Depth Resources: Guided Reading, p. 38Building Vocabulary, p. 39
__ Discuss key questionsTE, pp. 74, 76, 77
__ One American’s Story: George WashingtonPE, p. 74
__ Key Players: Alexander Hamilton and Thomas JeffersonPE, p. 75
__ Chart: Contrasting Views of the Federal GovernmentPE, p. 76
__ Analyzing Political CartoonsPE, p. 78
__ Tracing ThemesPE, pp. 75, 77
__ More About: The Whiskey Rebellion; The Battle of Fallen Timbers; John AdamsTE, pp. 76, 77, 78
__ Skillbuilder Lesson: Comparing and ContrastingTE, p. 76Unit 1 In-Depth Resources: Skillbuilder Practice, p. 42
__ Connections Across TimeTE, p. 79
Cross-Curricular Links__ Art: The Republican Court
Humanities Transparency HT7
Revolution and the Early Republic 15
CHAPTER Section 4 (pages 74–79) Lesson Plan
Name Date
2
Launching the New Nation
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P6, P7, P12, P14, P15, P32, P37
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16 Chapter 2, Section 4
Lesson Plan for Launching the New Nation continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Activating Prior Knowledge; Making Connections
TE, pp. 75, 78Reading Study Guide, pp. 21–22
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 29, 34Spanish Reading Study Guide, pp. 21–22
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 4 QuizChapter Test
__ Electronic Library of Primary SourcesTrack 7, “Chester,” 1775
__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 4 Assessment
PE, p. 79__ Section 4 Quiz
Formal Assessment, p. 24__ Reteaching Activity
TE, p. 79Unit 1 In-Depth Resources, p. 46
__ Chapter 2 AssessmentPE, pp. 80–81
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 25–42
Block Scheduling Options__ Cooperative Learning: Negotiating a Treaty
TE, p. 77Integrated Assessment Book
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Objectives 1. Explain the purpose for establishing the
Constitution. 2. Identify the powers of the legislature.
Introduce the Constitution__ Interact with History
PE, p. 83
Focus & Motivate__ Discuss the question in the TE
TE, p. 84
Instruct__ Read the Preamble and Article I
PE, pp. 84–89Unit 1 In-Depth Resources: Guided Reading, p. 59Building Vocabulary, p. 63Projects for Citizenship, pp. 73–76
__ Discuss key questionsTE, pp. 84, 85
__ Chart: Requirements for Holding Federal OfficePE, p. 84
__ More About: A Dream for All; Congressional Record; Congressional Salaries; Overriding a Veto; The Elastic Clause; Habeas Corpus; Bill of AttainderTE, pp. 84, 86–89
__ Chart: How a Bill in Congress Becomes a LawPE, p. 87
__ Tracing ThemesTE, p. 88
__ Now & Then: Modern MoneyPE, p. 88
__ Critical Thinking: The Federal SystemCritical Thinking Transparency CT39
Cross-Curricular Links__ Government: Images on Money
TE, p. 88
The Living Constitution 17
The Living Constitution: Preamble and Article I (pages 82–89) Lesson Plan
Name Date
Preamble and Article I
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P15, P32
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18 Preamble and Article I
Lesson Plan for The Living Constitution continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Finding Main Ideas; Understanding Economic Terms
TE, pp. 85, 89Reading Study Guide, pp. 25–26
__ Students Acquiring English/ESL: Studying VocabularyTE, p. 86Access for Students Acquiring English, p. 35Spanish Reading Study Guide, pp. 25–26Projects for Citizenship, pp. 42–45
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Preamble and Article 1 Quiz__ Using the Internet
classzone.com
Assess & Reteach__ Preamble and Article I Quiz
Formal Assessment, p. 43__ Reteaching Activity
Unit 1 In-Depth Resources, p. 65
Block Scheduling Options__ Cooperative Learning: Proposing Laws
TE, p. 87
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Article II Objective 1. Explain the powers and duties of the president.
Article III Objective 2. Explain how judicial review expands the power of
the judiciary.
Focus & Motivate__ Discuss the questions in the TE
TE, pp. 90, 92
Instruct__ Read Articles II and III
PE, pp. 90–94Unit 1 In-Depth Resources: Guided Reading, p. 60Building Vocabulary, p. 63Projects for Citizenship, pp. 73–76
__ Discuss key questionsTE, pp. 90, 92
__ More About: The Electoral College; The Power of the President; Presidential Duties; Federal Courts; TreasonTE, pp. 90–93
__ Critical Thinking: The Federal SystemCritical Thinking Transparency CT39
Cross-Curricular Links__ Math: The Electoral College
TE, p. 90Unit 1 In-Depth Resources: Geography Application, pp. 69–70
Differentiating Instruction__ Less Proficient Readers: Organizing Information
TE, p. 91Reading Study Guide, pp. 27–28
__ Gifted and Talented Students: Researching Nixon’s Offenses; Examining TreasonTE, pp. 92–93
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 36, 40–41Spanish Reading Study Guide, pp. 27–28Projects for Citizenship, pp. 42–45
The Living Constitution 19
The Living Constitution: Articles II and III (pages 90–94) Lesson Plan
Name Date
Articles II and III
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TENNESSEE PLANNER
Process Standards
P32
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20 Articles II and III
Lesson Plan for The Living Constitution continued
Homework Assignments Other Teaching Materials
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Articles II and III Quiz__ Using the Internet
classzone.com
Assess & Reteach__ Articles II and III Quiz
Formal Assessment, p. 44__ Reteaching Activity
Unit 1 In-Depth Resources, p. 66
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Articles IV and V Objectives 1. Describe how the states are interdependent and
subject to the federal government. 2. Cite ways of proposing and ratifying amendments.
