North Carolina Lesson Plans - McDougal Littell · Chapter 9 Expanding Markets and Moving West ... Section 3 Lesson Plan: Teddy Roosevelt’s Square Deal ... Chapter 23 A New Deal

North Carolina Lesson Plans

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Contents

Unit 1 American Beginnings to 1783Chapter 1 Three Worlds MeetSection 1 Lesson Plan: Peopling the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Section 2 Lesson Plan: North American Societies Around 1492 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Section 3 Lesson Plan: West African Societies Around 1492 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Section 4 Lesson Plans: European Societies Around 1492. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Section 5 Lesson Plans: Transatlantic Encounters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Chapter 2 The American Colonies EmergeSection 1 Lesson Plan: Spain’s Empire in the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Section 2 Lesson Plan: An English Settlement at Jamestown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Section 3 Lesson Plan: Puritan New England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Section 4 Lesson Plan: Settlement of the Middle Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter 3 The Colonies Come of Age Section 1 Lesson Plan: England and Its Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Section 2 Lesson Plan: The Agricultural South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Section 3 Lesson Plan: The Commercial North . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Section 4 Lesson Plan: The French and Indian War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Chapter 4 The War for IndependenceSection 1 Lesson Plan: The Stirrings of Rebellion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Section 2 Lesson Plan: Ideas Help Start a Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Section 3 Lesson Plan: Struggling Toward Saratoga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Section 4 Lesson Plan: Winning the War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit 2 A New Nation, 1781–1848Chapter 5 Shaping a New NationSection 1 Lesson Plan: Experimenting with Confederation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Section 2 Lesson Plan: Drafting the Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Section 3 Lesson Plan: Ratifying the Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

The Living ConstitutionSection 1 Lesson Plan: Preamble and Article I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Section 2 Lesson Plan: Articles II and III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Section 3 Lesson Plan: Articles IV–VII . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Section 4 Lesson Plan: The Bill of Rights and Amendments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Chapter 6 Launching the New NationSection 1 Lesson Plan: Washington Heads the New Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Section 2 Lesson Plan: Foreign Affairs Trouble the Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Section 3 Lesson Plan: Jefferson Alters the Nation’s Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Section 4 Lesson Plan: The War of 1812 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Chapter 7 Balancing Nationalism and SectionalismSection 1 Lesson Plan: Regional Economics Create Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Section 2 Lesson Plan: Nationalism at Center Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Section 3 Lesson Plan: The Age of Jackson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Section 4 Lesson Plan: States’ Rights and the National Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

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Chapter 8 Reforming American SocietySection 1 Lesson Plan: Religion Sparks Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Section 2 Lesson Plan: Slavery and Abolition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Section 3 Lesson Plan: Women and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Section 4 Lesson Plan: The Changing Workplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Unit 3 An Era Growth and Disunion, 1825–1877Chapter 9 Expanding Markets and Moving WestSection 1 Lesson Plan: The Market Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Section 2 Lesson Plan: Manifest Destiny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Section 3 Lesson Plan: Expansion in Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Section 4 Lesson Plan: The War with Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Chapter 10 The Union in PerilSection 1 Lesson Plan: The Divisive Politics of Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Section 2 Lesson Plan: Protest, Resistance, and Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Section 3 Lesson Plan: The Birth of the Republican Party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Section 4 Lesson Plan: Slavery and Secession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Chapter 11 The Civil WarSection 1 Lesson Plan: The Civil War Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Section 2 Lesson Plan: The Politics of War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Section 3 Lesson Plan: Life During Wartime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Section 4 Lesson Plan: The North Takes Charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Section 5 Lesson Plan: The Legacy of the War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Chapter 12 Reconstruction and Its EffectsSection 1 Lesson Plan: The Politics of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Section 2 Lesson Plan: Reconstructing Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Section 3 Lesson Plan: The Collapse of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Unit 4 Migration and Industrialization, 1877–1917 Chapter 13 Changes on the Western FrontierSection 1 Lesson Plan: Cultures Clash on the Prairie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Section 2 Lesson Plan: Settling on the Great Plains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Section 3 Lesson Plan: Farmers and the Populist Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Chapter 14 A New Industrial AgeSection 1 Lesson Plan: The Expansion of Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Section 2 Lesson Plan: The Age of the Railroads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Section 3 Lesson Plan: Big Business and Labor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Chapter 15 Immigrants and UrbanizationSection 1 Lesson Plan: The New Immigrants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Section 2 Lesson Plan: The Challenges of Urbanization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Section 3 Lesson Plan: Politics in the Gilded Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Chapter 16 Life at the Turn of the 20th CenturySection 1 Lesson Plan: Science and Urban Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Section 2 Lesson Plan: Expanding Public Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Section 3 Lesson Plan: Segregation and Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Section 4 Lesson Plan: Dawn of Mass Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

