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Reconstruction and Its Effects 101
Reconstructing SocietySection 2 Objectives
1. Summarize the economic problems in the South.
2. Identify differences among members of the Republican Party in the South.
3. Describe efforts of former slaves to improve their lives.
4. Analyze changes in the Southern economy.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 383
InstructRead the section ■■ PE, pp. 383–392
■■ Unit 3 In-Depth Resources: Guided Reading, p. 69 ■■ Building Vocabulary, p. 71
Discuss key questions ■■ TE, pp. 383, 385, 387, 389
One American’s Story: Robert Fitzgerald ■■ PE, p. 383
Analyzing Political Cartoons: ■ ■ PE, p. 385Unwelcome Guest
Graph: School Enrollment of 5-to 10- ■ ■ PE, p. 388 Year Olds, 1850–1889
Key Player: Hiram Revels ■ ■ PE, p. 389
Now & Then: Reparations for Slavery ■ ■ PE, p. 390
Infographic: Sharecropping ■ ■ PE, p. 391
More About: Total War, Carl Schurz, African ■ ■ TE, pp. 384–386, 388, 391, 392Americans in Politics, African-American Colleges, Sharecropping and Tenant Farming, Southern Economy
Tracing Themes ■ ■ TE, pp. 387, 388, 390
Geography: The Economic Effects ■ ■ Unit 3 In-Depth Resources, p. 76of the Civil War
American Lives: Hiram Revels ■ ■ Unit 3 In-Depth Resources, p. 86
CHAPTER Section 2 (pages 383–392)
Name Date
12 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.04
Skills Competency Goals
1.01, 1.02 , 1.04, 1.06, 3.02, 3.04, 3.05, 4.06
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102 Chapter 12, Section 2
Lesson Plan for Reconstructing Society continued
RESOURCESCross-Curricular Links
Humanities: Coming Home ■ ■ TE, p. 384 ■ ■ Integrated Assessment Book
Civics: Creating a Voting Handbook ■ ■ TE, pp. 386, 390Outline; Writing a Dialogue ■ ■ Integrated Assessment Book
Language Arts: Writing ■ ■ TE, p. 387a Meditation on Freedom ■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Supporting Main Ideas ■ ■ TE, p. 389
■ ■ Reading Study Guide, pp. 129–130
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, pp. 127, 130–131 ■ ■ Spanish Reading Study Guide, pp. 129–130
Integrate TechnologyAmerican Stories Video Series: ■ ■ Videocassette Volume 1
Teacher of a Freed People
Electronic Teacher Tools
Electronic Library of Primary Sources ■ ■ from “An Interview with a Former Slave,” by Annie Ruth Davis
Test Generator ■ ■ Section 2 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 2 Assessment ■ ■ PE, p. 392
Section 2 Quiz ■ ■ Formal Assessment, p. 214
Reteaching Activity ■ ■ TE, p. 392 ■ ■ Unit 3 In-Depth Resources, p. 74
Block Scheduling OptionsCooperative Learning: Researching ■ ■ TE, p. 388
African-American Colleges ■ ■ Integrated Assessment Book
Link to Economics: Analyzing ■ ■ TE, p. 391Reconstruction Land Reform ■ ■ Integrated Assessment Book
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Reconstruction and Its Effects 103
The Collapse of ReconstructionSection 3 Objectives
1. Summarize violent actions by opponents of Reconstruction.
2. Identify political and economic reasons for the shift of power from the Southern Republicans to the Southern Democrats.
3. Identify reasons for the collapse of Congressional Reconstruction.
4. Explain the achievements and failure of Reconstruction.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 393
InstructRead the section ■■ PE, pp. 393–401
■■ Unit 3 In-Depth Resources: Guided Reading, p. 70 ■■ Building Vocabulary, p. 71
Discuss key questions ■■ TE, pp. 393, 395, 397, 399
One American’s Story ■■ PE, p. 393
World Stage: The Dominican Republic ■ ■ PE, p. 395
Analyzing Political Cartoons: ■ ■ PE, p. 396Scandal in the Grant Administration
Chart: Civil Rights Setbacks ■ ■ PE, p. 398in the Supreme Court
Historical Spotlight: The Electoral College ■ ■ PE, p. 399and the 1876 Election
Point/Counterpoint ■ ■ PE, p. 400
More About: The Ku Klux Klan, Credit ■ ■ TE, pp. 394–397Mobilier, Horace Greeley, Jay Cooke
Tracing Themes ■ ■ TE, pp. 394, 398
Skillbuilder Lesson: Evaluating Decisions ■ ■ TE, p. 398 ■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 72
Critical Thinking: Reconstruction ■ ■ Critical Thinking Transparency CT12
CHAPTER Section 3 (pages 393–401)
Name Date
12 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.04, 3.05
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.01, 2.02, 2.03, 2.06, 3.04, 3.05, 4.02, 4.04, 4.05, 4.07
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104 Chapter 12, Section 3
Lesson Plan for The Collapse of Reconstruction continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Civics: Opposing Klan Violence ■ ■ TE, p. 394 ■ ■ Integrated Assessment Book
Economics: Analyzing the Panic of 1873 ■ ■ TE, p. 397 ■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 399
Comparing and Contrasting ■ ■ Reading Study Guide, pp. 129–130
Gifted and Talented Students: ■ ■ TE, p. 395Examining the Ku Klux Klan
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, pp. 128, 129 ■ ■ Spanish Reading Study Guide, pp. 129–130
Integrate TechnologyElectronic Teacher Tools
Test Generator ■ ■ Section 3 Quiz ■■ Chapter Test
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 3 Assessment ■ ■ PE, p. 401
Section 3 Quiz ■ ■ Formal Assessment, p. 215
Reteaching Activity ■ ■ TE, p. 401 ■ ■ Unit 3 In-Depth Resources, p. 75
Chapter 12 Assessment ■ ■ PE, pp. 402–403
Chapter Test, Forms A, B, and C ■ ■ Formal Assessment, pp. 216–227
Block Scheduling OptionsCooperative Learning: Staging ■ ■ TE, p. 396
a Presidential Debate ■ ■ Integrated Assessment Book
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Changes on the Western Frontier 105
Cultures Clash on the PrairieSection 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.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: Blackfeet Indians
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Tracing Themes
Key Player: Sitting Bull
Connections Across Time
Infographic: Importance of the Buffalo
Now & Then: Nez Perce in Oregon
History Through Art: Stampeded byLightning
Historical Spotlight: The Wild West Show
More About: George Armstrong Custer; TheBattle of Little Bighorn; The Cowboy Hat; Placer Mining, Mining Hazards
■ ■ TE, pp. 406–407
■ ■ PE, pp. 406–407■ ■ TE, p. 406 Time Line Discussion
■ ■ PE, p. 407
■ ■ PE, p. 408
■ ■ PE, pp. 408–419■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 1■ ■ Building Vocabulary, p. 4
■ ■ TE, pp. 409–410, 412, 414, 416, 419
■ ■ TE, pp. 409, 415, 416
■ ■ PE, p. 410
■ ■ TE, pp. 411, 413
■ ■ PE, p. 413
■ ■ PE, p. 414
■ ■ PE, p. 416
■ ■ PE, p. 417
■ ■ TE, pp. 412, 414, 418–419■ ■ Unit 4 In-Depth Resources: Primary Source, p. 12
CHAPTER Chapter Opener; Section 1 (pages 406–419) Lesson Plan
Name Date
13
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
4.01, 4.02, 4.04, 5.04
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 2.05, 2.06, 3.01, 3.05, 4.01, 4.06
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Lesson Plan for Cultures Clash on the Prairie continued
■ ■ TE, p. 419■ ■ Unit 4 In-Depth Resources: Skillbuilder Practice, p. 6
■ ■ TE, p. 441■ ■ Integrated Assessment Book
■ ■ Reading Study Guide, pp. 135–136■ ■ TE, p. 207
■ ■ TE, p. 208■ ■ Access for Students Acquiring English, pp. 77, 81■ ■ Spanish Reading Study Guide, pp. 57–58
