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Section 2 Objectives 1. Explain how changes in business affected workers. 2. Describe the suburban lifestyle of the 1950s. 3. Identify causes and effects of the boom in the
automobile industry. 4 . Explain the increase in consumerism in the 1950s.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 641
Instruct__ Read the section
PE, pp. 641–651Unit 5 In-Depth Resources: Guided Reading, p. 67Building Vocabulary, p. 70
__ Discuss key questionsTE, pp. 641, 643, 646, 648, 651
__ Now & Then: FranchisesPE, p. 642
__ Key Player: Jonas SalkPE, p. 644
__ History Through Art: After the PromPE, p. 645
__ More About: The Suburban Lifestyle; Comic Books; The Interstate Highway System; Car Ads; Advertising and Alienation; Credit Cards; Advertising; Postwar SuburbsTE, pp. 643, 645–650
__ Infographic: Americans Hit the RoadPE, p. 647
__ Tracing ThemesTE, pp. 644, 647
__ Now & Then: Southern California and the AutomobilePE, p. 646
__ Geography Spotlight: The Road to SuburbiaPE, pp. 650–651
__ Highway ConstructionHumanities Transparency HT42
__ Critical Thinking: Percentage of Urban-Suburban Growth Rates, 1920–1970Critical Thinking Transparency CT61
Cross-Curricular Links__ Economics: Franchising; Automobile Advertising
TE, pp. 642, 647Integrated Assessment Book
The Postwar Boom 151
CHAPTER Section 2 (pages 641–651) Lesson Plan
Name Date
19
The American Dream in the Fifties
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TENNESSEE PLANNER
Process Standards
P6, P7, P12, P20, P29, P32
Learning Expectations
Era 9, 2.2; Era 9, 6.1; Era 9, 6.3
Performance Indicators State
9.4, 9.6, 9.13
Performance Indicators Teacher
8.11, 9.9, 9.10
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152 Chapter 19, Section 2
Lesson Plan for The American Dream in the Fifties continued
Homework Assignments Other Teaching Materials
__ Literature: from The Man in the Gray Flannel SuitUnit 5 In-Depth Resources, pp. 82–83
__ Geography: The Baby BoomUnit 5 In-Depth Resources, pp. 76–77
Differentiating Instruction__ Proficient Readers: Understanding Main Ideas and Details
TE, p. 646Reading Study Guide, pp. 193–194
__ Gifted and Talented Students: Analyzing The Feminine MystiqueTE, p. 644
__ Students Acquiring English/ESL: VocabularyTE, p. 643Access for Students Acquiring English, pp. 209, 214–215Spanish Reading Study Guide, pp. 193–194
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources__ America’s Music CD
Track 25, “Atotonilco,” 1958__ Using the Internet
classzone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 649__ Section 2 Quiz
Formal Assessment, p. 355__ Reteaching Activity
TE, p. 649Unit 5 In-Depth Resources, p. 73
Block Scheduling Options__ Cooperative Learning: Creating an Ad
TE, p. 648
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Section 3 Objectives 1. Explain how television programs in the 1950s
reflected middle class values. 2. Explain how the beat movement and rock’n’roll
music clashed with middle class values. 3. Describe ways that African-American entertainers
integrated the media in the 1950s.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 652
Instruct__ Read the section
PE, pp. 652–659Unit 5 In-Depth Resources: Guided Reading, p. 68Building Vocabulary, p. 70
__ Discuss key questionsTE, pp. 652, 655, 659
__ Historical Spotlight: TV Quiz ShowsPE, p. 653
__ Graphs: Glued to the SetPE, p. 653
__ Skillbuilder Lesson: Primary and Secondary SourcesTE, p. 655
__ Tracing ThemesTE, p. 654
__ More About: James Dean; Jack Kerouac; TV and Rock ‘n’ Roll; Nat “King” Cole; Rock ‘n’ RollTE, pp. 654–658
__ History Through Music: “Hound Dog” — A Rock ‘n’ Roll CrossoverPE, p. 656
__ Daily Life: The Emergence of the TeenagerPE, pp. 658–659
__ American Lives: Milton BerleUnit 5 In-Depth Resources, p. 86
Cross-Curricular Links__ Popular Culture: Analyzing 1950s Television Shows
TE, p. 654__ Music: Examining “Oldies But Goodies”
TE, p. 656__ Literature: from 1959
Unit 5 In-Depth Resources, p. 84
The Postwar Boom 153
CHAPTER Section 3 (pages 652–659) Lesson Plan
Name Date
19
Popular Culture
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TENNESSEE PLANNER
Process Standards
P3, P7, P8, P12, P14, P15, P32, P33
Learning Expectations
Era 9, 6.1; Era 9, 6.3
Performance Indicators State
9.2, 9.4, 9.6, 9.12, 9.13
Performance Indicators Teacher
10.2
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154 Chapter 19, Section 3
Lesson Plan for Popular Culture continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 195–196__ Students Acquiring English/ESL
Access for Students Acquiring English, pp. 211, 213Spanish Reading Study Guide, pp. 195–196
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 Quiz__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 657__ Section 3 Quiz
Formal Assessment, p. 356__ Reteaching Activity
TE, p. 657Unit 5 In-Depth Resources, p. 74
Block Scheduling Options__ Cooperative Learning: The Impact of Television on Family Life
TE, p. 653Integrated Assessment Book
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Section 4 Objectives 1. Explain how the white migration to the suburbs
created an urban crisis. 2. Describe the efforts of minorities to gain equal
rights and fight poverty.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 660
Instruct__ Read the section
PE, pp. 660–663Unit 5 In-Depth Resources: Guided Reading, p. 69Building Vocabulary, p. 70
__ Discuss key questionsTE, pp. 660, 662
__ One American’s Story: James BaldwinPE, p. 660
__ Graph: Income Gap in AmericaPE, p. 661
__ More About: James Baldwin; Michael Harrington; BracerosTE, pp. 661–662
__ Tracing ThemesTE, p. 662
__ Primary Source: from The Other AmericaUnit 5 In-Depth Resources, p. 80
__ Primary Source: The Voluntary Relocation ProgramUnit 5 In-Depth Resources, p. 81
__ Art: Her WorldHumanities Transparency HT26
Differentiating Instruction__ Less Proficient Readers: Using Context Clues
TE, p. 661Reading Study Guide, pp. 197–198
__ Gifted and Talented Students: Mexican ImmigrationTE, p. 662
__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 212Spanish Reading Study Guide, pp. 197–198
The Postwar Boom 155
CHAPTER Section 4 (pages 660–663) Lesson Plan
Name Date
19
The Other America
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TENNESSEE PLANNER
Process Standards
P8, P32, P33
Learning Expectations
Era 9, 6.1
Performance Indicators State
9.2
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156 Chapter 19, Section 4
Lesson Plan for The Other America continued
Homework Assignments Other Teaching Materials
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 4 QuizChapter Test
__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 4 Assessment
PE, p. 663__ Section 4 Quiz
Formal Assessment, p. 212__ Reteaching Activity
TE, p. 663Unit 5 In-Depth Resources, p. 75
__ Chapter 19 AssessmentPE, pp. 664–665
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 358–369
Block Scheduling Options__ Critical Thinking: The Postwar Boom
Critical Thinking Transparency CT27
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Section 1 Objectives 1. Identify the factors that contributed to Kennedy’s
election in 1960. 2. Describe the new military policy of the Kennedy
administration. 3. Summarize the crises that developed over Cuba. 4. Explain the Cold War symbolism of Berlin in the
early 1960s.