Articles VI and VII Objectives 1. Explain the authority of federal law. 2. Describe how the Constitution was ratified.
Focus & Motivate__ Discuss the questions in the TE
TE, pp. 94, 95
Instruct__ Read Articles IV–VII
PE, pp. 94–95Unit 1 In-Depth Resources: Guided Reading, p. 61Building Vocabulary, p. 63Projects for Citizenship, pp. 73–76
__ Discuss key questionsTE, pp. 94, 95
__ More About: “Domestic Violence”; The SignersTE, pp. 94, 95
__ Cooperative Learning: Examining the Flexibility of the ConstitutionTE, p. 95
__ American Lives: James MadisonUnit 1 In-Depth Resources, p. 71
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 29–30__ Students Acquiring English/ESL
Access for Students Acquiring English, p. 37Spanish Reading Study Guide, pp. 29–30Projects for Citizenship, pp. 42–45
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Articles IV–VIII Quiz__ Using the Internet
classzone.com
The Living Constitution 21
The Living Constitution: Articles IV–VII (pages 94–95) Lesson Plan
Name Date
Articles IV-VII
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TENNESSEE PLANNER
Process Standards
P32
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22 Articles IV–VII
Lesson Plan for The Living Constitution continued
Homework Assignments Other Teaching Materials
Assess & Reteach__ Articles IV–VII Quiz
Formal Assessment, p. 45__ Reteaching Activity
Unit 1 In-Depth Resources, p. 67
Block Scheduling Options__ Cooperative Learning: Proposing and Ratifying Amendments
TE, p. 94
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The Bill of Rights Objective 1. Identify basic freedoms guaranteed by the first
ten amendments.
Amendments 11–27 Objective 1. Summarize Amendments 11–27.
Focus & Motivate__ Discuss the activity in the TE
TE, p. 96
Instruct__ Read the Preamble and Article I
PE, pp. 96–105Unit 1 In-Depth Resources: Guided Reading, p. 62Building Vocabulary, p. 63Projects for Citizenship, pp. 73–76
__ Discuss key questionsTE, pp. 96, 98, 105
__ Analyzing Political Cartoons: “The Federal Edifice”PE, p. 96
__ More About: The Miranda Case; Cruel and Unusual Punishment; Thurgood Marshall; Income Tax; Prohibition and Bootlegging; Roosevelt’s Four Terms; The Twenty-Fifth Amendment; Susan B. AnthonyTE, pp. 97, 99, 100, 102, 103, 105
__ Skillbuilder Lesson: ClarifyingTE, p. 96Unit 1 In-Depth Resources: Skillbuilder Practice, p. 64
__ Now & Then: Election Reform; Congressional Term LimitsPE, pp. 98, 102
__ Tracing ThemesTE, pp. 99, 101, 104–105
__ Cooperative Learning: Debating Terms LimitsTE, p. 102
Cross-Curricular Links__ Art: Creating a Mural
TE, p. 99Integrated Assessment Book
__ World History: Researching Suffrage MovementsTE, p. 100Integrated Assessment Book
The Living Constitution 23
The Living Constitution: The Bill of Rights and Amendments (pages 96–105) Lesson Plan
Name Date
The Bill of Rights and Amendments
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TENNESSEE PLANNER
Process Standards
P6, P8, P17, P18, P19, P22, P23, P26, P29, P32, P33, P36, P37
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24 The Bill of Rights and Amendments
Lesson Plan for The Living Constitution continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Restating the Bill of Rights; Summarizing Main Ideas
TE, pp. 97, 98Reading Study Guide, pp. 31–32
__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 38, 39Spanish Reading Study Guide, pp. 31–32Projects for Citizenship, pp. 42–45
Integrate Technology__ Electronic Teacher Tools__ Test Generator
The Bill of Rights and Amendments QuizThe Living Constitution Test
__ Using the Internetclasszone.com
Assess & Reteach__ The Bill of Rights and Amendments Quiz
Formal Assessment, p. 46__ Reteaching Activity
Unit 1 In-Depth Resources, p. 68__ The Living Constitution Assessment
PE, pp. 106–107__ The Living Constitution Test, Forms A, B, and C
Formal Assessment, pp. 47–55
Block Scheduling Options__ Cooperative Learning: Preparing Voting Requirements
TE, p. 101__ Cooperative Learning: Reviewing the Constitution
TE, p. 103
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Section 1 Objectives 1. Identify significant changes that occurred during
Jefferson’s presidency. 2. Explain the causes and consequences of the War
of 1812. 3. Summarize the ways in which nationalism shaped
American foreign policy.