■ ■ Videocassette Volume 1
■ ■ Section 1 Quiz
■ ■ Andy Adams, from The Log of a Cowboy, 1903
■ ■ Track 13, “Oh! My Darling Clementine,” 1884
■ ■ classzone.com
■ ■ PE, p. 417
■ ■ Formal Assessment, p. 228
■ ■ TE, p. 417■ ■ Unit 4 In-Depth Resources, p. 7
■ ■ TE, p. 410■ ■ Integrated Assessment Book
■ ■ TE, p. 415
Skillbuilder Lesson: Creating Models
Cross-Curricular LinksCivics: Conflict on the Plains
Differentiating InstructionLess Proficient ReadersGifted and Talented Students: Creating a
Storyboard
Students Acquiring English/ESL: SpanishWords, English Translations
Integrate TechnologyAmerican Stories Video Series
Electronic 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: Cross-Cultural Debate
Cooperative Learning: Researching CowboyMusic
RESOURCES
106 Chapter 13, Section 1
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Changes on the Western Frontier 107
Settling on the Great PlainsSection 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.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American Story: Esther Clark Hill
Science & Technology: Inventions ThatTamed the Prairie
More About: Building the Railroads; TheExodusters; Yellowstone National Park; Women of the Plains; Bonanza Farms
Critical Thinking: Transcontinental Railroad;Population Changes in the West, 1850–1900
Geography Application: The Regions of theWest
Primary Source: Letter from a WomanHomesteader
Cross-Curricular LinksGeography: Railroad Land Grants, 1871
Literature: from My Antonia
■ ■ PE, p. 420
■ ■ PE, pp. 420–424■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 2■ ■ Building Vocabulary, p. 4
■ ■ TE, pp. 420, 422
■ ■ PE, p. 420
■ ■ PE, p. 423
■ ■ TE, pp. 421–424
■ ■ Critical Thinking Transparencies CT13, CT47
■ ■ Unit 4 In-Depth Resources, p. 10
■ ■ Unit 4 In-Depth Resources, p. 13
■ ■ Geography Transparency GT13
■ ■ Unit 4 In-Depth Resources, pp. 15–17
CHAPTER Section 2 (pages 420–424) Lesson Plan
Name Date
13
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
4.01, 4.02, 4.03, 4.04, 5.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 4.01, 4.06
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108 Chapter 13, Section 2
Lesson Plan for Changes on the Western Frontier continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 421■ ■ Reading Study Guide, pp. 137–138
■ ■ TE, p. 422
■ ■ Access for Students Acquiring English, pp. 135, 139–140
■ ■ Spanish Reading Study Guide, pp. 137–138
■ ■ Section 2 Quiz
■ ■ classzone.com
■ ■ PE, p. 424
■ ■ Formal Assessment, p. 229
■ ■ TE, p. 424■ ■ Unit 4 In-Depth Resources, p. 8
■ ■ TE, p. 423■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Previewing and
Visualizing
Gifted and Talented Students: Exploring andInvention
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: Advertising
Agricultural Inventions
RESOURCES
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Changes on the Western Frontier 109
Farmers and the Populist MovementSection 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.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Analyzing Political Cartoons
Historical Spotlight: The Colored Farmers’National Alliance
Key Player: William Jennings Bryan
Chart: Gold Bugs and Silverites
More About: U.S. Currency; Richard ParksBland; The Diverse Literature of the West; Chief Satanta
Connections Across Time
Cooperative Learning: Researching PopulistReforms
Primary Source: Cross of Gold Speech
American Lives: Mary Elizabeth Lease
Cross-Curricular LinksLanguage Arts: Reacting to Farm Problems
Differentiating InstructionLess Proficient Readers
Students Acquiring English/ESL
■ ■ PE, p. 425
■ ■ PE, pp. 425–431■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 3■ ■ Building Vocabulary, p. 4
■ ■ TE, pp. 425, 427, 431
■ ■ PE, p. 426
■ ■ PE, p. 427
■ ■ PE, p. 428
■ ■ PE, p. 428
■ ■ TE, pp. 426, 430–431
■ ■ TE, p. 427
■ ■ TE, p. 427
■ ■ Unit 4 In-Depth Resources, p. 14
■ ■ Unit 4 In-Depth Resources, p. 19
■ ■ TE, p. 426■ ■ Integrated Assessment Book
■ ■ Reading Study Guide, pp. 139–140
■ ■ Access for Students Acquiring English, pp. 136■ ■ Spanish Reading Study Guide, pp. 139–140
CHAPTER Section 3 pages (425–431) Lesson Plan
Name Date
13
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
4.01, 4.02, 4.03, 4.04
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.04, 3.05
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110 Chapter 13, Section 3
Lesson Plan for Farmers and the Populist Movement continued
Homework Assignments Other Teaching Materials
■ ■ Section 3 Quiz■ ■ Chapter Test
■ ■ classzone.com
■ ■ PE, p. 429
■ ■ Formal Assessment, p. 230
■ ■ TE, p. 429■ ■ Unit 4 In-Depth Resources, p. 9
■ ■ PE, pp. 432–433
■ ■ Formal Assessment, pp. 231–242
■ ■ TE, p. 428■ ■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 5
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 13 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsSkillbuilder Lesson: Creating Written
Presentations
RESOURCES
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A New Industrial Age 111
The Expansion of IndustrySection 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.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: Railroadworkers
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Map: Natural Resources and the Birth of aSteel Town, 1886–1906
Time Line: The Technological Explosion,1826–1903
Historical Spotlight: Illuminating the Light Bulb
Geography Spotlight: Industry Changes theEnvironment
Critical Thinking: Industrial Growth
Primary Source: Birth of the Telephone
More About: Iron vs. Steel; AlexanderGraham Bell; Cleveland, Ohio
The Gun Foundry
■ ■ PE, pp. 434–435
■ ■ PE, pp. 434–435■ ■ TE, p. 435 Time Line Discussion
■ ■ PE, p. 435
■ ■ PE, p. 436
■ ■ PE, pp. 436–441■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 20■ ■ Building Vocabulary, p. 23
■ ■ TE, pp. 436, 438, 441
■ ■ PE, p. 437
■ ■ PE, p. 438
■ ■ PE, p. 438
■ ■ PE, pp. 440–441
■ ■ Critical Thinking Transparency CT14
■ ■ Unit 4 In-Depth Resources, p. 30
■ ■ TE, pp. 437, 439–440
■ ■ Humanities Transparency HT14
CHAPTER Chapter Opener; Section 1 (pages 434–441) Lesson Plan
Name Date
14
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
5.01
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 2.05, 3.01, 4.01, 4.08
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112 Chapter 14, Section 1
Lesson Plan for The Expansion of Industry continued
Homework Assignments Other Teaching Materials
■ ■ Geography Transparency GT14
■ ■ TE, p. 438
■ ■ Reading Study Guide, pp. 143–144■ ■ Access for Students Acquiring English, p. 143■ ■ Spanish Reading Study Guide, pp. 143–144
■ ■ Videocassette Volume 1
■ ■ Section 1 Quiz
■ ■ classzone.com
■ ■ PE, p. 439
■ ■ Formal Assessment, p. 243
■ ■ TE, p. 439■ ■ Unit 4 In-Depth Resources, p. 25
■ ■ TE, p. 437■ ■ Integrated Assessment Book
Cross-Curricular LinksGeography: Mining and Industry
Differentiating InstructionLess Proficient Readers: Using a Chronological
Chart
Students Acquiring English/ESL
Integrate TechnologyAmerican Stories Video Series
Electronic Teacher Tools
Test Generator
America’s Music CD
Using the Internet
Assess & ReteachSection 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Tracking the Growth