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Unit 5 Modern America Emerges, 1890–1920Chapter 17 The Progressive EraSection 1 Lesson Plan: The Origins of Progressivism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131Section 2 Lesson Plan: Women in Public Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Section 3 Lesson Plan: Teddy Roosevelt’s Square Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Section 4 Lesson Plan: Progressivism Under Taft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Section 5 Lesson Plan: Wilson’s New Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Chapter 18 America Claims an EmpireSection 1 Lesson Plan: Imperialism and America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Section 2 Lesson Plan: The Spanish-American War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Section 3 Lesson Plan: Acquiring New Lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Section 4 Lesson Plan: America as a World Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

Chapter 19 The First World WarSection 1 Lesson Plan: World War I Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Section 2 Lesson Plan: American Power Tips the Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151Section 3 Lesson Plan: The War at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Section 4 Lesson Plan: Wilson Fights for Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

Unit 6 The 1920s and the Great Depression, 1920–1940Chapter 20 Politics of the Roaring TwentiesSection 1 Lesson Plan: Americans Struggle with Postwar Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Section 2 Lesson Plan: The Harding Presidency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Section 3 Lesson Plan: The Business of America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Chapter 21 The Roaring Life of the 1920sSection 1 Lesson Plan: Changing Ways of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Section 2 Lesson Plan: The Twenties Woman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165Section 3 Lesson Plan: Education and Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Section 4 Lesson Plan: The Harlem Renaissance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Chapter 22 The Great Depression BeginsSection 1 Lesson Plan: The Nation’s Sick Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Section 2 Lesson Plan: Hardship and Suffering During the Depression . . . . . . . . . . . . . . . . . . . . . . 173Section 3 Lesson Plan: Hoover Struggles with the Depression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Chapter 23 A New DealSection 1 Lesson Plan: A New Deal Fights the Depression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Section 2 Lesson Plan: The Second New Deal Takes Hold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Section 3 Lesson Plan: The New Deal Affects Many Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Section 4 Lesson Plan: Culture in the 1930s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183Section 5 Lesson Plan: The Impact of the New Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Unit 7 World War II and Its Aftermath, 1931–1960Chapter 24 World War LoomsSection 1 Lesson Plan: Dictators Threaten World Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Section 2 Lesson Plan: War in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Section 3 Lesson Plan: The Holocaust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191Section 4 Lesson Plan: America Moves Toward War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Chapter 25 The United States in World War IISection 1 Lesson Plan: Mobilizing for Defense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195Section 2 Lesson Plan: The War for Europe and North Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197Section 3 Lesson Plan: The War in the Pacific . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199Section 4 Lesson Plan: The Home Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

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Chapter 26 Cold War ConflictsSection 1 Lesson Plan: Origins of the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203Section 2 Lesson Plan: The Cold War Heats Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Section 3 Lesson Plan: The Cold War at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207Section 4 Lesson Plan: Two Nations Live on the Edge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Chapter 27 The Postwar BoomSection 1 Lesson Plan: Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Section 2 Lesson Plan: The American Dream in the Fifties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213Section 3 Lesson Plan: Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215Section 4 Lesson Plan: The Other America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217

Unit 8 Living with Great Turmoil, 1954–1975Chapter 28 The New Frontier and the Great SocietySection 1 Lesson Plan: Kennedy and the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219Section 2 Lesson Plan: The New Frontier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221Section 3 Lesson Plan: The Great Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Chapter 29 Civil RightsSection 1 Lesson Plan: Taking on Segregation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Section 2 Lesson Plan: The Triumph of a Crusade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227Section 3 Lesson Plan: Challenges and Changes in the Movement . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Chapter 30 The Vietnam War YearsSection 1 Lesson Plan: Moving Toward Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231Section 2 Lesson Plan: U.S. Involvement and Escalation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233Section 3 Lesson Plan: A Nation Divided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235Section 4 Lesson Plan: 1968: A Tumultuous Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237Section 5 Lesson Plan: The End of the War and Its Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