Introduce the Chapter__ Interpreting the Painting: Port of New Orleans
PE, pp. 110–111__ Chapter Time Line
PE, pp. 110–111TE, p. 110 Time Line Discussion
__ Interact with HistoryPE, p. 111
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 112
Instruct__ Read the section
PE, pp. 112–119Unit 1 In-Depth Resources: Guided Reading, p. 77Building Vocabulary, p. 82
__ Discuss key questionsTE, pp. 112, 114, 116, 119
__ One American’s Story: Patrick GassPE, p. 112
__ Infographic: Lewis and Clark Expedition, 1804–1806PE, p. 115
__ Map: U.S. Boundary Settlements, 1803–1819PE, p. 116
__ Historic Decisions of the Supreme Court: Marbury v. Madison (1803)PE, pp. 118–119
__ More About: Thomas Jefferson; Judicial Review; Impressment; Sacajawea; The Monroe Doctrine; Marbury v. Madison; Judicial ReviewTE, pp. 113–116, 118, 119
__ Tracing ThemesTE, p. 114
__ Connections Across TimeTE, p. 117
__ Skillbuilder Lesson: Making Inferences; SynthesizingTE, pp. 113, 116Unit 1 In-Depth Resources, pp. 83–84
The Growth of a Young Nation 25
CHAPTER Opener; Interact with History; Section 1 (pages 110–119) Lesson Plan
Name Date
3
The Jeffersonian Era
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P9, P15, P16, P32, P33, P35
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26 Chapter 3, Section 1
Lesson Plan for The Jeffersonian Era continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Geography: Taking Part in an Expedition
TE, p. 115
Differentiating Instruction__ Less Proficient Readers: Clarifying
TE, p. 114Reading Study Guide, pp. 35–36
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 48, 52–53Spanish Reading Study Guide, pp. 35–36
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ Electronic Library of Primary Sources
Thomas Jefferson, from A Letter to Meriwether Lewis, 1803Meriwether Lewis, from List of Requirements, 1803U.S. Government, from Louisiana Purchase Treaty, 1803James Monroe, from First Inaugural Address, 1817
__ America’s Music CD__ American Stories Videos
Videocassette Volume 1__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 117__ Section 1 Quiz
Formal Assessment, p. 56__ Reteaching Activity
TE, p. 117Unit 1 In-Depth Resources, p. 87
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Section 2 Objectives 1. Describe the regional economic differences in the
early United States. 2. Summarize tensions between national and sectional
interests. 3. Examine the crucial issues and events of Andrew
Jackson’s presidency. 4. Identify the presidents that followed Jackson and
the challenges they faced.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 120
Instruct__ Read the section
PE, pp. 120–129Unit 1 In-Depth Resources: Guided Reading, p. 78Building Vocabulary, p. 82
__ Discuss key questionsTE, pp. 120, 122, 127, 129
__ Science & Technology: The Cotton GinPE, p. 121
__ Historical Spotlight: The Supreme Court Boosts National PowerPE, p. 122
__ Key Player: Andrew JacksonPE, p. 123
__ Infographic: Effects of the Indian Removal Act, 1830s–1840sPE, p. 125
__ Tracing ThemesTE, p. 125
__ Analyzing Political Cartoons: “King Andrew the First”TE, p. 126
__ Tracing Themes: States’ RightsPE, pp. 128–129
__ Connections Across TimeTE, p. 127
__ More About: The Cotton Gin; John Quincy Adams; Jackson and Native Americans; The Webster-Hayne Debates; The Bank of the United States; States’ Rights; Little RockTE, pp. 121, 123, 124, 126, 128, 129
__ Primary Source: from The Webster-Hayne DebatesUnit 1 In-Depth Resources, pp. 96–97
__ American Lives: Henry ClayUnit 1 In-Depth Resources, p 105
__ Humanities: General Jackson Slaying the Many Headed MonsterHumanities Transparency HT33
Cross-Curricular Links__ Civics: Creating a Political Advertisement
TE, p. 123Integrated Assessment Book
The Growth of a Young Nation 27
CHAPTER Section 2 (pages 120–129) Lesson Plan
Name Date
3
The Age of Jackson
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TENNESSEE PLANNER
Process Standards
P3, P6, P8, P15, P25, P28, P29, P32, P33
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28 Chapter 3, Section 2
Lesson Plan for The Age of Jackson continued
Homework Assignments Other Teaching Materials
__ Language Arts: Expressing a Point of ViewTE, p. 125Integrated Assessment Book
__ Geography: Outline Map: Indian Removal ActUnit 1 In-Depth Resources, pp 94–95
Differentiating Instruction__ Less Proficient Readers: Clarifying
TE, p. 122Reading Study Guide, pp. 37–38
__ Gifted and Talented Students: Creating Political CartoonsTE, p. 126Integrated Assessment Book
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 49, 9–60Spanish Reading Study Guide, pp. 37–38
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources
Andrew Jackson from Proclamation to the People of the United States, 1832John C. Calhoun, from Address to the People of the United States, 1832
__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 127__ Section 2 Quiz
Formal Assessment, p. 57__ Reteaching Activity
TE, p. 127Unit 1 In-Depth Resources, p. 88
Block Scheduling Options__ Cooperative Learning: Discussing States’ Rights
TE, p. 124C
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Section 3 Objectives 1. Summarize the reasons settlers headed West. 2. Describe Texas settlement, struggle for
independence, and annexation. 3. Analyze the California gold rush.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 130
Instruct__ Read the section
PE, pp. 130–138Unit 1 In-Depth Resources: Guided Reading, p. 79Building Vocabulary, p. 82
__ Discuss key questionsTE, pp. 130, 133, 135, 137
__ Historical Spotlight: Jim BeckwourthPE, p. 131
__ Map: American Trails West, 1860PE, p. 132
__ Map: War for Texas Independence, 1835–1836PE, p. 134
__ Key Players: Sam Houston and Santa AnnaPE, p. 135
__ Map: War with Mexico, 1846–1848TE, p. 136
__ More About: Traveling the Santa Fe Trail; Life on the Oregon Trail; The Westward Settlers; Davy Crockett at the Alamo; The Election of 1844; Stephen Kearny; Foreign Miners; San Francisco in the Gold Rush DaysTE, pp. 131, 132, 134–138
__ Primary Source: from Polk’s Speech on War with MexicoUnit 1 In-Depth Resources, p. 98
__ Skillbuilder Lesson: Analyzing AssumptionsTE, p. 131Unit 1 In-Depth Resources: Skillbuilder Practice, p. 85
__ Cooperative Learning: Creating a Pictorial Essay of the AlamoTE, p. 134Integrated Assessment Book
__ Critical Thinking: Westward Movement; Growth of U.S. Population and Area, 1790–1850Critical Thinking Transparencies CT9, CT43
__ Art: General Winfield ScottHumanities Transparency HT9
The Growth of a Young Nation 29
CHAPTER Section 3 (pages 130–138) Lesson Plan
Name Date
3
Manifest Destiny
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P15, P16, P26, P27, P29, P31, P32
Performance Indicator Teacher
6.5
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30 Chapter 3, Section 3
Lesson Plan for Manifest Destiny continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Literature: from Roughing It by Mark Twain
Unit 1 In-Depth Resources, pp. 101–103
Differentiating Instruction__ Less Proficient Readers: Clarifying; Summarizing
TE, pp. 133, 135Reading Study Guide, pp. 39–40
__ Gifted and Talented Students: Exploring Different ViewpointsTE, p. 136Integrated Assessment Book
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 50, 56–58Spanish Reading Study Guide, pp. 39–40
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 138__ Section 3 Quiz
Formal Assessment, p. 58__ Reteaching Activity
TE, p. 138Unit 1 In-Depth Resources, p. 89
Block Scheduling Options__ Cooperative Learning: Interviewing Settlers
TE, p. 132Integrated Assessment Book
__ Cooperative Learning: Creating a Newspaper about the Gold RushTE, p. 137Integrated Assessment Book
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Section 4 Objectives 1. Describe the impact of new markets, entrepreneurs,
and inventions on the 19th-century American economy.