of Steel
RESOURCES
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A New Industrial Age 113
The Age of the RailroadsSection 2 Objectives
1. Identify the role of the railroads in unifying the country.
2. List positive and negative effects of railroads on the nation’s economy.
3. Summarize reasons for and outcomes of the demand for railroad reform.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Richard T. Ely
Historical Spotlight: Chinese Immigrants andthe Railroads
Another Perspective: On the Wrong Track
Tracing Themes: New Technology
Map: Major Railroad Lines, 1870–1890
Connections Across Time: Railroads
Analyzing Political Cartoons
More About: Railroad Time
Cross-Curricular LinksLiterature: from The Bride Comes to Yellow
Sky
Differentiating InstructionLess Proficient Readers: Using a Problem
Solving Process
Gifted and Talented Students: Exploring theRailroad Lines
Students Acquiring English/ESL
■ ■ PE, p. 442
■ ■ PE, pp. 442–446■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 21■ ■ Building Vocabulary, p. 23
■ ■ TE, pp. 442–444
■ ■ PE, p. 442
■ ■ PE, p. 443
■ ■ PE, p. 444
■ ■ TE, p. 444
■ ■ PE, p. 445
■ ■ TE, p. 445
■ ■ PE, p. 446
■ ■ TE, p. 443
■ ■ Unit 4 In-Depth Resources, pp. 34–36
■ ■ TE, p. 443■ ■ Reading Study Guide, pp. 145–146
■ ■ TE, p. 445
■ ■ Access for Students Acquiring English, p. 144■ ■ Spanish Reading Study Guide, pp. 145–146
CHAPTER Section 2 (pages 442–446) Lesson Plan
Name Date
14
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
5.01, 5.04
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 3.01, 3.04, 3.05, 4.03
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114 Chapter 14, Section 2
Lesson Plan for The Age of the Railroads continued
Homework Assignments Other Teaching Materials
■ ■ Section 2 Quiz
■ ■ Jennie Curtiss, “How Women Are Treated by the Pullman Company,” 1894
■ ■ classzone.com
■ ■ PE, p. 446
■ ■ Formal Assessment, p. 244
■ ■ TE, p. 446■ ■ Unit 4 In-Depth Resources, p. 26
■ ■ TE, p. 444■ ■ 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: Debating Company
Towns
RESOURCES
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Big Business and LaborSection 3 Objectives
1. Identify management and business strategies that contributed to the success of business tycoons such as Andrew Carnegie.
2. Explain Social Darwinism and its effects on society.
3. Summarize the emergence and growth of unions.
4. Explain the violent reactions of industry and government to union strikes.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Andrew Carnegie
Infographic: Vertical and HorizontalIntegration
Key Player: John D. Rockefeller
Tracing Themes
Historical Spotlight: African Americans andthe Labor Movement
More About: Andrew Carnegie; Women andChildren at Work; Samuel Gompers; The Knights of Labor; The Sugar Beet and Farm Laborers’ Union of Oxnard; The Haymarket Affair; The Triangle Fire
Cooperative Learning: Reporting on UnionGoals
Key Players: Eugene V. Debs and MotherJones
■ ■ PE, p. 447
■ ■ PE, pp. 447–455■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 22■ ■ Building Vocabulary, p. 23
■ ■ TE, pp. 447–448, 450, 453
■ ■ PE, p. 447■ ■ Unit 4 In-Depth Resources: American Lives:
Andrew Carnegie, p. 37
■ ■ PE, p. 448
■ ■ PE, p. 449■ ■ Unit 4 In-Depth Resources: Primary Source: The
History of Standard Oil Company, p. 32
■ ■ TE, pp. 449, 454
■ ■ PE, p. 451
■ ■ TE, pp. 448, 451–453, 455
■ ■ TE, p. 453■ ■ Integrated Assessment Book
■ ■ PE, p. 454■ ■ Unit 4 In-Depth Resources: American Lives:
Mother Jones, p. 38
CHAPTER Section 3 (pages 447–455) Lesson Plan
Name Date
14
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
5.01, 5.02, 5.03, 5.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 3.02, 4.01, 4.06, 4.08
A New Industrial Age 115
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116 Chapter 14, Section 3
Lesson Plan for Big Business and Labor continued
■ ■ Critical Thinking Transparency CT48
■ ■ Humanities Transparency HT35
■ ■ PE, p. 453
■ ■ Unit 4 In-Depth Resources, pp. 28–29
■ ■ Reading Study Guide, pp. 147–148■ ■ TE, pp. 450, 452
■ ■ Access for Students Acquiring English, pp. 145–148■ ■ Spanish Reading Study Guide, pp. 147–148
■ ■ Section 3 Quiz■ ■ Chapter Test
■ ■ Samuel Gompers, On the Goals of Trade Unions, 1883
■ ■ New York Times, from 141 Die in Factory Fire, 1911
■ ■ classzone.com
■ ■ PE, p. 455
■ ■ Formal Assessment, p. 245
■ ■ TE, p. 455■ ■ Unit 4 In-Depth Resources, p. 27
■ ■ PE, pp. 456–457
■ ■ Formal Assessment, pp. 246–257
■ ■ TE, p. 449■ ■ Unit 4 In-Depth Resources: Skillbuilder Practice,
p. 24
Critical Thinking: Horizontal Consolidationand Vertical Integration
The Bosses of the Senate
Cross-Curricular LinksMathematics: Graph: The Growth of Union
Membership, 1876–1904
Geography: The Changing Labor Force
Differentiating InstructionLess Proficient ReadersGifted and Talented Students: Researching
Working Conditions; Joe Hill and the Wobblies
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 14 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsSkillbuilder Lesson: Creating Oral
Presentations
RESOURCES
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Immigrants and Urbanization 117
The New ImmigrantsSection 1 Objectives
1. Identify immigrants’ countries of origin.
2. Describe the journey immigrants endured and their experiences at United States immigration stations.
3. Examine the causes and effects of the nativists’ anti-immigrant sentiments.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: New YorkCity’s lower east side
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Lisa See
Map: U.S. Immigration Patterns, as of 1900
Tracing Themes: Diversity and the NationalIdentity
Tracing Themes
More About: Chinese Railroad Labor; TheTransatlantic Journey; Ellis Island; The Generation Gap; Discrimination Against Japanese; The Statue of Liberty; 21st Century Diversity
Skillbuilder Lesson: Audio Multimedia Sources
Primary Source: Artifacts from Ellis Island
Literature: Call It Sleep
■ ■ TE, pp. 458–459
■ ■ PE, pp. 458–459■ ■ TE, p. 458 Time Line Discussion
■ ■ PE, p. 459
■ ■ PE, p. 460
■ ■ PE, pp. 460–467■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 39■ ■ Building Vocabulary, p. 42
■ ■ TE, pp. 460, 462, 464, 467
■ ■ PE, p. 460
■ ■ PE, p. 461
■ ■ PE, pp. 466–467
■ ■ TE, pp. 462, 463
■ ■ TE, pp. 461–467
■ ■ TE, p. 461■ ■ Unit 4 In-Depth Resources: Skillbuilder Practice,
p. 43
■ ■ Unit 4 In-Depth Resources, p. 52
■ ■ Unit 4 In-Depth Resources, pp. 56–58
CHAPTER Chapter Opener; Section 1 (pages 458–467) Lesson Plan
Name Date
15
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
5.01
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.01, 3.02, 4.01, 4.02, 4.03, 4.05
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118 Chapter 15, Section 1
Lesson Plan for The New Immigrants continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 463■ ■ Integrated Assessment Book
■ ■ TE, pp. 462, 464■ ■ Reading Study Guide, pp. 151–152
■ ■ Access for Students Acquiring English, pp. 151, 154■ ■ Spanish Reading Study Guide, pp. 151–152
■ ■ Section 1 Quiz
■ ■ U.S. Government, from Chinese Exclusion Act of 1882
■ ■ Track 14, “Collar de Perlas,” ca.1900
■ ■ Videocassette Volume 1 & 2
■ ■ classzone.com
■ ■ PE, p. 465
■ ■ Formal Assessment, p. 258
■ ■ TE, p. 465■ ■ Unit 4 In-Depth Resources, p. 45
■ ■ Geography Transparency GT15
Cross-Curricular LinksLanguage Arts: Writing Letters or Poems
About Immigrant Experiences
Differentiating InstructionLess Proficient Readers: Clarifying Ideas;
Using the Narrative
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 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsGeography: Where Foreign- Born Lived, 1900
RESOURCES
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Immigrants and Urbanization 119