Introduce the Chapter__ Interpreting the Photograph: Gemini 6 spacewalk
PE, pp. 668–669__ Chapter Time Line
PE, pp. 668–669TE, p. 668 Time Line Discussion
__ Interact with HistoryPE, p. 669
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 670
Instruct__ Read the section
PE, pp. 670–678Unit 6 In-Depth Resources: Guided Reading, p. 1Building Vocabulary, p. 4
__ Discuss key questionsTE, pp. 670, 673, 677
__ One American’s Story: John F. KennedyPE, p. 670
__ Another Perspective: Eisenhower’s WarningPE, p. 673
__ Political CartoonPE, p. 674
__ Map: Cuban Missile Crisis, October 1962PE, p. 675
__ Key Players: John F. Kennedy and Nikita KhrushchevPE, p. 676
__ World Stage: The Berlin Wall, 1961PE, p. 677
__ Infographic: The Berlin WallPE, p. 677
__ More About: The Kennedy-Nixon Debates; The King Arrest; Kennedy’s Inaugural Address; The Bay of Pigs Invasion; The Cuban Missile Crisis; Nikita Khrushchev Kennedy and Berlin; The Berlin WallTE, pp. 671, 672, 674–678Unit 6 In-Depth Resources: Primary Source: JFK’s Inaugural Address, pp. 11–12
__ Skillbuilder Lesson: Predicting EffectsTE, p. 671Unit 6 In-Depth Resources: Skillbuilder Practice, p. 5
__ Tracing ThemesTE, p. 674
The New Frontier and the Great Society 157
CHAPTER Opener; Interact with History; Section 1 (pages 668–678) Lesson Plan
Name Date
20
Kennedy and the Cold War
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TENNESSEE PLANNER
Process Standards
P6, P7, P12, P16, P32, P34, P37
Learning Expectations
Era 9, 3.1; Era 9, 3.2; Era 9, 4.1; Era 9, 5.1; Era 9, 5.2
Performance Indicators State
9.3, 9.5, 9.9, 9.11
Performance Indicators Teacher
9.8, 9.11
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158 Chapter 20, Section 1
Lesson Plan for Kennedy and the Cold War continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Government: The President’s Staff
TE, p. 672Integrated Assessment Book
__ World History: Gathering Cuban Missile Crisis MemoriesTE, p. 675Integrated Assessment Book
__ Geography: Berlin and GermanyTE, p. 677Integrated Assessment Book
Differentiating Instruction__ Less Proficient Readers: Chronological Order
TE, p. 673Reading Study Guide, pp. 201–202
__ Students Acquiring English/ESL: Understanding Cold War TerminologyTE, p. 676Access for Students Acquiring English, pp. 218, 221, 222–223Spanish Reading Study Guide, pp. 201–202
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 678__ Section 1 Quiz
Formal Assessment, p. 370__ Reteaching Activity
TE, p. 678Unit 6 In-Depth Resources, p. 6
Block Scheduling Options__ Cooperative Learning: Debating the Bay of Pigs
TE, p. 674Integrated Assessment Book
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Section 2 Objectives 1. Summarize the New Frontier domestic and foreign
agendas. 2. Describe the tragic chain of events surrounding
Kennedy’s assassination.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 679
Instruct__ Read the section
PE, pp. 679–685Unit 6 In-Depth Resources: Guided Reading, p. 2Building Vocabulary, p. 4
__ Discuss key questionsTE, pp. 679, 682, 685
__ One American’s Story: Alan ShepardPE, p. 679
__ Economic Background: What is a Recession?PE, p. 680
__ Historical Spotlight: Johnson and Mission ControlPE, p. 681
__ Graphs: U.S. Space Race Expenditures, 1959–1975PE, p. 681
__ More About: The Peace Corps; Kennedy and Civil Rights; Migrant Farm WorkersTE, pp. 680, 682, 684
__ Now & Then: Kennedy’s AssassinationPE, p. 683
__ Geography Spotlight: The Movement of Migrant WorkersPE, pp. 684–685
__ Tracing ThemesTE, p. 681
__ American Lives: Alan ShepardUnit 6 In-Depth Resources, p. 18
__ Art: The Nation MournsHumanities Transparency HT43
Cross-Curricular Links__ Science: The Continuing Commitment to Space Exploration
TE, p. 681Integrated Assessment Book
__ Literature: from Paper WingsUnit 6 In-Depth Resources, pp. 15–17
The New Frontier and the Great Society 159
CHAPTER Section 2 (pages 679–685) Lesson Plan
Name Date
20
The New Frontier
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P15, P32
Learning Expectations
Era 10, 3.1
Performance Indicators State
9.4
Performance Indicators Teacher
9.8
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160 Chapter 20, Section 2
Lesson Plan for The New Frontier continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 203–204__ Gifted and Talented Students: The Warren Report and Conspiracy Theories
TE, p. 682__ Students Acquiring English/ESL
Access for Students Acquiring English, p. 219Spanish Reading Study Guide, pp. 203–204
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources
Tom Wicker, from That Day in Dallas, 1963__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 683__ Section 2 Quiz
Formal Assessment, p. 371__ Reteaching Activity
TE, p. 683Unit 6 In-Depth Resources, p. 7
Block Scheduling Options__ Cooperative Learning: Writing an Advertisement for the Peace Corps
TE, p. 680Integrated Assessment Book
__ Geography: Influence of Alliance for ProgressGeography Transparency GT28
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Section 3 Objectives 1. Describe the political path that led Johnson to the
White House. 2. Explain Johnson’s efforts to enact a domestic
agenda. 3. Summarize the goals of Johnson’s Great Society. 4. Identify the reforms of the Warren Court. 5. Evaluate the impact of Great Society programs.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 686
Instruct__ Read the section
PE, pp. 686–695Unit 6 In-Depth Resources: Guided Reading, p. 3Building Vocabulary, p. 4
__ Discuss key questionsTE, pp. 686, 687, 689, 691, 693, 695
__ Key Player: Lyndon B. JohnsonPE, p. 687
__ World Stage: The War in VietnamPE, p. 688
__ Tracing ThemesTE, pp. 688, 691
__ Chart: Great Society Programs, 1964–1967PE, p. 690
__ More About: Barry Goldwater; Education and Government; Medicare and Medicaid; Rights of the Accused; Warren’s Opinions; The Politics of CrimeTE, pp. 688–690, 692, 694, 695
__ Now & Then: Medicare on the LinePE, p. 691
__ Point/CounterpointPE, p. 692
__ Political CartoonPE, p. 693
Cross-Curricular Links__ Politics: Presidential Campaigns: Then and Now
TE, p. 688Integrated Assessment Book
__ Government: Project Head StartTE, p. 689Integrated Assessment Book
__ Civics: Consumer ProtectionTE, p. 691
The New Frontier and the Great Society 161
CHAPTER Section 3 (pages 686–695) Lesson Plan
Name Date
20
The Great Society
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TENNESSEE PLANNER
Process Standards
P9, P20, P32, P35
Learning Expectations
Era 9, 4.1; Era 9, 4.2; Era 10, 1.2; Era 10, 4.2
Performance Indicators State
9.3, 9.7, 9.8, 9.11
Performance Indicators Teacher
9.7, 9.8
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162 Chapter 20, Section 3
Lesson Plan for The Great Society continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Finding Main Idea and Supporting Details
TE, p. 687Reading Study Guide, pp. 205–206
__ Gifted and Talented Students: Mexican ImmigrationTE, p. 662
__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 220Spanish Reading Study Guide, pp. 205–206
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 QuizChapter Test
__ Electronic Library of Primary SourcesU.S. Government, from Civil Rights Act of 1964National Lawyers Guild, from Citizens’ Guide to the Civil Rights Act of 1964
__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 693__ Section 3 Quiz
Formal Assessment, p. 372__ Reteaching Activity
TE, p. 693Unit 6 In-Depth Resources, p. 8
__ Chapter 20 AssessmentPE, pp. 696–697
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 373–384
Block Scheduling Options__ Cooperative Learning: Outlining Provisions for a Great Society Program
TE, p. 690Integrated Assessment Book
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Section 1 Objectives 1. Explain how legalized segregation deprived African
Americans of their rights as citizens. 2. Summarize civil rights legal activity and the response
to the Plessy and Brown cases. 3. Trace Dr. Martin Luther King, Jr.’s, civil rights
activities, beginning with the Montgomery Bus Boycott.