2. Explain the ways in which workplaces changed during the market revolution.
3. Summarize the efforts of workers to improve their economic security.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 139
Instruct__ Read the section
PE, pp. 139–143Unit 1 In-Depth Resources: Guided Reading, p. 80Building Vocabulary, p. 82
__ Discuss key questionsTE, pp. 139, 141, 142
__ One American’s Story: Samuel YoungPE, p. 139
__ Now & Then: From Telegraph to InternetPE, p. 140
__ More About: Samuel F. B. Morse; Robert Fulton; The Erie Canal; Factory Life; Irish ImmigrantsTE, pp. 140–143
__ Cooperative Learning: Researching the Electronics RevolutionTE, p. 140Integrated Assessment Book
__ Geography: American Cities, 1820 and 1860Geography Transparency GT9
Cross-Curricular Links__ Journalism: Writing Sports History
TE, p. 294Integrated Assessment Book
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 41–42__ Gifted and Talented Students: Researching an Inventor
TE, p. 141Integrated Assessment Book
__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 51Spanish Reading Study Guide, pp. 41–42
The Growth of a Young Nation 31
CHAPTER Section 4 (pages 139–143) Lesson Plan
Name Date
3
The Market Revolution
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TENNESSEE PLANNER
Process Standards
P1, P7, P28, P32, P34
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32 Chapter 3, Section 4
Lesson Plan for The Market Revolution continued
Homework Assignments Other Teaching Materials
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 4 Quiz__ Electronic Library of Primary Sources
Sarah Bagley, from Pleasures of Factory Life, 1840__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 4 Assessment
PE, p. 143__ Section 4 Quiz
Formal Assessment, p. 59__ Reteaching Activity
TE, p. 143Unit 1 In-Depth Resources, p. 90
Block Scheduling Options__ Cooperative Learning: Writing a List of Demands
TE, p. 142
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Section 5 Objectives 1. Explain how reform movements were inspired by
the spiritual awakening of the 19th century. 2. Describe the institution of slavery and the
abolitionist movement. 3. Discuss the central role that women played in
19th-century reform movements.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 144
Instruct__ Read the section
PE, pp. 144–151Unit 1 In-Depth Resources: Guided Reading, p. 81Building Vocabulary, p. 82
__ Discuss key questionsTE, pp. 144, 145, 147, 151
__ One American’s Story: James FortenPE, p. 144
__ Infographic: Southern PlantationsPE, p. 147
__ Graph: African Americans in the South, 1860PE, p. 147
__ Key Player: Elizabeth Cady StantonPE, p. 148
__ Geography Spotlight: Mapping the Oregon TrailPE, pp. 150–151
__ More About: Ralph Waldo Emerson; The African-American Church; Frederick Douglass; Women Abolitionists; Elizabeth Blackwell; Sojourner Truth; The Oregon TrailTE, pp. 145–150
__ Tracing ThemesTE, p. 146
__ Skillbuilder Lesson: Identifying ProblemsTE, p. 148Unit 1 In-Depth Resources: Skillbuilder Practice, p. 86
__ Primary Sources: Propaganda Images; from The Seneca Falls “Declaration of Sentiments”Unit 1 In-Depth Resources, pp. 99–100
__ Critical Thinking: Increasing School EnrollmentsCritical Thinking Transparency CT42
Cross-Curricular Links__ Geography: Distribution of Slaves
Geography Transparency GT8__ Art: Religious Camp Meeting
Humanities Transparency HT8
The Growth of a Young Nation 33
CHAPTER Section 5 (pages 144–151) Lesson Plan
Name Date
3
Reforming American Society
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TENNESSEE PLANNER
Process Standards
P7, P8, P10, P11, P12, P17, P18, P19, P22, P23, P27, P31, P32, P33, P36, P37
Performance Indicators State
6.6
Learning Expectations
Era 10, 1.2
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34 Chapter 3, Section 5
Lesson Plan for Reforming American Society continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 43–44__ Gifted and Talented Students: Researching the African Methodist Episcopal Church;
Writing an Article for The LiberatorTE, pp. 145, 146Integrated Assessment Book
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 52, 56Spanish Reading Study Guide, pp. 43–44
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 5 QuizChapter Test
__ Electronic Library of Primary SourcesLucy Stone, Disappointment is the Lot of Women, 1855
__ America’s Music CDTrack 8, “Calinda,” ca.1800
__ Using the Internetclasszone.com
Assess & Reteach__ Section 5 Assessment
PE, p. 149__ Section 5 Quiz
Formal Assessment, p. 60__ Reteaching Activity
TE, p. 149Unit 1 In-Depth Resources, p. 91
__ Chapter 3 AssessmentPE, pp. 152–153
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 61–78
Block Scheduling Options__ Cooperative Learning: Interviewing Women Reformers
TE, p. 147Integrated Assessment Book
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Section 1 Objectives 1. Identify differences between the North and the
South. 2. Describe the operation of the Underground Railroad
and other forms of protest against slavery. 3. Explain the political conditions that gave rise to the
Republican Party and divided the Whigs.