The Challenges of UrbanizationSection 2 Objectives
1. Describe the movement of immigrants to cities and the opportunities they found there.
2. Explain how cities dealt with housing, transportation, sanitation, and safety issues.
3. Describe some of the organizations and people who offered help to urban immigrants.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Map: New York City, 1910
Infographic: Fire: Enemy of the City
Key Player: Jane Addams
More About: Transportation,
Tracing Themes
Skillbuilder Lesson: Creating Maps
Connections Across Time
Primary Sources: How the Other Half Lives;from Twenty Years at Hull House
American Lives: Jane Addams
Critical Thinking: Urban Growth; FromCountry to City, 1870–1920
Cross-Curricular LinksGeography Application
Art: Cliff Dwellers
■ ■ PE, p. 468
■ ■ PE, pp. 468–472■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 40■ ■ Building Vocabulary, p. 42
■ ■ TE, pp. 468, 470, 472
■ ■ PE, p. 469
■ ■ PE, p. 471
■ ■ PE, p. 472
■ ■ TE, p. 470
■ ■ TE, pp. 469, 471
■ ■ TE, p. 469■ ■ Unit 4 In-Depth Resources: Skillbuilder Practice,
p. 44
■ ■ TE, p. 470
■ ■ Unit 4 In-Depth Resources, pp. 53–54
■ ■ Unit 4 In-Depth Resources, p. 59
■ ■ Critical Thinking Transparencies CT15, CT49
■ ■ Unit 4 In-Depth Resources, pp. 48–49
■ ■ Humanities Transparency HT15
CHAPTER Section 2 (pages 468–472) Lesson Plan
Name Date
15
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
5.01
Skills Competency Goals
1.01, 1.04, 1.06, 1.08, 3.01
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120 Chapter 15, Section 2
Lesson Plan for The Challenges of Urbanization continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 470■ ■ Reading Study Guide, pp. 153–154
■ ■ Access for Students Acquiring English, pp. 152, 155, 156–157
■ ■ Spanish Reading Study Guide, pp. 153–154
■ ■ Section 2 Quiz
■ ■ classzone.com
■ ■ PE, p. 472
■ ■ Formal Assessment, p. 259
■ ■ TE, p. 472■ ■ Unit 4 In-Depth Resources, p. 46
■ ■ TE, p. 471
Differentiating InstructionLess Proficient Readers: Clarifying Ideas
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: Researching
Catastrophes
RESOURCES
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Immigrants and Urbanization 121
Politics in the Gilded AgeSection 3 Objectives
1. Explain the role of political machines and political bosses.
2. Describe how some politicians’ greed and fraud cost taxpayers millions of dollars.
3. Describe the measures taken by Presidents Hayes, Garfield, and Arthur to reform the spoils system.
4. Explain the positions taken by presidents Cleveland, Harrison, and McKinley on the tariff issue.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Mark Twain andCharles Dudley Warner
Analyzing Political Cartoons
More About: Political Machines; ThePendergast Family; Boss Tweed; Chester A. Arthur; Tariffs
Primary Source: The Shame of American Cities
American Lives: William Marcy Tweed
Critical Thinking: Urban Growth
Differentiating InstructionLess Proficient Readers: Clarifying
Gifted and Talented Students: Writing aBiography
Students Acquiring English/ESL
■ ■ PE, p. 473
■ ■ PE, pp. 473–477■ ■ Unit 4 In-Depth Resources:Guided Reading, p. 41■ ■ Building Vocabulary, p. 42
■ ■ TE, pp. 473, 475–477
■ ■ PE, p. 473
■ ■ PE, p. 475
■ ■ TE, pp. 474, 475–477
■ ■ Unit 4 In-Depth Resources, p. 55
■ ■ Unit 4 In-Depth Resources, p. 59
■ ■ Critical Thinking Transparency CT15
■ ■ TE, p. 476■ ■ Reading Study Guide, pp. 155–156
■ ■ TE, p. 474
■ ■ Access for Students Acquiring English, p. 153■ ■ Spanish Reading Study Guide, pp. 155–156
CHAPTER Section 3 (pages 473–477) Lesson Plan
Name Date
15
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
5.01, 5.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 3.04, 3.05, 4.01, 4.08
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122 Chapter 15, Section 3
Lesson Plan for Politics in the Gilded Age continued
Homework Assignments Other Teaching Materials
■ ■ Section 3 Quiz■ ■ Chapter Test
■ ■ classzone.com
■ ■ PE, p. 477
■ ■ Formal Assessment, p. 260
■ ■ TE, p. 477■ ■ Unit 4 In-Depth Resources, p. 47
■ ■ PE, pp. 478–479
■ ■ Formal Assessment, pp. 261–272
■ ■ TE, p. 475■ ■ Integrated Assessment Book
Integrate TechnologyElectronic Teacher Tools
Test Generator
America’s Music CD
Using the Internet
Assess & ReteachSection 3 Assessment
Section 3 Quiz
Reteaching Activity
Chapter 15 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsCooperative Learning: Creating Political
Cartoons
RESOURCES
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Life at the Turn of the 20th Century 123
Science and Urban LifeSection 1 Objectives
1. Describe the impact of technological advances on turn of the century urban planning.
2. Summarize turn of the century communication innovations.
RESOURCESIntroduce the Chapter
Interpreting the Painting: World ColumbianExposition
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
History Through Architecture: The ChicagoPlan
World Stage: The Garden City
Science & Technology: Aviation Pioneers
Key Player: George Eastman
Tracing Themes
More About: The Brooklyn Bridge; CentralPark; The Columbian Exposition; The Wright Brothers; Air Travel
Geography: Telephone Long Distance Lines,1890 and 1917
Primary Sources: from Orville Wright’s Diary;Advertisement
■ ■ PE, pp. 480–481
■ ■ PE, pp. 480–481■ ■ TE, p. 480 Time Line Discussion
■ ■ PE, p. 481
■ ■ PE, p. 482
■ ■ PE, pp. 482–487■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 61■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 482, 485
■ ■ PE, p. 484
■ ■ PE, p. 485
■ ■ PE, p. 486
■ ■ PE, p. 487
■ ■ PE, p. 483
■ ■ TE, pp. 483–486
■ ■ Geography Transparency GT16
■ ■ Unit 4 In-Depth Resources, pp. 73–74
CHAPTER Chapter Opener; Section 1 (pages 480–487) Lesson Plan
Name Date
16
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
7.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.05, 4.01, 4.08
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124 Chapter 16, Section 1
Lesson Plan for Science and Urban Life continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 486■ ■ Integrated Assessment Book
■ ■ Unit 4 In-Depth Resources, pp. 71–72
■ ■ TE, p. 485■ ■ Reading Study Guide, pp. 159–160
■ ■ TE, p. 483
■ ■ Access for Students Acquiring English, p. 162■ ■ Spanish Reading Study Guide, pp. 159–160
■ ■ Section 1 Quiz
■ ■ Frederick Dwight, from Automobiles: The Other Side of the Shield, 1908
■ ■ classzone.com
■ ■ PE, p. 487
■ ■ Formal Assessment, p. 273
■ ■ TE, p. 487■ ■ Unit 4 In-Depth Resources, p. 67
■ ■ TE, p. 484■ ■ Integrated Assessment Book
Cross-Curricular LinksScience: The Wright Brothers’ Flight
Geography: New York’s Central Park
Differentiating InstructionLess Proficient Readers: Visual Learners
Gifted and Talented Students: Writing aBiography
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: Planning Ideal Cities
RESOURCES
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Life at the Turn of the 20th Century 125