4. Describe the expansion of the civil rights movement.
Introduce the Chapter__ Interpreting the Photograph: March from Selma to Montgomery
PE, pp. 698–699__ Chapter Time Line
PE, pp. 698–699TE, p. 698 Time Line Discussion
__ Interact with HistoryPE, p. 699
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 700
Instruct__ Read the section
PE, pp. 700–709Unit 6 In-Depth Resources: Guided Reading, p. 20Building Vocabulary, p. 23
__ Discuss key questionsTE, pp. 700, 702, 704, 706, 709
__ Map: U.S. School Segregation, 1952PE, p. 701
__ World Stage: Apartheid — Segregation in South AfricaPE, p. 701
__ Key Player: Thurgood MarshallPE, p. 702
__ Key Player: Rosa ParksPE, p. 704
__ Key Player: Martin Luther King, Jr.PE, p. 706
__ Historic Decisions of the Supreme Court: Brown v. Board of Education of Topeka (1954)PE, pp. 708–709
__ Primary Source: Crisis in Little RockUnit 6 In-Depth Resources, p. 30
__ Geography: The Brown Decision, 10 Years LaterUnit 6 In-Depth Resources, pp. 28–29
Civil Rights 163
CHAPTER Opener; Interact with History; Section 1 (pages 698–709) Lesson Plan
Name Date
21
Taking on Segregation
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TENNESSEE PLANNER
Process Standards
P7, P9, P12, P32, P35, P37
Learning Expectations
Era 9, 1.2; Era 9, 4.1; Era 9, 4.2; Era 9, 6.1; Era 10, 1.2; Era 10, 4.2
Performance Indicators State
9.7, 9.8, 9.10
Performance Indicators Teacher
9.7, 9.12
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164 Chapter 21, Section 1
Lesson Plan for Taking on Segregation continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ World History: Researching the Life of Nelson Mandela
TE, p. 701Integrated Assessment Book
__ Civics: Brown v. Board of EducationTE, p. 702
Differentiating Instruction__ Less Proficient Readers: Activating Prior Knowledge
TE, p. 705Reading Study Guide, pp. 209–210
__ Gifted and Talented Students: Researching the ”Little Rock Nine”TE, p. 703Integrated Assessment Book
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 226, 229, 230–231Spanish Reading Study Guide, pp. 209–210
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ Electronic Library of Primary Sources
Martin Luther King, from Stride Toward Freedom, 1958__ America’s Music CD__ American Stories Videos
Videocassette Volume 3__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 707__ Section 1 Quiz
Formal Assessment, p. 385__ Reteaching Activity
TE, p. 707Unit 6 In-Depth Resources, p. 25
Block Scheduling Options__ Cooperative Learning: Civil Rights Organizations
TE, p. 706Integrated Assessment Book
__ Critical Thinking: The Civil Rights MovementCritical Thinking Transparency CT29
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Section 2 Objectives 1. Identify the goal of the freedom riders. 2. Explain how civil rights activism forced President
Kennedy to act against segregation. 3. State the motives of the 1963 March on
Washington. 4. Describe the tactics tried by civil rights organizations
to secure passage of the Voting Rights Act.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 710
Instruct__ Read the section
PE, pp. 710–716Unit 6 In-Depth Resources: Guided Reading, p. 21Building Vocabulary, p. 23
__ Discuss key questionsTE, pp. 710, 711, 714, 715
__ History Through Photojournalism: Ernest WithersPE, p. 713
__ Chart: Civil Rights Acts of the 1950s and 1960sPE, p. 714
__ Tracing ThemesPE, pp. 711, 715
__ More About: National Media Coverage of Birmingham; “Letter from a Birmingham Jail;” Birmingham Church BombingTE, pp. 712, 714
__ Historical Spotlight: Twenty-Fourth Amendment — Barring Poll TaxesPE, p. 716
__ Primary Sources: Civil Rights Song; “I Have a Dream”; Political PosterUnit 6 In-Depth Resources, pp. 31–33
__ American Lives: A. Philip RandolphUnit 6 In-Depth Resources, p. 38
__ Humanities: March on WashingtonHumanities Transparency HT27
Cross-Curricular Links__ Humanities: Presenting Images and Sounds of a Historic Time
TE, p. 713Integrated Assessment Book
__ Literature: from And All Our Wounds ForgivenUnit 6 In-Depth Resources, pp. 34–36
__ Geography: Percentage of Registered African Americans of Voting AgeGeography Transparency GT29
Civil Rights 165
CHAPTER Section 2 (pages 710–716) Lesson Plan
Name Date
21
The Triumphs of a Crusade
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TENNESSEE PLANNER
Process Standards
P6, P32
Learning Expectations
Era 9, 1.2; Era 9, 4.1; Era 9, 4.2; Era 9, 6.1; Era 10, 1.2; Era 10, 4.2
Performance Indicators State
9.8, 9.10
Performance Indicators Teacher
9.7, 9.12
TN_TA-21_LP_001-208.indd 165TN_TA-21_LP_001-208.indd 165 4/25/07 8:09:51 AM4/25/07 8:09:51 AM
166 Chapter 21, Section 2
Lesson Plan for The Triumphs of a Crusade continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 211–212__ Gifted and Talented Students: Divergent Views Within the Movement
TE, p. 711__ Students Acquiring English/ESL: Understanding a Speech and Its Impact
TE, p. 714Access for Students Acquiring English, p. 227Spanish Reading Study Guide, pp. 211–212
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. 716__ Section 2 Quiz
Formal Assessment, p. 386__ Reteaching Activity
TE, p. 716Unit 6 In-Depth Resources, p. 25
Block Scheduling Options__ Cooperative Learning: Creating News Reports on the Birmingham Protests
TE, p. 712Integrated Assessment Book
__ Cooperative Learning: Civil Rights Time Line, 1963–1965TE, p. 715Integrated Assessment Book
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Section 3 Objectives 1. Compare segregation in the North with segregation
in the South. 2. Identify the leaders who shaped the Black Power
movement. 3. Describe the reaction to the assassination of Martin
Luther King, Jr. 4. Summarize the accomplishments of the civil rights
movement.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 717
Instruct__ Read the section
PE, pp. 717–725Unit 6 In-Depth Resources: Guided Reading, p. 22Building Vocabulary, p. 23
__ Discuss key questionsTE, pp. 717, 719, 721, 722, 725
__ One American’s Story: Alice WalkerPE, p. 717
__ Tracing ThemesTE, p. 718
__ Key Player: Malcolm XPE, p. 719
__ Historical Spotlight: Shirley ChisholmPE, p. 722
__ Graphs: Changes in Poverty and EducationPE, p. 723
__ Tracing Themes: Civil RightsPE, pp. 724–725
__ More About: The Harlem Riot; Stokely Carmichael; The Black Panthers; Martin Luther King, Jr.; Civil Rights; Civil Rights and Persons With DisabilitiesTE, pp. 718, 720, 721, 724, 725
__ Critical Thinking: The Civil Rights Movement; African-American Educational Attainment, 1960–1995Critical Thinking Transparencies CT29, CT63
Cross-Curricular Links__ Humanities: Researching Kwanzaa
TE, p. 720Integrated Assessment Book
__ Civics: Discussing ToleranceTE, p. 722
Civil Rights 167
CHAPTER Section 3 (pages 717–725) Lesson Plan
Name Date
21
Challenges and Changes in the Movement
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TENNESSEE PLANNER
Process Standards
P7, P8, P12, P14, P32, P33, P34, P37
Learning Expectations
Era 9, 1.2; Era 9, 4.1; Era 9, 4.2; Era 10, 1.2; Era 10, 4.2
Performance Indicators State
9.8, 9.10
Performance Indicators Teacher
9.7, 9.12, 9.13
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168 Chapter 21, Section 3
Lesson Plan for Challenges and Changes in the Movement continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Interpreting Photographs
TE, p. 718Reading Study Guide, pp. 213–214
__ Gifted and Talented StudentsTE, p. 719
__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 228Spanish Reading Study Guide, pp. 213–214
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 QuizChapter Test
__ Electronic Library of Primary SourcesMalcolm X, from A Speech to Mississippi Youth, 1964
__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 723__ Section 3 Quiz
Formal Assessment, p. 387__ Reteaching Activity
TE, p. 723Unit 6 In-Depth Resources, p. 27
__ Chapter 21 AssessmentPE, pp. 726–727
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 388–405
Block Scheduling Options__ Cooperative Learning: Creating a Historical Atlas
TE, p. 721Integrated Assessment Book
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Section 1 Objectives 1. Summarize Vietnam’s history as a French colony and
its struggle for independence. 2. Examine how the United States became involved in
the Vietnam conflict. 3. Describe the expansion of U.S. military involvement
under President Johnson.