Introduce the Chapter__ Interpreting the Painting: John Brown’s arrest
PE, pp. 154–155__ Chapter Time Line
PE, pp. 154–155TE, p. 154 Time Line Discussion
__ Interact with HistoryPE, p. 155
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 156
Instruct__ Read the section
PE, pp. 156–167Unit 1 In-Depth Resources: Guided Reading, p. 106Building Vocabulary, p. 110
__ Discuss key questionsTE, pp. 157, 158, 161, 162, 167
__ Map: The Underground Railroad, 1850–1860PE, p. 159
__ Maps: Free and Slave States and Territories, 1820–1854PE, p. 160
__ Political CartoonPE, p. 161
__ History Through Art: John Brown Going to His HangingPE, p. 164
__ Historical Spotlight: Secession and the Border StatesPE, p. 165
__ Historic Decisions of the Supreme Court: Dred Scott v. Sandford (1857)TE, pp. 167–168
__ Tracing ThemesTE, p. 158
__ Skillbuilder Lesson: Creating DatabasesTE, p. 161Unit 1 In-Depth Resources: Skillbuilder Practice, p. 111
__ Primary Sources: Lincoln-Douglas DebatesUnit 1 In-Depth Resources, pp. 122–123
__ Critical Thinking: The Compromise of 1850Critical Thinking Transparency CT10
The Union in Peril 35
CHAPTER Opener; Interact with History; Section 1 (pages 154–167) Lesson Plan
Name Date
4
The Divisive Politics of Slavery
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P6, P7, P12, P15, P24, P32, P34, P37
Performance Indicators State
6.3
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36 Chapter 4, Section 1
Lesson Plan for The Divisive Politics of Slavery continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Government: The Debate on the Compromise of 1850; The Election of 1860
TE, pp. 157, 164Integrated Assessment Book
__ Civics: Considering Slavery and DemocracyTE, p. 160
__ Geography: Presidential Elections 1856, 1860Integrated Assessment BookGeography Transparency GT10
Differentiating Instruction__ Less Proficient Readers: Identifying Cause and Effect
TE, p. 162Reading Study Guide, pp. 47–48
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 63, 67Spanish Reading Study Guide, pp. 47–48
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ Electronic Library of Primary Sources
Harriet Tubman, On Slavery, 1850s__ America’s Music CD
Track 9, “Steal Away,” ca.1800__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 165__ Section 1 Quiz
Formal Assessment, p. 79__ Reteaching Activity
TE, p. 165Unit 1 In-Depth Resources, p. 114
Block Scheduling Options__ Cooperative Learning: Responding to Uncle Tom’s Cabin
TE, p. 158Integrated Assessment Book
__ Cooperative Learning: Writing a Newspaper AccountTE, p. 163Integrated Assessment Book
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Section 2 Objectives 1. Analyze the strengths and strategies of both sides
at the beginning of the Civil War. 2. Identify the key political issues that affected the
conduct of the war. 3. Describe aspects of military and civilian life during
wartime.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 168
Instruct__ Read the section
PE, pp. 168–174Unit 1 In-Depth Resources: Guided Reading, p. 107Building Vocabulary, p. 110
__ Discuss key questionsTE, pp. 168, 171, 173
__ Graphs: Northern and Southern Resources, 1861PE, p. 169
__ Map: Civil War, 1861–1862PE, pp. 170–171
__ Historical Spotlight: Boys in WarPE, p. 171
__ Key Players: Abraham Lincoln and Jefferson DavisPE, p. 172
__ Cooperative Learning: Designing a Military StrategyTE, p. 169
__ Tracing ThemesTE, p. 169
__ More About: Military Strategy of the Confederacy; Slavery and Lincoln’s Policy; Lincoln and Dissent; Clara BartonTE, pp. 170, 172–174
__ Link to Science: Civil War Medicine and HealthTE, p. 173Integrated Assessment Book
__ Critical Thinking: The Civil War; North vs. SouthCritical Thinking Transparencies CT11, CT45
Cross-Curricular Links__ Geography: Naval Blockade; Union and Confederacy, 1861
TE, p. 171Geography Transparency GT11
The Union in Peril 37
CHAPTER Section 2 (pages 168–174) Lesson Plan
Name Date
4
The Civil War Begins
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TENNESSEE PLANNER
Process Standards
P8, P10, P11, P17, P18, P19, P22, P23, P23, P32, P33, P36, P37
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38 Chapter 4, Section 2
Lesson Plan for The Civil War Begins continued
Homework Assignments Other Teaching Materials
__ Government: Tracing the Roots of the Emancipation ProclamationTE, p. 172Unit 1 In-Depth Resources: Primary Sources: Emancipation Proclamation, p. 128
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 49–50__ Students Acquiring English/ESL
Access for Students Acquiring English, pp. 64, 68, 72–73Spanish Reading Study Guide, pp. 49–50
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources
George Fowle, from Letters to Eliza from a Union Soldier, 1864John s. Jackman, from Diary of a Confederate Soldier, 1862–1863
__ America’s Music CDTrack 10, “Battle Hymn of the Republic” 1861Track 11, “We Are Coming Father Abra’am,” 1862
__ Using the Internetclasszone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 174__ Section 2 Quiz
Formal Assessment, p. 80__ Reteaching Activity
TE, p. 174Unit 1 In-Depth Resources, p. 115
Block Scheduling Options__ Skillbuilder Lesson: Following Chronological Order
TE, p. 170Unit 1 In-Depth Resources: Skillbuilder Practice, p. 112
__ Outline Map: The States Choose SidesUnit 1 In-Depth Resources, pp. 124–125
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Section 3 Objectives 1. Explain how decisive battles, such as Gettysburg
and Vicksburg, changed the tide of the war. 2. Describe instances of total war waged by Grant
and Sherman. 3. Explain how the war changed the nation and
people’s lives.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 175