Chapter 31 An Era of Social ChangeSection 1 Lesson Plan: Latinos and Native Americans Seek Equality . . . . . . . . . . . . . . . . . . . . . . . . 241Section 2 Lesson Plan: Women Fight for Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243Section 3 Lesson Plan: Culture and Counterculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

Unit 9 Passage to a New Century, 1968–2001Chapter 32 An Age of LimitsSection 1 Lesson Plan: The Nixon Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Section 2 Lesson Plan: Watergate: Nixon’s Downfall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249Section 3 Lesson Plan: The Ford and Carter Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251Section 4 Lesson Plan: Environmental Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

Chapter 33 The Conservative TideSection 1 Lesson Plan: A Conservative Movement Emerges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255Section 2 Lesson Plan: Conservative Policies Under Reagan and Bush . . . . . . . . . . . . . . . . . . . . . . . 257Section 3 Lesson Plan: Social Concerns in the 1980s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259Section 4 Lesson Plan: Foreign Policy After the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

Chapter 34 The United States in Today’s WorldSection 1 Lesson Plan: The 1990s and the New Millennium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263Section 2 Lesson Plan: The New Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265Section 3 Lesson Plan: Technology and Modern Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267Section 4 Lesson Plan: The Changing Face of America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

North Carolina Social Studies Standard Course of Studyfor United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

vi

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Three Worlds Meet 1

Peopling the AmericasSection 1 Objectives

1. Explain how ancient peoples arrived in America and settled there.

2. Describe the diverse cultures that developed in North and South America.

RESOURCESIntroduce the Chapter

Interpreting the Painting: ■■ PE, pp. 2–3Native Americans ViewArriving Ships

Chapter Time Line ■■ PE, pp. 2–3 ■■ TE, p. 2 Time Line Discussion

Interact with History ■■ PE, p. 3

Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 4

InstructRead the section ■■ PE, pp. 4–7

■■ Unit 1 In-Depth Resources: Guided Reading, p. 1 ■■ Building Vocabulary, p. 6

Discuss key questions ■■ TE, pp. 4, 5

One American’s Story ■■ PE, p. 4

Infographic: Early North American Cultures ■■ PE, p. 6

Historical Spotlight: The“Other” Pyramids ■■ PE, p. 7

Tracing Themes ■■ PE, p. 7

More About: The Inca ■■ TE, p. 6

Primary Source: Hopewell Artifact ■■ Unit 1 In-Depth Resources, p. 15

American Lives: The Anasazi ■■ Unit 1 In-Depth Resources, p. 22

CHAPTER Opener; Interact with History; Section 1 (pages 2–7)

Name Date

1 Lesson Plan

NORTH CAROLINA PLANNER

Skills Competency Goals

1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 4.01, 4.06

NC_TA_LP_00i-270.indd 1NC_TA_LP_00i-270.indd 1 4/9/07 1:47:32 PM4/9/07 1:47:32 PM

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2 Chapter 1, Section 1

Lesson Plan for Peopling the Americas continued

Homework Assignments Other Teaching Materials

RESOURCESDifferentiating Instruction

Less Proficient Readers: ■■ TE, p. 5Clarifying Ideas ■■ Reading Study Guide, pp. 5–6

Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 13 ■■ Spanish Reading Study Guide, pp. 5–6