Introduce the Chapter__ Interpreting the Photograph: Soldiers patrolling
PE, pp. 728–729__ Chapter Time Line
PE, pp. 728–729TE, p. 728 Time Line Discussion
__ Interact with HistoryPE, p. 729
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 730
Instruct__ Read the section
PE, pp. 730–735Unit 6 In-Depth Resources:Guided Reading, p. 39Building Vocabulary, p. 44
__ Discuss key questionsTE, pp. 730, 732, 734
__ One American Story: Lieutenant Colonel A. Peter DeweyPE, p. 730
__ Key Player: Ho Chi MinhPE, p. 731
__ Tracing ThemesTE, pp. 731, 734
__ Map: Indochina, 1959PE, p. 733
__ History Through Photojournalism: Interpreting a PhotographTE, p. 734
__ More About: Vietcong; Ho Chi Minh Trail; Tonkin Gulf ResolutionTE, pp. 732, 733, 735
__ Critical Thinking: The War in VietnamCritical Thinking Transparency CT30
__ Geography: The Vietnam War, 1964–1975Geography Transparency GT30
The Vietnam War Years 169
CHAPTER Opener; Interact with History; Section 1 (pages 728–735) Lesson Plan
Name Date
22
Moving Toward Conflict
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TENNESSEE PLANNER
Process Standards
P10, P11, P17, P19, P22, P23, P32, P36
Learning Expectations
Era 9, 3.1; Era 9, 3.2; Era 9, 5.1; Era 9, 5.2; Era 10, 3.2; Era 10, 5.1; Era 10, 5.2
Performance Indicators State
9.3, 9.5, 10.3
Performance Indicators Teacher
9.8
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170 Chapter 22, Section 1
Lesson Plan for Moving Toward Conflict continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ World History: Chinese Influence in Vietnam; Division of Vietnam
TE, pp. 731, 732Integrated Assessment Book
__ Geography: Environmental Issues in Military ConflictTE, p. 733
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 217–218__ Students Acquiring English/ESL
Access for Students Acquiring English, p. 234Spanish Reading Study Guide, pp. 217–218
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ Electronic Library of Primary Sources
U.S. Government, The Tonkin Gulf Resolution, 1964__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 735__ Section 1 Quiz
Formal Assessment, p. 406__ Reteaching Activity
TE, p. 735Unit 6 In-Depth Resources, p. 46
Block Scheduling Options__ Cooperative Learning: Researching Buddhism
TE, p. 734Integrated Assessment Book
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Section 2 Objectives 1. Explain the reasons for the escalation of U.S.
involvement in Vietnam. 2. Describe the military tactics and weapons used by
U.S. forces and the Vietcong. 3. Explain the impact of the war on American society.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 736
Instruct__ Read the section
PE, pp. 736–741Unit 6 In-Depth Resources: Guided Reading, p. 40Building Vocabulary, p. 44
__ Discuss key questionsTE, pp. 736, 738, 740
__ Key Player: General William WestmorelandPE, p. 737
__ Illustration: Tunnels of the VietcongPE, p. 738
__ Now & Then: Land MinesPE, p. 739
__ More About: Army of the Republic of Vietnam; Agent Orange; Philip Caputo; J. William FulbrightTE, pp. 737, 739–741
__ Skillbuilder Lesson: Distinguishing Fact From OpinionTE, p. 737Unit 6 In-Depth Resources: Skillbuilder Practice, p. 45
__ Primary Source: Letters from a Vietnam SoldierUnit 6 In-Depth Resources, p. 55
__ American Lives: Robert McNamaraUnit 6 In-Depth Resources, p. 62
Cross-Curricular Links__ World History: Guerilla Warfare
TE, p. 738Integrated Assessment Book
__ Science: Agent OrangeTE, p. 739Integrated Assessment Book
__ Geography: The Vietnam WarGeography Transparency GT30
The Vietnam War Years 171
CHAPTER Section 2 (pages 736–741) Lesson Plan
Name Date
22
U.S. Involvement and Escalation
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TENNESSEE PLANNER
Process Standards
P21, P32
Learning Expectations
Era 9, 3.1; Era 9, 3.2; Era 9, 5.1; Era 9, 5.2; Era 10, 3.2; Era 10, 5.1; Era 10, 5.2
Performance Indicators State
9.5
Performance Indicators Teacher
9.8
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172 Chapter 22, Section 2
Lesson Plan for U.S. Involvement and Escalation continued
Homework Assignments Other Teaching Materials
Differentiating Instruction __ Less Proficient Readers
Reading Study Guide, pp. 219–220__ Students Acquiring English/ESL
Access for Students Acquiring English, pp. 235, 239Spanish Reading Study Guide, pp. 219–220
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources
Lyndon B. Johnson, From Peace Without Conquest, 1965__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 741__ Section 2 Quiz
Formal Assessment, p. 407__ Reteaching Activity
TE, p. 741Unit 6 In-Depth Resources, p. 47
Block Scheduling Options__ Cooperative Learning: Simulating a TV Interview
TE, p. 740
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Section 3 Objectives 1. Explain the draft policies that led to the Vietnam
War becoming a working-class war. 2. Trace the roots of opposition to the war. 3. Describe the antiwar movement and the growing
divisions in U.S. public opinion about the war.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 742
Instruct__ Read the section
PE, pp. 742–747Unit 6 In-Depth Resources: Guided Reading, p. 41Building Vocabulary, p. 44
__ Discuss key questionsTE, pp. 742, 744, 745
__ One American’s Story: Stephan GubarPE, p. 742
__ Graph: U.S. Military Personnel in VietnamPE, p. 743
__ Tracing ThemesTE, p. 743
__ Historical Spotlight: “The Ballad of the Green Berets”PE, p. 745
__ Difficult Decisions: Resist the Draft or Serve Your Country?PE, p. 746
__ More About: The Draft; Women in Vietnam; Tom Hayden; Robert McNamaraTE, pp. 743, 744, 747
__ Primary Sources: Protest Buttons; The New LeftUnit 6 In-Depth Resources, pp. 56, 57
Cross-Curricular Links__ Humanities: Oral Readings and Response
TE, p. 743__ Civics: Which Side Were You On?
TE, p. 746
The Vietnam War Years 173
CHAPTER Section 3 (pages 742–747) Lesson Plan
Name Date
22
A Nation Divided
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P6, P15, P32
Learning Expectations
Era 9, 5.1; Era 9, 5.2; Era 10, 5.1; Era 10, 5.2
Performance Indicators State
9.6
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174 Chapter 22, Section 3
Lesson Plan for A Nation Divided continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Questioning Techniques
TE, p. 744Reading Study Guide, pp. 221–222
__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 236Spanish Reading Study Guide, pp. 221–222
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 Quiz__ America’s Music CD__ American Stories Video
Videocassette Volume 3__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 747__ Section 3 Quiz
Formal Assessment, p. 408__ Reteaching Activity
TE, p. 747Unit 6 In-Depth Resources, p. 48
Block Scheduling Options__ Link to Music: Composing “Hawk” or “Dove” Lyrics
TE, p. 745Integrated Assessment Book
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Section 4 Objectives 1. Describe the Tet offensive and its effect on the
American public. 2. Explain the domestic turbulence of 1968. 3. Describe the 1968 presidential election.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 748
Instruct__ Read the section
PE, pp. 748–753Unit 6 In-Depth Resources: Guided Reading, p. 42Building Vocabulary, p. 44
__ Discuss key questionsTE, pp. 748, 750, 751
__ One American’s Story: John LewisPE, p. 748
__ Map: Tet Offensive, Jan. 30–Feb. 24, 1968PE, p. 749
__ Chart: Election of 1968PE, p. 753
__ More About: The Tet Offensive and Public Opinion; Robert Kennedy; 1968; Hubert Humphrey; TV Convention Coverage; Richard J. DaleyTE, pp. 749–752
__ Primary Source: LBJ on Vietnam and ReelectionUnit 6 In-Depth Resources, p. 58
__ American Lives: John LewisUnit 6: In-Depth Resources, p. 63
__ Geography: The Vietnam WarGeography Transparency GT30
__ Critical Thinking: The Impact of the Tet OffensiveCritical Thinking Transparency CT64
Cross-Curricular Links__ Politics: Writing Editorials
TE, p. 750__ Geography: The Ho Chi Minh Trail
Unit 6 In-Depth Resources, pp. 51–52
The Vietnam War Years 175
CHAPTER Section 4 (pages 748–753) Lesson Plan
Name Date
22
1968: A Tumultuous Year
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TENNESSEE PLANNER
Process Standards