Expanding Public EducationSection 2 Objectives
1. Analyze the expansion of public education at the turn of the century.
2. Describe the growth of higher education.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: William Torrey Harris
Graph: Expanding Education/IncreasingLiteracy
Now & Then: Technology and Schools
More About: W. E. B. Du Bois
Connections Across Time
Tracing Themes
Primary Source: “The Talented Tenth”
American Lives: W. E. B. Du Bois
Critical Thinking: Expanding Education;Increasing School Enrollment, 1870–1920
Differentiating InstructionLess Proficient Readers: Guided Reading
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
America’s Music CD
Using the Internet
■ ■ PE, p. 488
■ ■ PE, pp. 488–491■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 62■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 488, 490
■ ■ PE, p. 488
■ ■ PE, p. 489
■ ■ PE, p. 490
■ ■ TE, p. 491
■ ■ TE, p. 489
■ ■ TE, p. 490
■ ■ Unit 4 In-Depth Resources, p. 75
■ ■ Unit 4 In-Depth Resources, p. 80
■ ■ Critical Thinking Transparencies CT16, CT50
■ ■ TE, p. 489■ ■ Reading Study Guide, pp. 161–162
■ ■ Access for Students Acquiring English, p. 163■ ■ Spanish Reading Study Guide, pp. 161–162
■ ■ Section 2 Quiz
■ ■ classzone.com
CHAPTER Section 2 (pages 488–491) Lesson Plan
Name Date
16
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
7.03
Skills Competency Goals
1.01, 1.02, 1.06, 1.08, 3.02, 4.01, 4.02, 4.06, 4.08
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126 Chapter 16, Section 2
Lesson Plan for Expanding Public Education continued
Homework Assignments Other Teaching Materials
■ ■ PE, p. 491
■ ■ Formal Assessment, p. 274
■ ■ TE, p. 491■ ■ Unit 4 In-Depth Resources, p. 68
■ ■ TE, p. 490■ ■ Integrated Assessment Book
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Reforming Public
Education
RESOURCES
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t 127
Segregation and Discrimination
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Ida B. Wells
Historical Spotlight: Washington vs. Du Bois
Tracing Themes
Skillbuilder Lesson: Creating VisualPresentations
More About: Jim Crow; SegregatedNeighborhoods; Chinese Exclusion; Justice John Marshall Harlan; Rosa Parks
Historic Decisions of the Supreme Court:Plessy v. Ferguson (1896)
Primary Source: “Lynching and the Excusefor It”
Differentiating InstructionLess Proficient Readers
Students Acquiring English/ESL
■ ■ PE, p. 492
■ ■ PE, pp. 492–497■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 63■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 492–494, 497
■ ■ PE, p. 492
■ ■ PE, p. 494
■ ■ PE, p. 493
■ ■ TE, p. 493■ ■ Unit 4 In-Depth Resources: Skillbuilder Practice, p. 66
■ ■ TE, pp. 493–497
■ ■ PE, pp. 496–497
■ ■ Unit 4 In-Depth Resources, p. 76
■ ■ Reading Study Guide, pp. 163–164
■ ■ Access for Students Acquiring English, pp. 164, 166■ ■ Spanish Reading Study Guide, pp. 163–164
CHAPTER Section 3 (pages 492–497) Lesson Plan
Name Date
16
Section 3 Objectives
1. Trace the historical underpinnings of legalized segregation and the African-American struggle against racism in the United States.
2. Summarize turn-of-the-20th century race relations in the North and the South.
3. Identify discrimination against minorities in the American West.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
7.03
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 4.01
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128 Chapter 16, Section 3
Lesson Plan for Segregation and Discrimination continued
Homework Assignments Other Teaching Materials
■ ■ Section 3 Quiz
■ ■ Ida B. Wells, from The Autobiography of Ida B. Wells, 1892
■ ■ Track 15, “Hello! Ma Baby!,” 1889
■ ■ classzone.com
■ ■ PE, p. 497
■ ■ Formal Assessment, p. 275
■ ■ TE, p. 497■ ■ Unit 4 In-Depth Resources, p. 69
■ ■ TE, p. 494
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: Debating
Discrimination
RESOURCES
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Life at the Turn of the 20th Century 129
Dawn of Mass CultureSection 4 Objectives
1. Give examples of turn-of-the-20th century leisure activities and popular sports.
2. Analyze the spread of mass culture in the United States at the turn-of-the-20th century.
3. Describe turn-of-the-20th century innovations in marketing and advertising.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Bruce Blen
History Through Art: The Champion SingleSculls (Max Schmitt in a Single Scull)
Now & Then: Catalog Shopping
Daily Life: Going to the Show
More About: Bicycling; Women andBicycling; Boxing; William Randolph Hearst; Mark Twain; Minstrel Shows; Scott Joplin
Primary Source: Advertisement
Humanities: Washington Square North, NewYork City
Cross-Curricular LinksJournalism: Writing Sports History
■ ■ PE, p. 498
■ ■ PE, pp. 498–505■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 64■ ■ Building Vocabulary, p. 65
■ ■ TE, pp. 498, 500, 502, 504
■ ■ PE, p. 498
■ ■ PE, p. 501
■ ■ PE, p. 503
■ ■ PE, pp. 504–505
■ ■ TE, pp. 499–502, 504, 505
■ ■ Unit 4 In-Depth Resources, p. 74
■ ■ Humanities Transparency HT16
■ ■ TE, p. 500■ ■ Integrated Assessment Book
CHAPTER Section 4 (pages 498–505) Lesson Plan
Name Date
16
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
7.04
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.05, 3.04, 3.05, 4.06
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130 Chapter 16, Section 4
Lesson Plan for Dawn of Mass Culture continued
Homework Assignments Other Teaching Materials
■ ■ TE, pp. 499, 502■ ■ Reading Study Guide, pp. 165–166
■ ■ TE, p. 501■ ■ Access for Students Acquiring English, p. 165■ ■ Spanish Reading Study Guide, pp. 165–166
■ ■ Section 4 Quiz
■ ■ Chapter Test■ ■ Harper’s Weekly, from The Base-Ball Season, 1886■ ■ Lillian Gish, from The Movies, Mr. Griffith, and