Instruct__ Read the section
PE, pp. 175–183Unit 1 In-Depth Resources: Guided Reading, p. 108Building Vocabulary, p. 110
__ Discuss key questionsTE, pp. 175, 180, 181
__ One American’s Story: Mary ChesnutPE, p. 175
__ Map: Battle of Gettysburg, July, 1863PE, p. 176
__ History Through Photojournalism: Mathew Brady’s PhotographsPE, p. 178
__ Map: Vicksburg Campaign, April–July 1863PE, p. 179
__ Key Players: Ulysses S. Grant and Robert E. LeeTE, p. 180
__ More About: Stonewall Jackson; Little Round Top; The Gettysburg Address; Mathew Brady; The Naval Hero of Vicksburg; William Tecumseh Sherman; The Election of 1864; Wartime Economics; Lincoln’s Last Working DayTE, pp. 176–183
__ Graphs: The Costs of the Civil WarPE, p. 182
__ Cooperative Learning: Evaluating the Ethics of Total WarTE, p. 180Integrated Assessment Book
__ Critical Thinking: The Civil WarCritical Thinking Transparency CT11
__ Primary Sources: On the Burning of South CarolinaUnit 1 In-Depth Resources, p. 122
Cross-Curricular Links__ Civics: ”Government of the People, by the People, for the People”
TE, p. 177__ Humanities: Examining the Images of War
TE, p. 178
The Union in Peril 39
CHAPTER Section 3 (pages 175–183) Lesson Plan
Name Date
4
The North Takes Charge
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P6, P7, P8, P9, P10, P12, P14, P15, P18, P19, P22, P23, P32, P33, P35, P36, P37
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40 Chapter 4, Section 3
Lesson Plan for The North Takes Charge continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Tracking Sequence
TE, p. 176Reading Study Guide, pp. 51–52
__ Gifted and Talented Students: Researching the Election of 1864TE, p. 181Integrated Assessment Book
__ Students Acquiring English/ESL: Rereading PhrasesTE, p. 182Access for Students Acquiring English, p. 65Spanish Reading Study Guide, pp. 51–52
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 Quiz__ Electronic Library of Primary Sources__ America’s Music CD
Track 12, “When Johnny Comes Marching Home,” 1863__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 183__ Section 3 Quiz
Formal Assessment, p. 81__ Reteaching Activity
TE, p. 183Unit 1 In-Depth Resources, p. 116
Block Scheduling Options__ Cooperative Learning: Researching the Battles of Vicksburg and Gettysburg
TE, p. 179Integrated Assessment Book
__ Art: Abraham Lincoln riding into Richmond, VirginiaHumanities Transparency HT11
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Section 4 Objectives 1. Describe various Reconstruction plans and analyze
the political consequences of the plans. 2. Describe how Reconstruction affected life in the
South for white Southerners and former slaves. 3. Explain the reasons for the end of Reconstruction.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 184
Instruct__ Read the section
PE, pp. 184–189Unit 1 In-Depth Resources: Guided Reading, p. 109Building Vocabulary, p. 110
__ Discuss key questionsTE, pp. 184, 186, 188
__ Analyzing Political CartoonsPE, p. 187
__ Key Player: Hiram RevelsPE, p. 188
__ More About: Johnson and Presidential Succession; The Impeachment of President Johnson; Suffrage, African Americans, and Reconstruction; The Freedmen’s BureauTE, pp. 185, 186, 187
__ Tracing ThemesTE, pp. 185, 186
__ Skillbuilder Lesson: Making GeneralizationsTE, 186Unit 1 In-Depth Resources: Skillbuilder Practice,p. 113
__ Education: Researching African-American CollegesTE, p. 187
__ Connections Across TimeTE, p. 189
__ Primary Sources: An Inquiry on the Condition of the SouthUnit 1 In-Depth Resources, p. 123
__ American Lives: Thaddeus StevensUnit 1 In-Depth Resources, p. 137
__ Art: The Fifteenth AmendmentHumanities Transparency HT12
Cross-Curricular Links__ Government: Comparing Reconstruction Plans
TE, p. 185Integrated Assessment Book
__ Economics: Analyzing Sharecropping and Tenant FarmingTE, p. 188
The Union in Peril 41
CHAPTER Section 4 (pages 184–189) Lesson Plan
Name Date
4
Reconstruction and Its Effects
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TENNESSEE PLANNER
Process Standards
P1, P6, P9, P21, P32, P35
Learning Expectations
Era 6, 4.1
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42 Chapter 4, Section 4
Lesson Plan for Reconstruction and Its Effects continued
Homework Assignments Other Teaching Materials
__ Geography: Slave Populations in the U.S.; The Barrow PlantationUnit 1 In-Depth Resources, pp. 118–120Geography Transparency GT12
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 53–54__ Students Acquiring English/ESL
Access for Students Acquiring English, pp. 66, 69, 70–71Spanish Reading Study Guide, pp. 53–54
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 4 QuizChapter Test
__ Electronic Library of Primary SourcesAnnie Ruth Davis, from An Interview with a Former Slave, 1870’s
__ America’s Music CD__ American Stories Videos
Videocassette Volume 1__ Using the Internet
classzone.com
Assess & Reteach__ Section 4 Assessment
PE, p. 189__ Section 4 Quiz
Formal Assessment, p. 82__ Reteaching Activity
TE, p. 189Unit 1 In-Depth Resources, p. 117
__ Chapter 4 AssessmentPE, pp. 190–191
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 83–100
Block Scheduling Options__ Critical Thinking: Reconstruction
Critical Thinking Transparency CT12C
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Section 1 Objectives 1. Contrast the cultures of Native Americans and white
settlers and explain why white settlers moved West. 2. Identify restrictions imposed by the government on
Native Americans and describe the consequences. 3. Identify the government’s policy of assimilation
as well as continuing conflicts between Native Americans and settlers.