P7, P12, P32, P34, P37
Learning Expectations
Era 9, 1.2; Era 9, 5.1; Era 9, 5.2; Era 10, 5.1; Era 10, 5.2
Performance Indicators State
9.3, 9.5
Performance Indicators Teacher
9.12
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176 Chapter 22, Section 4
Lesson Plan for 1968: A Tumultuous Year continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Tracking Presidential Candidates
TE, p. 751Reading Study Guide, pp. 223–224
__ Gifted and Talented Students: “The Chicago Seven”TE, p. 752Integrated Assessment Book
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 237, 241–242Spanish Reading Study Guide, pp. 223–224
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 4 Quiz__ Electronic Library of Primary Sources
City of Chicago, from The Strategy of Confrontation, 1968__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 4 Assessment
PE, p. 753__ Section 4 Quiz
Formal Assessment, p. 409__ Reteaching Activity
TE, p. 753Unit 6 In-Depth Resources, p. 49
Block Scheduling Options__ Cooperative Learning: Images of War
TE, p. 749
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Section 5 Objectives 1. Describe Nixon’s policy of Vietnamization. 2. Explain the public’s reaction to the Vietnam War
during Nixon’s presidency. 3. Describe the end of U.S. involvement and the final
outcome in Vietnam. 4. Examine the war’s painful legacy in the United
States and Southeast Asia.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 754
Instruct__ Read the section
PE, pp. 754–763Unit 6 In-Depth Resources: Guided Reading, p. 43Building Vocabulary, p. 44
__ Discuss key questionsTE, pp. 754, 756, 758, 759, 763
__ One American’s Story: Alfred S. BradfordPE, p. 754
__ Graphs: Total U.S. Bomb Tonnage; U.S. Aerial Bomb Tonnage, 1965–1971PE, p. 755
__ Graphs: Federal Deficit and Unemployment, 1933–1945PE, p. 517
__ History Through Photojournalism: Kent StatePE, p. 757
__ Key Player: Henry KissingerPE, p. 758
__ Historical Spotlight: Vietnam Veterans Memorial — The WallPE, p. 760
__ Now & Then: U.S. Recognition of VietnamPE, p. 761
__ More About: Vietnamization; Kent State; The Pentagon Papers; Returning Veterans; Tim O’Brien; African-American Soldiers in VietnamTE, pp. 755–757, 759, 762, 763
__ Cooperative Learning: Honoring the Returning Vietnam VeteranTE, p. 760
__ Critical Thinking: The War in VietnamCritical Thinking Transparency CT30
Cross-Curricular Links__ Politics: MIA’s
TE, p. 759__ Geography: The Vietnam War
Geography Transparency GT30
The Vietnam War Years 177
CHAPTER Section 5 (pages 754–763) Lesson Plan
Name Date
22
The End of the War and Its Legacy
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TENNESSEE PLANNER
Process Standards
P3, P6, P7, P8, P10, P11, P12, P15, P18, P19, P22, P23, P32, P33, P34, P37
Learning Expectations
Era 9, 5.1; Era 9, 5.2; Era 10, 5.1; Era 10, 5.2
Performance Indicators State
9.9
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178 Chapter 22, Section 5
Lesson Plan for The End of the War and Its Legacy continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Chronological Order
TE, p. 755Reading Study Guide, pp. 225–226
__ Gifted and Talented Students: Violence on CampusTE, p. 756Integrated Assessment Book
__ Students Acquiring English/ESL: Understanding IdiomsTE, p. 757Access for Students Acquiring English, p. 238, 242–243Spanish Reading Study Guide, pp. 225–226
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 5 QuizChapter Test
__ Electronic Library of Primary SourcesPesidential Commission on Campus Unrest, on the Kent State Tragedy, 1970
__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 5 Assessment
PE, p. 761__ Section 5 Quiz
Formal Assessment, p. 410__ Reteaching Activity
TE, p. 761Unit 6 In-Depth Resources, p. 50
__ Chapter 22 AssessmentPE, pp. 764–765
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 411–422
Block Scheduling Options__ Cooperative Learning: Creating a Vietnam War Poster
TE, p. 758Integrated Assessment Book
__ Humanities: Fall of Saigon; The Blind Leading the BlindHumanities Transparencies HT28, HT45
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Section 1 Objectives 1. Describe the growth and diversity of the Latino
population in the United States during the 1960s. 2. Summarize the efforts of Latinos to secure civil
rights and respect for their cultural heritage. 3. Explain the efforts of Native Americans to secure
reforms in government policies.
Introduce the Chapter__ Interpreting the Photograph: Hippies
PE, pp. 766–767__ Chapter Time Line
PE, pp. 766–767TE, p. 766 Time Line Discussion
__ Interact with HistoryPE, p. 767
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 768
Instruct__ Read the section
PE, pp. 768–775Unit 6 In-Depth Resources: Guided Reading, p. 64Building Vocabulary, p. 67
__ Discuss key questionsTE, pp. 768, 769, 771, 775
__ Historical Spotlight: Desperate JourneysPE, p. 769
__ Tracing ThemesTE, pp. 769, 771
__ Key Player: Cesar ChavezPE, p. 770
__ Time Line: Native American Legal VictoriesPE, p. 773
__ Historic Decisions of the Supreme Court: Reynolds v. Sims (1964)PE, pp. 774–775
__ More About: Jessie Lopez de la Cruz; Union Organizer; The Trail of Broken Treaties; Warren’s Majority Opinion; Population DisparitiesTE, pp. 770, 772, 774, 775
__ Primary Sources: The Farm Workers Movement; United Farm Workers PosterUnit 6 In-Depth Resources, pp. 74–75
__ Geography: Latino and Native American Population Centers, 1970Geography Transparency GT31
__ American Lives: Cesar ChavezUnit 6 In-Depth Resources, p. 81
An Era of Social Change 179
CHAPTER Opener; Interact with History; Section 1 (pages 766–775) Lesson Plan
Name Date
23
Latinos and Native Americans Seek Equality
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P9, P15, P15, P32, P33, P35
Learning Expectations
Era 9, 4.2; Era 9, 6.1; Era 10, 1.2; Era 10, 4.2
Performance Indicators State
9.10
Performance Indicators Teacher
9.3, 9.7
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180 Chapter 23, Section 1
Lesson Plan for Latinos and Native Americans Seek Equality continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Economics: Researching Boycotts and Consumer Power
TE, p. 770Integrated Assessment Book
__ Literature: from Les VendidosUnit 6 In-Depth Resources, pp. 78–80
Differentiating Instruction__ Gifted and Talented Students: Researching AIM
TE, p. 771__ Students Acquiring English/ESL
Access for Students Acquiring English, p. 246Spanish Reading Study Guide, pp. 229–230
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ Electronic Library of Primary Sources
Cesar Chavez, The Birth of La Causa, 1962__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 773__ Section 1 Quiz
Formal Assessment, p. 423__ Reteaching Activity
TE, p. 773Unit 6 In-Depth Resources, p. 69
Block Scheduling Options__ Cooperative Learning: Listing Native American Demands
TE, p. 772__ Humanities: Mural in Los Angeles
Humanities Transparency HT29
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Section 2 Objectives 1. Identify factors that led to the rise of the women’s
movement in the 1960s. 2. Describe some of the early gains and losses of the
women’s movement. 3. Summarize the legacy of the women’s movement
in employment, education, and politics.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 776
Instruct__ Read the section
PE, pp. 776–780Unit 6 In-Depth Resources: Guided Reading, p. 65Building Vocabulary, p. 67
__ Discuss key questionsTE, pp. 776, 778, 780
__ One American’s Story: Betty FriedanPE, p. 776
__ Graph: Women in the Workplace, 1950–2000PE, p. 777
__ Key Player: Gloria SteinemPE, p. 778
__ Tracing ThemesTE, p. 777
__ More About: The Feminine Mystique; Phyllis SchlaflyTE, pp. 778, 779
__ Connections Across TimeTE, p. 779
__ Primary Source: from The Feminine MystiqueUnit 6 In-Depth Resources, p. 76
__ American Lives: Betty FriedanUnit 6 In-Depth Resources, p. 82
__ Critical Thinking: The Women’s Movement; Percentage of All Women Who Are Working, 1950–1995Critical Thinking Transparencies CT31, CT65
Cross-Curricular Links__ Government: Equal Rights Amendment
TE, p. 779Integrated Assessment Book
__ Geography: The Equal Rights AmendmentUnit 6 In-Depth Resources, pp. 72–73
An Era of Social Change 181