Me, 1914
■ ■ Track 16, “Give My Regards to Broadway,” 1904
■ ■ classzone.com
■ ■ PE, p. 503
■ ■ Formal Assessment, p. 276
■ ■ TE, p. 503■ ■ Unit 4 In-Depth Resources, p. 70
■ ■ PE, pp. 506–507
■ ■ Formal Assessment, pp. 277–294
Differentiating InstructionLess Proficient Readers: Clarifying; Outlining
Students Acquiring English/ESL: FindingMain Ideas
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 16 Assessment
Chapter Test, Forms A, B, and C
RESOURCES
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The Progressive Era 131
The Origins of ProgressivismSection 1 Objectives
1. Explain the four goals of progressivism.
2. Summarize progressive efforts to clean up government.
3. Identify progressive efforts to reform state government, protect workers, and reform elections.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: Suffrage parade
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Key Player: Florence Kelley
Historical Spotlight: Anti-Saloon League;James S. Hogg,Texas Governor
History Through Photojournalism: Images ofChild Labor
More About: Eugene V. Debs; Henry Fordand the Automobile; Robert M. La Follette; Louis D. Brandeis; Reforming Elections
Tracing Themes
Primary Sources: Declaration of the WCTU;Child Labor in the Coal Mines
Critical Thinking: Child Labor, 1890–1930;The Progressive Movement
■ ■ PE, pp. 510–511
■ ■ PE, pp. 510–511■ ■ TE, p. 510 Time Line Discussion
■ ■ PE, p. 511
■ ■ PE, p. 512
■ ■ PE, pp. 512–518■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 1■ ■ Building Vocabulary, p. 6
■ ■ TE, pp. 512, 515, 516
■ ■ PE, p. 513
■ ■ PE, pp. 514, 516
■ ■ PE, p. 517
■ ■ TE, pp. 514–518■ ■ Unit 5 In-Depth Resources: American Lives:
Robert M. La Follette, p. 22
■ ■ TE, p. 513
■ ■ Unit 5 In-Depth Resources, pp. 15–16
■ ■ Critical Thinking Transparencies CT17, CT51
CHAPTER Chapter Opener; Section 1 (pages 510–518) Lesson Plan
Name Date
17
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
7.01, 7.02, 7.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.04, 3.05,4.01, 4.06
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132 Chapter 17, Section 1
Lesson Plan for The Origins of Progressivism continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 514
■ ■ TE, p. 515■ ■ Integrated Assessment Book
■ ■ Geography Transparency GT17
■ ■ TE, p. 513■ ■ Reading Study Guide, pp. 169–170
■ ■ Access for Students Acquiring English, pp. 171, 176■ ■ Spanish Reading Study Guide, pp. 169–170
■ ■ Videocassette Volume 2
■ ■ Section 1 Quiz
■ ■ Florence Kelley, On the Need for Child Labor Laws, 1905
■ ■ Percy Andreae, On Prohibition and Liberty, 1914
■ ■ Track 17, “Alexander’s Ragtime Band,” 1911
■ ■ classzone.com
■ ■ PE, p. 518
■ ■ Formal Assessment, p. 295
■ ■ TE, p. 518■ ■ Unit 5 In-Depth Resources, p. 8
■ ■ TE, p. 516■ ■ Unit 5 In-Depth Resources: Skillbuilder Practice, p. 7
Cross-Curricular LinksLiterature: Writers as Muckrakers
Economics: Stimulating Demand
Geography: Continental United States
Differentiating InstructionLess Proficient Readers: Differentiating Goals
Students Acquiring English/ESL
Integrate TechnologyAmerican Stories Video Series
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: Formulating Historical
Questions
RESOURCES
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The Progressive Era 133
Women in Public LifeSection 2 Objectives
1. Describe the growing presence of women in the workforce at the turn of the 20th century.
2. Identify leaders of the woman suffrage movement.
3. Explain how woman suffrage was achieved.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Susette La Flesche
Now & Then: Telephone Operators
Key Player: Susan B. Anthony
Primary Sources: Political Poster; from “TheStatus of Woman” by Susan B. Anthony
Differentiating InstructionLess Proficient Readers: Charting Events
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
Electronic Library of Primary Sources
America’s Music CD
Using the Internet
■ ■ PE, p. 519
■ ■ PE, pp. 519–522■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 2■ ■ Building Vocabulary, p. 6
■ ■ TE, pp. 519, 520
■ ■ PE, p. 519
■ ■ PE, p. 520
■ ■ PE, p. 522
■ ■ Unit 5 In-Depth Resources, pp. 17–18
■ ■ TE, p. 520■ ■ Reading Study Guide, pp. 171–172
■ ■ Access for Students Acquiring English, p. 172■ ■ Spanish Reading Study Guide, pp. 171–172
■ ■ Section 2 Quiz
■ ■ classzone.com
CHAPTER Section 2 (pages 519–522) Lesson Plan
Name Date
17
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
7.01, 7.02, 7.04
Skills Competency Goals
1.01, 1.03, 1.04, 1.06
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134 Chapter 17, Section 2
Lesson Plan for Women in Public Life continued
Homework Assignments Other Teaching Materials
■ ■ PE, p. 522
■ ■ Formal Assessment, p. 296
■ ■ TE, p. 522■ ■ Unit 5 In-Depth Resources, p. 9
■ ■ TE, p. 521■ ■ Integrated Assessment Book
Assess & ReteachSection 2 Assessment
Section 2 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Creating Political
Placards
RESOURCES
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The Progressive Era 135
Teddy Roosevelt’s Square DealSection 3 Objectives
1. Describe the events of Theodore Roosevelt’s presidency.
2. Explain how Roosevelt used the power of the presidency to regulate business.
3. Identify laws passed to protect public health and the environment.
4. Summarize Roosevelt’s stand on civil rights.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Analyzing Political Cartoons
Now & Then: Meat Inspection
Infographic: Coal Mining in the Early 1900s
Map: Federal Conservation Lands, 1872–1996
Historical Spotlight: Yosemite National Park
Key Player: W. E. B. Du Bois
More About: The Rough Riders; TeddyRoosevelt; 1902 Coal Strike; Dangers of Coal Mining; Gifford Pinchot; Booker T. Washington; Ida M. Tarbell; Lincoln Steffens
Tracing Themes
American Literature: The Muckrakers
Cross-Curricular LinksScience: Health Hazards of Mining
Health: Food and Drugs
Literature: from The Jungle
■ ■ PE, p. 523
■ ■ PE, pp. 523–533■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 3■ ■ Building Vocabulary, p. 6
■ ■ TE, pp. 523, 525, 526, 530, 533
■ ■ PE, p. 525
■ ■ PE, p. 526
■ ■ PE, p. 527
■ ■ PE, p. 529
■ ■ PE, p. 530
■ ■ PE, p. 531
■ ■ TE, pp. 524, 526, 527, 529, 530, 532, 533
■ ■ TE, p. 525
■ ■ PE, pp. 532–533
■ ■ TE, p. 527■ ■ Integrated Assessment Book
■ ■ TE, p. 528
■ ■ Unit 5 In-Depth Resources, pp. 19–21
CHAPTER Section 3 (pages 523–533) Lesson Plan
Name Date
17
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
7.02, 7.03, 7.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.04, 2.06, 3.01, 3.04, 3.05, 4.02, 4.06
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136 Chapter 17, Section 3
Lesson Plan for Teddy Roosevelt’s Square Deal continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 529■ ■ Reading Study Guide, pp. 173–174
■ ■ TE, pp. 526, 530
■ ■ TE, p. 524■ ■ Access for Students Acquiring English, p. 173■ ■ Spanish Reading Study Guide, pp. 173–174
■ ■ Section 3 Quiz
■ ■ E. W. Scripps, from Whatever Is, Is Wrong, 1900s
■ ■ Track 18, “My Pony Boy,” 1909
■ ■ classzone.com
■ ■ PE, p. 531
■ ■ Formal Assessment, p. 297
■ ■ TE, p. 531■ ■ Unit 5 In-Depth Resources, p. 10
■ ■ TE, p. 525
Differentiating InstructionLess Proficient Readers: Clarifying Ideas
Gifted and Talented Students: Books andPublic Policy; Judging the Past with Contemporary Values
Students Acquiring English/ESL:Understanding Presidential Succession
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 Political
Cartoons
RESOURCES
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The Progressive Era 137
Progressivism Under TaftSection 4 Objectives
1. Summarize the events of the Taft presidency.
2. Explain the division in the Republican Party.
3. Describe the election of 1912.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Gifford Pinchot
Difficult Decisions: Controlling Resources
Key Player: William Howard Taft
Map: Election of 1912
Art: “Goodness Gracious, I Must Have BeenDozing”
Cross-Curricular LinksGovernment: Researching Third Parties
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. 534
■ ■ PE, pp. 534–537■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 4■ ■ Building Vocabulary, p. 6
■ ■ TE, pp. 534–536
■ ■ PE, p. 534
■ ■ PE, p. 535
■ ■ PE, p. 536
■ ■ PE, p. 537
■ ■ Humanities Transparency HT36
■ ■ TE, p. 536■ ■ Integrated Assessment Book
■ ■ Reading Study Guide, pp. 175–176
■ ■ Access for Students Acquiring English, p. 174■ ■ Spanish Reading Study Guide, pp. 175–176