4. Trace the development of the cattle industry. 5. Describe both the myth and the reality of the American
cowboy and explain the end of the open range.
Introduce the Chapter__ Interpreting the Photograph: Blackfeet Indians
TE, pp. 200–201__ Chapter Time Line
PE, pp. 200–201TE, p. 200 Time Line Discussion
__ Interact with HistoryPE, p. 201
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 202
Instruct__ Read the section
PE, pp. 202–213Unit 2 In-Depth Resources: Guided Reading, p. 1Building Vocabulary, p. 4
__ Discuss key questionsTE, pp. 203–204, 206, 208, 210, 213
__ Tracing ThemesTE, pp. 203, 209, 210
__ Key Player: Sitting BullPE, p. 204
__ Connections Across Time TE, pp. 205, 207
__ Infographic: Importance of the BuffaloPE, p. 207
__ Now & Then: Nez Perce in OregonPE, p. 208
__ History Through Art: Stampeded by LightningPE, p. 210
__ Historical Spotlight: The Wild West ShowPE, p. 211
__ More About: George Armstrong Custer; The Battle of Little Bighorn; The Cowboy Hat; Placer Mining, Mining HazardsTE, pp. 206, 208, 212–213Unit 2 In-Depth Resources: Primary Source, p. 12
__ Skillbuilder Lesson: Creating ModelsTE, p. 213Unit 2 In-Depth Resources: Skillbuilder Practice, p. 6
Changes on the Western Frontier 43
CHAPTER Opener; Interact with History; Section 1 (pages 200–213) Lesson Plan
Name Date
5
Cultures Clash on the Prairie
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TENNESSEE PLANNER
Process Standards
P3, P4, P6, P7, P8, P9, P10, P11, P12, P15, P18, P19, P20, P21, P22, P23, P25, P32, P33, P35, P35, P36, P37
Learning Expectations
Era 6, 3.2; Era 6, 5.1; Era 6, 5.2
Performance Indicators State
6.2, 6.7
Performance Indicators Teacher
6.1, 6.4
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44 Chapter 5, Section 1
Lesson Plan for Cultures Clash on the Prairie continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Civics: Conflict on the Plains
TE, p. 205Integrated Assessment Book
Differentiating Instruction__ Gifted and Talented Students: Creating a Storyboard
TE, p. 207__ Students Acquiring English/ESL: Spanish Words, English Translations
TE, p. 208Access for Students Acquiring English, pp. 77, 81Spanish Reading Study Guide, pp. 57–58
Integrate Technology__ American Stories Video Series: “A Walk in Two Worlds”
Videocassette Volume 1__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ Electronic Library of Primary Sources
Andy Adams, from The Log of a Cowboy, 1903__ America’s Music CD
Track 13, “Oh! My Darling Clementine,” 1884__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 211__ Section 1 Quiz
Formal Assessment, p. 103__ Reteaching Activity
TE, p. 211
Block Scheduling Options__ Cooperative Learning: Cross-Cultural Debate
TE, p. 204Integrated Assessment Book
__ Cooperative Learning: Researching Cowboy MusicTE, p. 209
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Section 2 Objectives 1. Explain the rapid settlement of the Great Plains due
to homesteading. 2. Describe how early settlers survived on the plains
and transformed them into profitable farm land.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 214
Instruct__ Read the section
PE, pp. 214–218Unit 2 In-Depth Resources: Guided Reading, p. 2Building Vocabulary, p. 4
__ Discuss key questionsTE, pp. 214, 216
__ One American Story: Esther Clark HillPE, p. 214
__ Science & Technology: Inventions That Tamed the PrairiePE, p. 217
__ More About: Building the Railroads; The Exodusters; Yellowstone National Park; Women of the Plains; Bonanza FarmsTE, pp. 215–218
__ Critical Thinking: Transcontinental Railroad; Population Changes in the West, 1850–1900Critical Thinking Transparencies CT13, CT47
__ Geography Application: The Regions of the WestUnit 2 In-Depth Resources, p. 10
__ Primary Source: Letter from a Woman HomesteaderUnit 2 In-Depth Resources, p. 13
Cross-Curricular Links__ Geography: Railroad Land Grants, 1871
Geography Transparency GT13__ Literature: from My Antonia
Unit 2 In-Depth Resources, pp. 15–17
Changes on the Western Frontier 45
CHAPTER Section 2 (pages 214–218) Lesson Plan
Name Date
5
Settling on the Great Plains
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TENNESSEE PLANNER
Process Standards
P32, P34
Learning Expectations
Era 6, 2.1; Era 6, 3.2; Era 6, 5.1; Era 6, 5.2
Performance Indicators State
6.7, 6.12
Performance Indicators Teacher
6.1, 6.2, 6.5, 6.6, 6.11
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46 Chapter 5, Section 2
Lesson Plan for Settling on the Great Plains continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Previewing and Visualizing
TE, p. 215Reading Study Guide, pp. 59–60
__ Gifted and Talented Students: Exploring and InventionTE, p. 216
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 78, 82Spanish Reading Study Guide, pp. 59–60
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 218__ Section 2 Quiz
Formal Assessment, p. 104__ Reteaching Activity
TE, p. 218Unit 2 In-Depth Resources, p. 8