CHAPTER Section 2 (pages 776–780) Lesson Plan
Name Date
23
Women Fight for Equality
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TENNESSEE PLANNER
Process Standards
P6, P7, P12, P32, P34, P37
Learning Expectations
Era 9, 4.2; Era 9, 6.1; Era 10, 1.2; Era 10, 4.2
Performance Indicators State
9.10
Performance Indicators Teacher
9.3, 9.7
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182 Chapter 23, Section 2
Lesson Plan for Women Fight for Equality continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 231–232__ Students Acquiring English/ ESL: Decoding Idioms
TE, p. 778Access for Students Acquiring English, pp. 247, 250–251Spanish Reading Study Guide, pp. 231–232
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources
National Organization for Women, from NOW’s Statement of Purpose, 1966__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 780__ Section 2 Quiz
Formal Assessment, p. 424__ Reteaching Activity
TE, p. 780Unit 6 In-Depth Resources, p. 70
Block Scheduling Options__ Cooperative Learning: Surveying the Workplace
TE, p. 777Integrated Assessment Book
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Section 3 Objectives 1. Describe the flowering and decline of the
counterculture in the 1960s. 2. Summarize the impact of the counterculture on
art, fashion, music, and attitudes. 3. Explain the conservative response to the
counterculture.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 781
Instruct__ Read the section
PE, pp. 781–787Unit 6 In-Depth Resources: Guided Reading, p. 66Building Vocabulary, p. 67
__ Discuss key questionsTE, pp. 781, 783, 785
__ One American’s Story: Alex FormanPE, p. 781
__ Tracing ThemesTE, p. 783
__ History Through Music: Protest Songs of the SixtiesPE, p. 784
__ Daily Life: Signs of the SixtiesPE, pp. 786–787
__ More About: Hippie Speak; Communes; Woodstock; Baez and Dylan; Conservative Backlash; Music of the 1960s; Popular MoviesTE, pp. 782–785, 786, 787
__ Skillbuilder Lesson: Comparing and ContrastingTE, p. 782Unit 6 In-Depth Resources: Skillbuilder Practice, p. 68
Cross-Curricular Links__ Music: Classic Rock
TE, p. 783Integrated Assessment Book
__ Popular Culture: Changing AttitudesTE, p. 784Integrated Assessment Book
An Era of Social Change 183
CHAPTER Section 3 (pages 781–787) Lesson Plan
Name Date
23
Culture and Counterculture
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TENNESSEE PLANNER
Process Standards
P32, P34
Learning Expectations
Era 9, 6.1; Era 10, 5.1
Performance Indicators State
9.6
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184 Chapter 23, Section 3
Lesson Plan for Culture and Counterculture continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 233–234__ Students Acquiring English/ESL
Access for Students Acquiring English, pp. 248–249Spanish Reading Study Guide, pp. 233–234
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 QuizChapter Test
__ America’s Music CDTrack 26, “We Shall Overcome, “1960
__ Using the Internetclasszone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 785__ Section 3 Quiz
Formal Assessment, p. 425__ Reteaching Activity
TE, p. 785Unit 6 In-Depth Resources, p. 71
__ Chapter 23 AssessmentPE, pp. 788–789
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 426–437
Block Scheduling Options__ Primary Source: Popular Song
Unit 6 In-Depth Resources, p. 77
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Section 1 Objectives 1. Summarize Nixon’s plans to lead the nation on a
more conservative course. 2. Analyze Nixon’s efforts to win the support of
Southern Democrats. 3. Describe the steps Nixon took to battle stagflation. 4. Examine the importance of Nixon’s visits to China
and the Soviet Union.
Introduce the Chapter__ Interpreting the Photograph: Nixon leaves the White House
PE, pp. 792–793__ Chapter Time Line
PE, pp. 792–793TE, p. 792 Time Line Discussion
__ Interact with HistoryPE, p. 793
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 794
Instruct__ Read the section
PE, pp. 794–801Unit 7 In-Depth Resources: Guided Reading, p. 1Building Vocabulary, p. 5
__ Discuss key questionsTE, pp. 794, 796, 798, 799
__ One American’s Story: Henry KissingerPE, p. 794Unit 7 In-Depth Resources: American Lives, p. 20
__ Analyzing Political Cartoons: “Domestic Life”PE, p. 795
__ Historical Spotlight: Americans Walk on the MoonPE, p. 796
__ Historical Spotlight: The Twenty-Sixth AmendmentPE, p. 798
__ World Stage: The Yom Kippur WarTE, p. 799
__ Key Player: Richard M. NixonPE, p. 800
__ More About: Nixon’s Legislative Accomplishments; Neil Armstrong; George C. Wallace; Busing; Warren Burger; Nixon in China; SALT ITE, pp. 795–798, 800, 801
__ Tracing ThemesTE, p. 799
__ Primary Source: Newspaper Front PageUnit 7 In-Depth Resources, p. 13
An Age of Limits 185
CHAPTER Opener; Interact with History; Section 1 (pages 792–801) Lesson Plan
Name Date
24
The Nixon Administration
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TENNESSEE PLANNER
Process Standards
P3, P6, P7, P12, P15, P21, P32, P37
Learning Expectations
Era 9, 4.2; Era 10, 2.2; Era 10, 3.2; Era 10, 5.2
Performance Indicators State
9.9
Performance Indicators Teacher
9.8, 10.3
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186 Chapter 24, Section 1
Lesson Plan for The Nixon Administration continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Government: Confirming a Supreme Court Justice; Mao Zedong Rule
TE, pp. 798, 800Integrated Assessment Book
Differentiating Instruction__ Less Proficient Readers: Summarizing
TE, p. 795Reading Study Guide, pp. 237–238
__ Gifted and Talented Students: Evaluating an Autobiographic SourceTE, p. 799
__ Students Acquiring English/ESL: Understanding IdiomsTE, p. 797Access for Students Acquiring English, p. 254Spanish Reading Study Guide, pp. 237–238
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 801__ Section 1 Quiz
Formal Assessment, p. 438__ Reteaching Activity
TE, p. 801Unit 7 In-Depth Resources, p. 7
Block Scheduling Options__ Cooperative Learning: Walk on the Moon
TE, p. 796Integrated Assessment Book
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Section 2 Objectives 1. Analyze how Nixon and his advisors sought to
increase the power of the presidency. 2. Summarize the details of the Watergate burglary. 3. Describe how the Watergate scandal was uncovered. 4. Explain why the House Judiciary Committee voted
to impeach Nixon and analyze the impact of Watergate on American politics.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 802
Instruct__ Read the section
PE, pp. 802–809Unit 7 In-Depth Resources: Guided Reading, p. 2Building Vocabulary, p. 5
__ Discuss key questionsTE, pp. 802–804, 806, 809
__ One American’s Story: Barbara JordanPE, p. 802
__ Historical Spotlight: Woodward and BernsteinPE, p. 804
__ Analyzing Political Cartoons: The White House TapesTE, p. 806
__ More About: The Imperial Presidency; Senate Watergate Hearings; Spiro T. Agnew; The Tapes; Nixon’s ResignationTE, pp. 803, 805–807
__ Cooperative Learning: Writing an Editorial about the Saturday Night MassacreTE, p. 805Integrated Assessment Book
__ Primary Source: from All the President’s MenUnit 7 In-Depth Resources, p. 14
__ American Lives: Barbara JordanUnit 7 In-Depth Resources, p. 21
__ Critical Thinking: The Watergate Scandal; Shift in Presidential Politics, 1968–1972Critical Thinking Transparencies CT32, CT66
Cross-Curricular Links__ Government: Gerald Ford’s Succession to the Presidency
TE, p. 806__ Art: “I Am the Law”
Humanities Transparency HT46
An Age of Limits 187
CHAPTER Section 2 (pages 802–809) Lesson Plan
Name Date
24
Watergate: Nixon’s Downfall
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TENNESSEE PLANNER
Process Standards
P3, P8, P15, P21, P32, P33, P34
Learning Expectations
Era 10, 4.1
Performance Indicators State
10.2
Performance Indicators Teacher
10.1, 10.4
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188 Chapter 24, Section 2
Lesson Plan for Watergate: Nixon’s Downfall continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Creating a Time Line
TE, p. 804Reading Study Guide, pp. 239–240