■ ■ Section 4 Quiz
■ ■ classzone.com
CHAPTER Section 4 (pages 534–537) Lesson Plan
Name Date
17
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
7.02
Skills Competency Goals
1.01, 1.02, 1.06, 1.08, 4.01, 4.05, 4.08
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138 Chapter 17, Section 4
Lesson Plan for Progressivism Under Taft continued
Homework Assignments Other Teaching Materials
■ ■ PE, p. 537
■ ■ Formal Assessment, p. 298
■ ■ TE, p. 537■ ■ Unit 5 In-Depth Resources, p. 11
■ ■ TE, p. 535■ ■ Integrated Assessment Book
Assess & ReteachSection 4 Assessment
Section 4 Quiz
Reteaching Activity
Block Scheduling OptionsLanguage Arts: Writing a Letter to the Editor
RESOURCES
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The Progressive Era 139
Wilson’s New FreedomSection 5 Objectives
1. Describe Woodrow Wilson’s background and the progressive reforms of his presidency.
2. List the steps leading to woman suffrage.
3. Explain the limits of Wilson’s progressivism.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Carrie Chapman Catt
Now & Then: Deregulation
Graph: Revenue from Individual FederalIncome Tax, 1915–1995
World Stage: Emmeline Pankhurst
History Through Architecture: From Splendorto Simplicity
More About: Carrie Chapman Catt; WilliamMonroe Trotter
Geography: The Movement Toward WomanSuffrage
American Lives: Carrie Chapman Catt
Cross-Curricular LinksHumanities: Creating a Biographical Sketch
■ ■ PE, p. 538
■ ■ PE, pp. 538–543■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 5■ ■ Building Vocabulary, p. 6
■ ■ TE, pp. 538, 540, 541
■ ■ PE, p. 538
■ ■ PE, p. 539
■ ■ PE, p. 540
■ ■ PE, p. 541
■ ■ PE, p. 542
■ ■ TE, pp. 539, 543
■ ■ Unit 5 In-Depth Resources, pp. 13–14
■ ■ Unit 5 In-Depth Resources, p. 23
■ ■ TE, p. 542■ ■ Integrated Assessment Book
CHAPTER Section 5 (pages 538–543) Lesson Plan
Name Date
17
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
6.02, 7.03
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 3.02, 3.05, 4.03
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140 Chapter 17, Section 5
Lesson Plan for Wilson’s New Freedom continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 539■ ■ Reading Study Guide, pp. 177–178
■ ■ TE, p. 540
■ ■ Access for Students Acquiring English, pp. 175, 177–178
■ ■ Spanish Reading Study Guide, pp. 177–178
■ ■ Section 5 Quiz■ ■ Chapter Test
■ ■ classzone.com
■ ■ PE, p. 543
■ ■ Formal Assessment, p. 299
■ ■ TE, p. 543■ ■ Unit 5 In-Depth Resources, p. 12
■ ■ PE, pp. 544–545
■ ■ Formal Assessment, pp. 300–317
■ ■ TE, p. 541
Differentiating InstructionLess Proficient Readers: Clarifying Ideas
Gifted and Talented Students: Researchingthe Federal Reserve Board
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
America’s Music CD
Using the Internet
Assess & ReteachSection 5 Assessment
Section 5 Quiz
Reteaching Activity
Chapter 9 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsCooperative Learning: Creating an Op-Ed
Page
RESOURCES
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America Claims an Empire 141
Imperialism and AmericaSection 1 Objectives
1. Explain the economic and cultural factors that fueled the growth of American imperialism.
2. Describe how the United States acquired Alaska.
3. Summarize how the United States took over the Hawaiian Islands.
RESOURCESIntroduce the Chapter
Interpreting the Painting: Rough Riders
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Queen Liliuokalani
Key Player: Admiral Alfred T. Mahan
Graph: Hawaii’s Changing Population,1853–1920
Map: Alaska, 1867, and Hawaii, 1898
Tracing Themes
Critical Thinking: U.S. Policies for OverseasExpansion
Cross-Curricular LinksLiterature: from Hawaii
■ ■ PE, pp. 546–547
■ ■ PE, pp. 546–547■ ■ TE, p. 546 Time Line Discussion
■ ■ PE, p. 547
■ ■ PE, p. 548
■ ■ PE, pp. 548–551■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 24■ ■ Building Vocabulary, p. 28
■ ■ TE, pp. 548, 550
■ ■ PE, p. 548
■ ■ PE, p. 549
■ ■ PE, p. 550
■ ■ PE, p. 551
■ ■ TE, p. 549 -
■ ■ Critical Thinking Transparency CT18
■ ■ Unit 5 In-Depth Resources, pp. 42–44
CHAPTER Chapter Opener; Section 1 (pages 546–551) Lesson Plan
Name Date
18
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
6.01, 6.02, 6.03
Skills Competency Goals
1.01, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01, 4.06
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142 Chapter 18, Section 1
Lesson Plan for Imperialism and America continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 549■ ■ Reading Study Guide, pp. 181–182
■ ■ Access for Students Acquiring English, p. 181■ ■ Spanish Reading Study Guide, pp. 181–182
■ ■ Section 1 Quiz
■ ■ Track 20, “Over There,” 1917
■ ■ classzone.com
■ ■ PE, p. 551
■ ■ Formal Assessment, p. 318
■ ■ TE, p. 551■ ■ Unit 5 In-Depth Resources, p. 30
■ ■ TE, p. 550■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Understanding Main
Causes
Students Acquiring English/ESL
Integrate TechnologyElectronic Teacher Tools
Test Generator
America’s Music CD
Using the Internet
Assess & ReteachSection 1 Assessment
Section 1 Quiz
Reteaching Activity
Block Scheduling OptionsCooperative Learning: Considering the
Annexation of Hawaii
RESOURCES
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America Claims an Empire 143
The Spanish-American WarSection 2 Objectives
1. Contrast American opinions regarding the Cuban revolt against Spain.
2. Identify events that escalated the conflict between the United States and Spain.
3. Trace the course of the Spanish-American War and its results.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Key Players: José Martí
Maps: The Spanish-American War, 1898
Connections Across Time
More About: Yellow Journalism;Commodore George Dewey; Battle of San Juan Hill
Skillbuilder Lesson: Analyzing Assumptionsand Biases
Tracing Themes
Primary Sources: Newspaper Front Page;from The Rough Riders by Theodore Roosevelt; In Favor of Imperialism
American Lives: José Martí; WilliamRandolph Hearst
Cross-Curricular LinksWorld History: Examining the History of the
Philippines
■ ■ PE, p. 552
■ ■ PE, pp. 552–557■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 25■ ■ Building Vocabulary, p. 28
■ ■ TE, pp. 552–554
■ ■ PE, p. 553
■ ■ PE, p. 555
■ ■ TE, p. 554
■ ■ TE, pp. 553, 555, 556
■ ■ TE, p. 554■ ■ Unit 5 In-Depth Resources: Skillbuilder Practice,
p. 29
■ ■ TE, p. 556
■ ■ Unit 5 In-Depth Resources, pp. 38–40
■ ■ Unit 5 In-Depth Resources, pp. 45–46
■ ■ TE, p. 555■ ■ Integrated Assessment Book
CHAPTER Section 2 (pages 552–557) Lesson Plan
Name Date
18
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
6.01, 6.02, 6.03
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 3.01, 4.06
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144 Chapter 18, Section 2
Lesson Plan for The Spanish-American War continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 553■ ■ Reading Study Guide, pp. 183–184
■ ■ Access for Students Acquiring English, pp. 182, 185■ ■ Spanish Reading Study Guide, pp. 183–184
■ ■ Section 2 Quiz
■ ■ Captain Charles D. Sigsbee, from The “Maine”: An Account of Her Destruction, 1898
■ ■ classzone.com
■ ■ PE, p. 557
■ ■ Formal Assessment, p. 319
■ ■ TE, p. 557■ ■ Unit 5 In-Depth Resources, p. 31
■ ■ TE, p. 556■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Analyzing the
Increasing Hostility Toward Spain
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: Covering the Rough
Riders
RESOURCES
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America Claims an Empire 145