Integrate TechnologyElectronic Teacher Tools

Test Generator ■■ Section 1 Quiz

America’s Music CD ■■ Track 1: “Agbekor,” traditional

Using the Internet ■■ classzone.com

Assess & ReteachSection 1 Assessment ■■ PE, p. 7

Section 1 Quiz ■■ Formal Assessment, p. 5

Reteaching Activity ■■ TE, p. 7 ■■ Unit 1 In-Depth Resources, p. 8

Block Scheduling OptionsCooperative Learning: Investigating ■■ TE, p. 6

Early American Cultures ■■ Integrated Assessment Book


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Three Worlds Meet 3

North American Societies Around 1492Section 2 Objectives

1. Explain how the environment of North America provided for diverse societies.

2. Identify some of the common aspects of Native American cultures in North America.

RESOURCES



Unit 1 In-Depth Resources: Guided Reading, p. 2 ■■ Building Vocabulary, p. 6


One American’s Story: Essie Parrish ■■ PE, p. 8

Science & Technology: ■■ PE, p. 9North Forensic Reconstructions

Map: North American Cultures in the 1400s ■■ PE, p. 11

Infographic: Native American Village Life ■■ PE, p. 12

Tracing Themes ■■ TE, p. 10

Connections Across Time ■■ TE, p. 11

Cooperative Learning: Preparing ■■ TE, p. 12a Time Capsule

Now & Then: Schemitzun ■■ PE, p. 13

More About: Essie Parrish, Kachinas, ■■ TE, pp. 9, 10, 12Native American Beliefs

Primary Source: The Iroquois Constitution ■■ Unit 1 In-Depth Resources, p. 16

Cross-Curricular LinksAnthropology: Debating Ownership ■■ TE, p. 9

of the Past

CHAPTER Section 2 (pages 8–13 )

Name Date

1 Lesson Plan



1.01, 1.03, 1.06, 1.08, 3.01, 3.05, 4.01, 4.06, 4.08


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Lesson Plan for North American Societies Around 1492 continued



Less Proficient Readers ■■ Reading Study Guide, pp. 7–8



Electronic Library of Primary Sources ■■ from The Memoirs of Melchor Diaz


America’s Music CD





Block Scheduling OptionsCooperative Learning: Mapping Native ■■ TE, p. 10

American Cultures ■■ Integrated Assessment Book

Skillbuilder Lesson: Interpreting Maps ■■ TE, p. 11 ■■ Unit 1 In-Depth Resources: Skillbuilder Practice, p. 7


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Three Worlds Meet 5

West African Societies Around 1492Section 3 Objectives

1. Explain how the arrival of Europeans in West Africa altered well-established trading patterns.

2. Summarize the accomplishments of the kingdoms of Songhai, Benin, and Kongo.

3. Describe life in West Africa and the role slavery played in these societies.

RESOURCESFocus & Motivate

Discuss Main Idea and Terms & Names ■■ PE, p. 14



Discuss key questions ■■ TE, pp. 14, 16, 18

One American’s Story: Leo Africanus ■■ PE, p. 8

Historical Spotlight: Islam ■■ PE, p. 15

Map: West Africa in the 1400s ■■ PE, p. 15

Now & Then: Kente Cloth ■■ PE, p. 19

More About: Mali, Askia Muhammed, ■■ TE, pp. 16, 17, 18West African Society


Cooperative Learning: Sending Postcards ■■ TE, p. 18from West Africa

Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 9–10

Gifted and Talented: Taking ■■ TE, p. 17a Virtual Field Trip ■■ Integrated Assessment Book

Students Acquiring English/ ■■ TE, p. 16ESL: Taking Notes ■■ Access for Students Acquiring English, p. 15 ■■ Spanish Reading Study Guide, pp. 9–10

CHAPTER Section 3 (pages 14–19)

Name Date

1 Lesson Plan



1.01, 1.02, 1.03, 1.04, 1.06, 3.01, 4.01, 4.08


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Lesson Plan for West African Societies Around 1492 continued


RESOURCESIntegrate Technology

Electronic Teacher Tools

Electronic Library of Primary Sources ■■ On the Beginnings of the Portuguese-African Slave Trade by Gomes Eanes de Zurara


America’s Music CD ■■ Track 3: Eskanye Songs, traditional



Section 3 Quiz ■ ■ Formal Assessment, p. 7


Block Scheduling OptionsCooperative Learning: ■■ TE, p. 15

Planning an Itinerary ■■ Integrated Assessment Book

Cooperative Learning: ■■ TE, p. 18Sending Postcards from West Africa ■■ Integrated Assessment Book


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Three Worlds Meet 7

European Societies Around 1492Section 4 Objectives

1. Describe life in medieval Europe.

2. Identify the forces that weakened the power of the Roman Catholic Church.

3. Summarize the changes that helped expand the European world view.

4. Explain how trade, travel, and technology combined to lead Europeans to sea.





Discuss key questions ■■ TE, pp. 20, 22, 23, 25

History Through Art ■■ PE, p. 21

Key Player: “King Isabella” ■■ PE, p. 22

Map: European Powers in 1492 ■■ PE, p. 23

Science & Technology: The Caravel ■■ PE, p. 24

More About: Prince Henry the Navigator, ■■ TE, pp. 21, 23, 24The Plague, The Renaissance