__ Students Acquiring English/ ESLAccess for Students Acquiring English, p. 255Spanish Reading Study Guide, pp. 239–240
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources
House Judiciary Committee, Articles of Impeachment, 1973__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 807__ Section 2 Quiz
Formal Assessment, p. 439__ Reteaching Activity
TE, p. 807Unit 7 In-Depth Resources, p. 8
Block Scheduling Options__ Cooperative Learning: Loyalty and Ethics
TE, p. 803Integrated Assessment Book
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Section 3 Objectives 1. Summarize Gerald Ford’s efforts to confront
economic problems and handle foreign policy. 2. Analyze the significance of Jimmy Carter’s election
in 1976. 3. Identify Jimmy Carter’s approach to solving
economic problems. 4. Describe Carter’s foreign policy. 5. Analyze Carter’s achievement and failures in foreign
policy matters.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 810
Instruct__ Read the section
PE, pp. 810–819Unit 7 In-Depth Resources: Guided Reading, p. 3Building Vocabulary, p. 5
__ Discuss key questionsTE, pp. 810, 812, 815, 816, 819
__ Difficult Decisions: Pardoning President NixonPE, p. 811
__ Key Player: Jimmy CarterPE, p. 812
__ Graphs: Unemployment and Inflation, 1970–1980; Employment in Manufacturing and Service Industries, 1950–2000PE, pp. 813, 814
__ World Stage: Soviet-Afghanistan WarPE, p. 815
__ Map: Middle East, 1978–1982PE, p. 816
__ Historic Decisions of the Supreme Court: Regents of the University of California v. Bakke (1978)PE, pp. 818–819
__ More About: Ford and Presidential Vetoes; Andrew Young; Anwar el-Sadat; A Crisis and a TV Show; The Politics of Affirmative Action; Affirmative Action and the Supreme CourtTE, pp. 811, 814, 816–819
__ Tracing ThemesTE, pp. 814, 815
__ Geography: Oil Consumption in the 1970sUnit 7 In-Depth Resources, pp. 11–12
__ Literature: from Memories of the Ford AdministrationUnit 7 In-Depth Resources, pp. 17–19
Cross-Curricular Links__ Civics: Debating the Nixon Pardon
TE, p. 811__ Economics: Unemployment and Inflation
TE, p. 813
An Age of Limits 189
CHAPTER Section 3 (pages 810–819) Lesson Plan
Name Date
24
The Ford and Carter Years
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TENNESSEE PLANNER
Process Standards
P8, P10, P11, P17, P18, P19, P22, P23, P32, P33, P34, P36
Learning Expectations
Era 10, 2.2; Era 10, 3.2; Era 10, 4.1; Era 10, 5.2
Performance Indicators State
9.9, 9.14
Performance Indicators Teacher
10.3
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190 Chapter 24, Section 3
Lesson Plan for The Ford and Carter Years continued
Homework Assignments Other Teaching Materials
__ Government: Human Rights and Foreign PolicyTE, p. 815
__ World History: Creation of the State of IsraelTE, p. 816
Differentiating Instruction__ Less Proficient Readers: Clarifying Inflation
TE, p. 812Reading Study Guide, pp. 241–242
__ Gifted and Talented Students: Economics and SocietyTE, p. 814
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 256, 259–260Spanish Reading Study Guide, pp. 241–242
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 Quiz__ Electronic Library of Primary Sources
Jimmy Carter, On Energy and National Goals, 1979__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 845__ Section 3 Quiz
Formal Assessment, p. 456__ Reteaching Activity
TE, p. 845Unit 7 In-Depth Resources, p. 30
Block Scheduling Options__ Geography: OPEC (Organization of Petroleum Exporting Countries)
Geography Transparency GT32__ Humanities: Bicentennial Celebration
Humanities Transparency HT30C
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Section 4 Objectives 1. Summarize the origins of the environmental
movement. 2. Identify key environmental issues of the 1970s. 3. Explain the goals of the continuing environmental
movement.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 820
Instruct__ Read the section
PE, pp. 820–825Unit 7 In-Depth Resources: Guided Reading, p. 4Building Vocabulary, p. 5
__ Discuss key questionsTE, pp. 820, 821, 825
__ One American’s Story: Lois GibbsPE, p. 820
__ Key Player: Rachel CarsonPE, p. 821
__ Tracing ThemesTE, p. 821
__ Science & Technology: The Accident at Three Mile IslandPE, p. 823
__ More About: The Environmental Protection Agency; Trans-Alaska Pipeline; Nuclear AccidentsTE, pp. 822, 823
__ History Through Film: Hollywood and Nuclear FearsPE, p. 824
__ Now & Then: Air Pollution in CaliforniaPE, p. 825
__ Skillbuilder Lesson: Analyzing AssumptionsTE, p. 822Unit 7 In-Depth Resources: Skillbuilder Practice, p. 6
Cross-Curricular Links__ Science: Earth Day Activities
TE, p. 821__ Science: Researching Chernobyl
TE, p. 824Integrated Assessment Book
An Age of Limits 191
CHAPTER Section 4 (pages 820–825) Lesson Plan
Name Date
24
Environmental Activism
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TENNESSEE PLANNER
Process Standards
P6, P7, P12, P37
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192 Chapter 24, Section 4
Lesson Plan for Environmental Activism continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers
Reading Study Guide, pp. 243–244__ Students Acquiring English/ ESL
Access for Students Acquiring English, pp. 257, 258Spanish Reading Study Guide, pp. 243–244
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 4 QuizChapter Test
__ Electronic Library of Primary SourcesVideocassette Volume 3
__ America’s Music CD__ American Stories Video
People of Color Environmental Leadership, Principles of Environmental Justice, 1991__ Using the Internet
classzone.com
Assess & Reteach__ Section 4 Assessment
PE, p. 825__ Section 4 Quiz
Formal Assessment, p. 441__ Reteaching Activity
TE, p. 825Unit 7 In-Depth Resources, p. 10
__ Chapter 24 AssessmentPE, pp. 826–827
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 442–453
Block Scheduling Options__ Link to Science: Nuclear Energy Pro and Con
TE, p. 823Integrated Assessment Book
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Section 1 Objectives 1. Identify the reasons for the resurgence of
conservative values, and list the major goals of the New Right.
2. Analyze the emergence of Reagan and Bush as conservative leaders.
Introduce the Chapter__ Interpreting the Photograph: Ronald Reagan
PE, pp. 828–829__ Chapter Time Line
PE, pp. 828–829TE, p. 828 Time Line Discussion
__ Interact with HistoryPE, p. 829
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 830
Instruct__ Read the section
PE, pp. 830–833Unit 7 In-Depth Resources: Guided Reading, p. 22Building Vocabulary, p. 26
__ Discuss key questionsTE, pp. 830, 832
__ One American’s Story: Peggy NoonanPE, p. 830
__ Chart: Goals of the Conservative MovementPE, p. 831
__ Key Player: Ronald ReaganPE, p. 832
__ Map: Presidential Election of 1980PE, p. 833
__ More About: Peggy Noonan; Liberals v. ConservativesTE, p. 831
Cross-Curricular Links__ Politics: Shifts to Conservatism
TE, p. 832
The Conservative Tide 193
CHAPTER Opener; Interact with History; Section 1 (pages 828–833) Lesson Plan
Name Date
25
A Conservative Movement Emerges
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TENNESSEE PLANNER
Process Standards
P1, P2, P3, P10, P11, P15, P17, P18, P22, P23, P32, P36, P37
Learning Expectations
Era 10, 5.2
Performance Indicators State
10.4
Performance Indicators Teacher
10.8
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194 Chapter 25, Section 1
Lesson Plan for A Conservative Movement Emerges continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Clarifying Conservation
TE, p. 831Reading Study Guide, pp. 247–248
__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 263Spanish Reading Study Guide, pp. 247–248
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 1 Quiz__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 1 Assessment
PE, p. 833__ Section 1 Quiz
Formal Assessment, p. 454__ Reteaching Activity
TE, p. 833Unit 7 In-Depth Resources, p. 28
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Section 2 Objectives 1. Summarize Reagan’s economic programs. 2. Describe the changes that occurred in the makeup
and decisions of the Supreme Court. 3. Identify results of deregulation of the savings and
loan industry and of cutting the budget of the Environmental Protection Agency.