Block Scheduling Options__ Cooperative Learning: Advertising Agricultural Inventions
TE, p. 217Integrated Assessment Book
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Section 3 Objectives 1. Identify the problems farmers faced and their
cooperative efforts to solve them. 2. Explain the rise and fall of the Populist Party.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 219
Instruct__ Read the section
PE, pp. 219–225Unit 2 In-Depth Resources: Guided Reading, p. 3Building Vocabulary, p. 4
__ Discuss key questionsTE, pp. 219, 221, 225
__ Analyzing Political CartoonsPE, p. 220
__ Historical Spotlight: The Colored Farmers’ National AlliancePE, p. 221
__ Key Player: William Jennings BryanPE, p. 222
__ Chart: Gold Bugs and SilveritesPE, p. 222
__ More About: U.S. Currency; Richard Parks Bland; The Diverse Literature of the West; Chief SatantaTE, pp. 220, 224–225
__ Connections Across TimeTE, p. 221
__ Cooperative Learning: Researching Populist ReformsTE, p. 221
__ Primary Source: Cross of Gold SpeechUnit 2 In-Depth Resources, p. 14
__ American Lives: Mary Elizabeth LeaseUnit 2 In-Depth Resources, p. 19
Cross-Curricular Links__ Language Arts: Reacting to Farm Problems
TE, p. 220Integrated Assessment Book
Changes on the Western Frontier 47
CHAPTER Section 3 (pages 219–225) Lesson Plan
Name Date
5
Farmers and the Populist Movement
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TENNESSEE PLANNER
Process Standards
P6, P7, P10, P11, P12, P14, P15, P17, P18, P19, P22, P23, P32, P36, P37
Learning Expectations
Era 6, 2.1; Era 6, 2.2; Era 6, 4.2; Era 6, 5.1; Era 6, 6.2
Performance Indicators State
6.10
Performance Indicators Teacher
6.1, 6.2, 6.8
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48 Chapter 5, Section 3
Lesson Plan for Farmers and the Populist Movement continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 61–62__ Students Acquiring English/ESL
Access for Students Acquiring English, pp. 79–80Spanish Reading Study Guide, pp. 61–62
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 QuizChapter Test
__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 223__ Section 3 Quiz
Formal Assessment, p. 105__ Reteaching Activity
TE, p. 223Unit 2 In-Depth Resources, p. 9
__ Chapter 5 AssessmentPE, pp. 226–227
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 106–117
Block Scheduling Options__ Skillbuilder Lesson: Creating Written Presentations
TE, p. 222Unit 2 In-Depth Resources: Skillbuilder Practice, p. 5
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Section 1 Objectives 1. Explain how the abundance of natural resources,
new recovery and refining methods, and new uses for them led to intensive industrialization.
2. Identify inventions that changed the way people lived and worked.
Introduce the Chapter__ Interpreting the Photograph: Railroad workers
PE, pp. 228–229__ Chapter Time Line
PE, pp. 228–229TE, p. 229 Time Line Discussion
__ Interact with HistoryPE, p. 229
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 230
Instruct__ Read the section
PE, pp. 230–235Unit 2 In-Depth Resources: Guided Reading, p. 20Building Vocabulary, p. 23
__ Discuss key questionsTE, pp. 230, 232, 235
__ Map: Natural Resources and the Birth of a Steel Town, 1886–1906PE, p. 231
__ Time Line: The Technological Explosion, 1826–1903PE, p. 232
__ Historical Spotlight: Illuminating the Light BulbPE, p. 232
__ Geography Spotlight: Industry Changes the EnvironmentPE, pp. 234–235
__ Critical Thinking: Industrial GrowthCritical Thinking Transparency CT14
__ Primary Source: Birth of the TelephoneUnit 2 In-Depth Resources, p. 30
__ More About: Iron vs. Steel; Alexander Graham Bell; Cleveland, OhioTE, pp. 231, 233–234
__ The Gun FoundryHumanities Transparency HT14
A New Industrial Age 49
CHAPTER Opener; Interact with History; Section 1 (pages 228–235) Lesson Plan
Name Date
6
The Expansion of Industry
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P15, P32, P33
Learning Expectations
Era 6, 3.1
Performance Indicators State
6.1, 6.7, 6.8, 6.12
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50 Chapter 6, Section 1
Lesson Plan for The Expansion of Industry continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Geography: Mining and Industry
Geography Transparency GT14
Differentiating Instruction__ Less Proficient Readers: Using a Chronological Chart
TE, p. 232Reading Study Guide, pp. 65–66
__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 86Spanish Reading Study Guide, pp. 65–66
Integrate Technology__ American Stories Video Series: Gusher!
Videocassette Volume 1__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 233__ Section 1 Quiz
Formal Assessment, p. 118__ Reteaching Activity
TE, p. 233Unit 2 In-Depth Resources, p. 25
Block Scheduling Options__ Cooperative Learning: Tracking the Growth of Steel
TE, p. 231Integrated Assessment Book
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