Acquiring New LandsSection 3 Objectives
1. Describe U.S. involvement in Puerto Rico.
2. Identify causes and effects of the Philippine-American War.
3. Explain the purpose of the Open Door Policy in China.
4. Summarize the views regarding U.S. imperialism.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
One American’s Story: Luis Muñoz Rivera
Now & Then: Puerto Rico
Analyzing Political Cartoons
Map: U.S. Imperialism, 1867–1906
On the World Stage: The Boxer Protocol
More About: The Platt Amendment; The Boxers
Tracing Themes
Humanities: Athletic Contest; Declined withThanks
Differentiating InstructionLess Proficient Readers: Analyzing the Platt
Amendment
Gifted and Talented Students: Researchingthe Insular Cases; Investigating the Life and Rule of Empress Cixi
Students Acquiring English/ESL: Vocabulary
■ ■ PE, p. 558
■ ■ PE, pp. 558–564■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 26■ ■ Building Vocabulary, p. 28
■ ■ TE, pp. 558, 561, 562, 564
■ ■ PE, p. 558
■ ■ PE, p. 559
■ ■ PE, p. 560
■ ■ PE, p. 562
■ ■ PE, p. 563
■ ■ TE, pp. 560, 563
■ ■ TE, pp. 559, 561
■ ■ Humanities Transparencies HT17, HT37
■ ■ TE, p. 560■ ■ Reading Study Guide, pp. 185–186
■ ■ TE, pp. 559, 563■ ■ Integrated Assessment Book
■ ■ TE, p. 561■ ■ Access for Students Acquiring English, p. 183■ ■ Spanish Reading Study Guide, pp. 185–186
CHAPTER Section 3 (pages 558–564) Lesson Plan
Name Date
18
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
6.01, 6.02, 6.03
Skills Competency Goals
1.01, 1.04, 1.06, 1.08, 3.01 3.04, 3.05
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146 Chapter 18, Section 3
Lesson Plan for Acquiring New Lands continued
Homework Assignments Other Teaching Materials
■ ■ Section 3 Quiz
■ ■ Albert S. Beveridge, On the War in the Philippines, 1900
■ ■ Track 19, “Ragtime Cow Boy Joe,” 1912
■ ■ classzone.com
■ ■ PE, p. 564
■ ■ Formal Assessment, p. 320
■ ■ TE, p. 564■ ■ Unit 5 In-Depth Resources, p. 32
■ ■ TE, p. 562■ ■ Integrated Assessment Book
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 Posters for a
Rally
RESOURCES
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America Claims an Empire 147
America as a World PowerSection 4 Objectives
1. Explain how Theodore Roosevelt’s foreign policy promoted American power around the world.
2. Describe how Woodrow Wilson’s missionary diplomacy ensured U.S. dominance in Latin America.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Key Player: Theodore Roosevelt
Science & Technology: The Panama Canal
Analyzing Political Cartoons
Connections Across Time
Another Perspective: Intervention in Mexico
History Through Art: Zapatistas
More About: Roosevelt and the Canal; U.S.Intervention in Mexico; The Panama Canal
Critical Thinking: U.S. Trade with CentralAmerica
Geography Spotlight: The Panama Canal:Funnel for Trade
Cross-Curricular LinksGeography: Examining the Canal Routes
Science: Tropical Diseases
Government/Civics: Intervention Abroad
■ ■ PE, p. 565
■ ■ PE, pp. 565–573■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 27■ ■ Building Vocabulary, p. 28
■ ■ TE, pp. 565, 569, 573
■ ■ PE, p. 566
■ ■ PE, p. 567
■ ■ PE, p. 568
■ ■ TE, pp. 567, 568, 570
■ ■ PE, p. 569■ ■ Critical Thinking Transparency
■ ■ PE, p. 570
■ ■ TE, pp. 566, 571–572
■ ■ Critical Thinking Transparency CT52
■ ■ PE, pp. 572–573■ ■ Unit 5 In-Depth Resources: Primary Source:
Building the Panama Canal, p. 41
■ ■ TE, p. 566
■ ■ TE, p. 567■ ■ Integrated Assessment Book
■ ■ TE, p. 568■ ■ Integrated Assessment Book
CHAPTER Section 4 (pages 565–573) Lesson Plan
Name Date
18
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
6.02, 6.03
Skills Competency Goals
1.01, 1.04, 1.06, 1.08, 2.05, 3.01, 3.04, 3.05, 4.02
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148 Chapter 18, Section 4
Lesson Plan for America as a World Power continued
Homework Assignments Other Teaching Materials
■ ■ TE, p. 570■ ■ Reading Study Guide, pp. 187–188
■ ■ Access for Students Acquiring English, pp. 184, 186–189
■ ■ Spanish Reading Study Guide, pp. 187–188
■ ■ Section 4 Quiz■ ■ Chapter Test
■ ■ classzone.com
■ ■ PE, p. 571
■ ■ Formal Assessment, p. 321
■ ■ TE, p. 571■ ■ Unit 5 In-Depth Resources, p. 33
■ ■ PE, pp. 574–575
■ ■ Formal Assessment, pp. 322–333
■ ■ TE, p. 569■ ■ Integrated Assessment Book
■ ■ Unit 5 In-Depth Resources, pp. 36–37
Differentiating InstructionLess Proficient Readers: Creating a Time Line
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 18 Assessment
Chapter Test, Forms A, B, and C
Block Scheduling OptionsCooperative Learning: Debating Wilson’s
Missionary Diplomacy
Outline Map: America Becomes a WorldPower
RESOURCES
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The First World War 149
World War I BeginsSection 1 Objectives
1. Identify the long-term causes and the immediate circumstances that led to World War I.
2. Describe the first two years of the war.
3. Summarize U.S. public opinion about the war.
4. Explain why the United States entered the war.
RESOURCESIntroduce the Chapter
Interpreting the Photograph: World War Ibattle scene
Chapter Time Line
Interact with History
Focus & MotivateDiscuss Main Idea and Terms & Names
InstructRead the section
Discuss key questions
Now & Then: Crisis in the Balkans
Map: Europe at the Start of World War I
Infographic: Trench Warfare
Economic Background: Trade Alliances
World Stage: Revolution in Russia
More About: Jeannette Rankin; Life in theTrenches; Blockade vs. Submarines; Hughes and the 1916 Election
Tracing Themes
Connections Across Time
Primary Source: The Zimmermann Note
American Lives: from A Son at the Front
Critical Thinking: World War I
■ ■ TE, pp. 576–577
■ ■ PE, pp. 576–577■ ■ TE, p. 576 Time Line Discussion
■ ■ PE, p. 571
■ ■ PE, p. 578
■ ■ PE, pp. 578–586■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 47■ ■ Building Vocabulary, p. 51
■ ■ TE, pp. 578, 580, 583, 585
■ ■ PE, p. 580
■ ■ PE, p. 581
■ ■ PE, p. 582
■ ■ PE, p. 583
■ ■ PE, p. 586
■ ■ TE, pp. 579, 582, 584–585
■ ■ TE, p. 579
■ ■ TE, p. 581
■ ■ Unit 5 In-Depth Resources, p. 59
■ ■ Unit 5 In-Depth Resources, pp. 63–64
■ ■ Critical Thinking Transparency CT19
CHAPTER Chapter Opener; Section 1 (pages 576–586) Lesson Plan
Name Date
19
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
8.01, 8.02
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01, 4.06
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150 Chapter 19, Section 1
Lesson Plan for World War I Begins continued
■ ■ PE, p. 573
■ ■ TE, p. 581
■ ■ Geography Transparency GT19
■ ■ TE, p. 579■ ■ Reading Study Guide, pp. 191–192
■ ■ TE, pp. 580, 582■ ■ Integrated Assessment Book
■ ■ TE, p. 584■ ■ Access for Students Acquiring English, pp. 192, 196■ ■ Spanish Reading Study Guide, pp. 191–192
■ ■ Section 1 Quiz
■ ■ Woodrow Wilson, Request for a Declaration of War, 1917
■ ■ classzone.com
■ ■ PE, p. 586
■ ■ Formal Assessment, p. 334
■ ■ TE, p. 586■ ■ Unit 5 In-Depth Resources, p. 53
■ ■ TE, p. 583
■ ■ TE, p. 585■ ■ Unit 5 In-Depth Resources: Skillbuilder Practice,
p. 52
Cross-Curricular LinksGraph: U.S. Exports to Europe, 1912–1917
Geography: Interpreting Maps
Geography: Europe Goes to War
Differentiating InstructionLess Proficient Readers: Analyzing Causes of
the War
Gifted and Talented Students: ResearchingDiplomacy and War; Analyzing Switzerland’s Neutrality
Students Acquiring English/ESL:Understanding Main Ideas
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: Analyzing Points of
View on the War
Skillbuilder Lesson: Evaluating Decisions andCourses of Action
RESOURCES
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