4. Analyze the presidential elections of 1984 and 1988.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 834
Instruct__ Read the section
PE, pp. 834–838Unit 7 In-Depth Resources: Guided Reading, p. 23Building Vocabulary, p. 26
__ Discuss key questionsTE, pp. 834, 836, 837
__ Economic Background: The “Trickle-Down” TheoryPE, p. 835
__ Tracing ThemesPE, p. 836
__ More About: The Laffer CurveTE, p. 835
__ Skillbuilder Lesson: Analyzing Political CartoonsTE, p. 836Unit 7 In-Depth Resources: Skillbuilder Practice, p. 27
__ Historical Spotlight: An Assassination AttemptPE, p. 837
__ Primary Sources: Political Cartoon; from Ronald Reagan’s Farewell AddressUnit 7 In-Depth Resources, pp. 36–37
__ Connections Across TimeTE, p. 838
__ Critical Thinking: The Conservative 1980s; Theory of Supply-Side EconomicsCritical Thinking Transparencies CT33, CT67
Cross-Curricular Links__ Literature: from The Bonfire of the Vanities
Unit 7 In-Depth Resources, pp. 40–41
The Conservative Tide 195
CHAPTER Section 2 (pages 834–838) Lesson Plan
Name Date
25
Conservative Policies Under Reagan and Bush
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TENNESSEE PLANNER
Process Standards
P6, P7, P10, P12, P17, P18, P19, P22, P23, P32, P36, P37
Learning Expectations
Era 10, 2.1; Era 10, 5.2
Performance Indicators State
10.4
Performance Indicators Teacher
10.3, 10.8
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196 Chapter 25, Section 2
Lesson Plan for Conservative Policies Under Reagan and Bush continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Charting Reaganomics
TE, p. 835Reading Study Guide, pp. 249–250
__ Students Acquiring English/ESL:Access for Students Acquiring English, pp. 264, 267Spanish Reading Study Guide, pp. 249–250
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 2 Quiz__ Electronic Library of Primary Sources
Ronald Reagan, On the Program for Economic Recover, 1981__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 2 Assessment
PE, p. 838__ Section 2 Quiz
Formal Assessment, p. 455__ Reteaching Activity
TE, p. 838Unit 7 In-Depth Resources, p. 29
Block Scheduling Options__ Cooperative Learning:Researching Supreme Court Cases
TE, p. 837
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Section 3 Objectives 1. Identify national concerns about education, drug
use, health issues, and urban problems. 2. Summarize political, economic, and social gains
achieved by women. 3. Describe how conservative policies affected minority
groups.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 839
Instruct__ Read the section
PE, pp. 839–847Unit 7 In-Depth Resources: Guided Reading, p. 24Building Vocabulary, p. 26
__ Discuss key questionsTE, pp. 839, 842, 843, 847
__ One American’s Story: Trevor FerrellPE, p. 839
__ Now & Then: AIDS WorldwidePE, p. 840
__ Difficult Decisions: Sending Money into SpacePE, p. 841
__ Connections Across TimeTE, p. 841
__ Chart: Women’s and Men’s Average Yearly Earnings in Selected Careers, 1982PE, p. 842
__ More About: AIDS Memorial Quilt; Geraldine Ferraro; Jesse Jackson’s Campaign; Richmond v. J.A. Croson Company; Las Vegas; NevadaTE, pp. 840, 842, 843, 846
__ Tracing ThemesTE, pp. 844, 845
__ Cooperative Learning: Minority Population Growth and DistributionTE, p. 844Integrated Assessment Book
__ Primary Source: Civil Rights in 1980sUnit 7 In-Depth Resources, p. 38
__ Geography Spotlight: Sunbelt, Rustbelt, EcotopiaPE, pp. 846–847
The Conservative Tide 197
CHAPTER Section 3 (pages 839–847) Lesson Plan
Name Date
25
Social Concerns in the 1980s
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TENNESSEE PLANNER
Process Standards
P3, P8, P15, P16, P20, P21, P32, P33
Learning Expectations
Era 10, 3.1; Era 10, 4.2; Era 10, 5.2
Performance Indicators State
10.4
Performance Indicators Teacher
10.8
TN_TA-21_LP_001-208.indd 197TN_TA-21_LP_001-208.indd 197 4/25/07 8:10:19 AM4/25/07 8:10:19 AM
198 Chapter 25, Section 3
Lesson Plan for Social Concerns in the 1980s continued
Homework Assignments Other Teaching Materials
Cross-Curricular Links__ Geography: Latino Population in the 1980s
Unit 7 In-Depth Resources, pp. 32–33__ Literature: “Salvador Late or Early”
Unit 7 In-Depth Resources, p. 42
Differentiating Instruction__ Less Proficient Readers: Outlining Social Issues; Identifying Main Ideas and Supporting Details
TE, pp. 840, 842Reading Study Guide, pp. 251–252
__ Students Acquiring English/ESL: Understanding VocabularyTE, p. 843Access for Students Acquiring English, pp. 265, 268–269Spanish Reading Study Guide, pp. 251–252
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 3 Quiz__ Electronic Library of Primary Sources
Carlos Alberto Montauer, Why Fear Spanish, 1988__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 3 Assessment
PE, p. 845__ Section 3 Quiz
Formal Assessment, p. 456__ Reteaching Activity
TE, p. 845Unit 7 In-Depth Resources, p. 30
Block Scheduling Options__ Cooperative Learning: Developing a Plan for Better Schools
TE, p. 841Integrated Assessment Book
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Section 4 Objectives 1. Identify changes in the Communist world that
ended the Cold War. 2. Summarize U.S. actions taken to influence Central
American and Caribbean affairs. 3. Describe the events leading up to the Iran-Contra
scandal. 4. Analyze U.S. involvement in the Persian Gulf War.
Focus & Motivate__ Discuss Main Idea and Terms & Names
PE, p. 848
Instruct__ Read the section
PE, pp. 848–855Unit 7 In-Depth Resources: Guided Reading, p. 25Building Vocabulary, p. 26
__ Discuss key questionsTE, pp. 848, 851, 852
__ One American’s Story: Colin PowellPE, p. 848
__ World Stage: Democratic Elections in RussiaPE, p. 849
__ More About: Perestroika; Eastern Europe and the Treaty of Versailles; Tiananmen Square; Iran-Contra Affair; Persian Gulf WarTE, pp. 849, 850, 852, 853
__ Map: Central America and the Caribbean, 1981–1992PE, p. 851
__ Point/CounterpointPE, p. 853
__ Map: The Persian Gulf War, 1990–1991PE, p. 854
__ Cooperative Learning: Gulf War Veterans, Experiences and ProblemsTE, p. 854Integrated Assessment Book
__ Primary Source: The First Day of Desert StormUnit 7 In-Depth Resources, p. 39
__ American Lives: Daniel InouyeUnit 7 In-Depth Resources, p. 44
Cross-Curricular Links__ Government: The Iran-Contra Affair and the U.S. Constitution
TE, p. 852Integrated Assessment
__ Geography: The Cold War Ends, 1989–1990Geography Transparency GT33
__ Humanities: “Jobs That May Be Lost”Humanities Transparency HT47
The Conservative Tide 199
CHAPTER Section 4 (pages 848–855) Lesson Plan
Name Date
25
Foreign Policy After the Cold War
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TENNESSEE PLANNER
Process Standards
P3, P14, P15, P21, P32, P34
Learning Expectations
Era 10, 3.2; Era 10, 4.1; Era 10, 5.2
Performance Indicators State
10.4
Performance Indicators Teacher
10.10
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200 Chapter 25, Section 4
Lesson Plan for Foreign Policy After the Cold War continued
Homework Assignments Other Teaching Materials
Differentiating Instruction__ Less Proficient Readers: Locating Place Names on a Map
TE, p. 849Reading Study Guide, pp. 253–254
__ Gifted and Talented Students: Nicaragua and the United StatesTE, p. 851
__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 266, 270–271Spanish Reading Study Guide, pp. 253–254
Integrate Technology__ Electronic Teacher Tools__ Test Generator
Section 4 QuizChapter Test
__ Electronic Library of Primary SourcesJeane J. Kirkpatrick, from The United States and the World: Setting Limits, 1986
__ America’s Music CD__ Using the Internet
classzone.com
Assess & Reteach__ Section 4 Assessment
PE, p. 855__ Section 4 Quiz
Formal Assessment, p. 457__ Reteaching Activity
TE, p. 855Unit 7 In-Depth Resources, p. 31
__ Chapter 25 AssessmentPE, pp. 856–857
__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 458–469
Block Scheduling Options__ Cooperative Learning: Creating a Foreign Affairs Time Line
TE, p. 850Integrated Assessment Book
__ Outline Map: U.S. Attention on the Middle EastUnit 7 In-Depth Resources, pp. 34–35
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