American Lives: Queen Isabella ■■ Unit 1 In-Depth Resources, p. 23

Critical Thinking: Inventions: 1190–1500 ■■ Critical Thinking Transparency CT35

Cross-Curricular LinksHumanities: Appreciating Renaissance Art ■■ TE, p. 24

Geography: Voyages of Discovery ■■ Geography Transparency GT1and Exploration: 1271–1580


Name Date

1 Lesson Plan



1.01, 1.02, 1.04, 1.06, 1.08, 3.01, 3.05, 4.06


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Lesson Plan for European Societies Around 1492 continued



Less Proficient Readers: Identifying Causes, ■■ TE, p. 22Recognizing Effects ■■ Reading Study Guide, pp. 11–12

Gifted and Talented: ■ ■ TE, p. 23Researching the Crusades









Block Scheduling OptionsCooperative Learning: Comparing Life ■■ TE, p. 21

in Europe and America ■■ Integrated Assessment Book


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Three Worlds Meet 9

Transatlantic EncountersSection 5 Objectives

1. Identify reasons for Spanish exploration and colonization of the Caribbean.

2. Evaluate the effects of contact between Europeans and Native Americans.

3. Assess the impact of the Atlantic slave trade upon Africa and the Americas.

4. Understand the importance of the Columbian Exchange.

5. Discuss the consequences of the migration of people to the Americas from other continents.





Discuss key questions ■■ TE, pp. 26, 28, 29, 30

Historical Spotlight ■■ PE, p. 27

Infographic: The Columbian Exchange, ■■ PE, p. 291492–present

Point/Counterpoint ■■ PE, p. 30

Graph: North American Population, ■■ PE, p. 311492–1780

More About: Christopher Columbus, ■■ TE, pp. 27, 28Native American Resistance

Primary Source: Journal of ■■ Unit 1 In-Depth Resources, pp. 17–18Christopher Columbus

Critical Thinking: Exploration ■■ Critical Thinking Transparency CT1of the Americas

Cooperative Learning: ■■ TE, p. 29Mapping Corn Production ■■ Integrated Assessment Book


Name Date

1 Lesson Plan



1.01, 1.02, 1.03, 1.04, 1.06, 2.06, 3.01, 3.02, 4.01, 4.02, 4.03, 4.06


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Lesson Plan for Transatlantic Encounters continued


RESOURCESCross-Curricular Links

Geography: The Earth’s Wind Systems ■■ Unit 1 In-Depth Resources: Geography Application, pp. 13–14

Literature: “Memoirs of ■■ Unit 1 In-Depth Resources, pp. 19–21Christopher Columbus: A Novel”


Gifted and Talented: Writing a News Story ■■ TE, p. 27



Electronic Library of Primary Sources ■■ from La Relacion by Cabeza de Vaca

Test Generator ■■ Section 5 Quiz ■ ■ Chapter Test






Chapter 1 Assessment ■■ PE, pp. 32–33

Chapter Tests, Forms A, B, and C ■■ Formal Assessment, pp. 10–21

Block Scheduling OptionsCooperative Learning: Designing Storyboards ■■ TE, p. 28

■■ Integrated Assessment Book


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The American Colonies Emerge 11

Spain’s Empire in the AmericasSection 1 Objectives

1. Describe how the Spanish conquered Native American peoples.

2. Summarize Spanish exploration of the Americas.

3. Summarize Native American resistance to Spanish rule.


Interpreting the Painting: ■■ PE, pp. 34–35Native American-English Encounter







Key Player: Hernando Cortez ■■ PE, p. 37

Map: European Exploration of ■■ PE, p. 39the Americas, 1492–1682

Infographic: Spanish Missions ■■ PE, p. 40in the Southwest

World Stage: The Defeat ■■ PE, p. 41of the Spanish Armada

More About: The Last Aztec Emperor, ■■ TE, pp. 37, 38, 39, 40The Conquistadors, European Explorers, Everyday Life in <STATE>

Tracing Themes ■■ TE, p. 38Cooperative Learning: Writing ■■ TE, p. 40

About Pope’s Rebellion ■■ Integrated Assessment Book

American Lives: Malinche ■■ Unit 1 In-Depth Resources, p. 45

Name Date



1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 4.01, 4.06

CHAPTER Chapter Opener; Interact with History; Section 1 (pages 34–41) Lesson Plan2


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Lesson Plan for Spain’s Empire in the Americas continued



Geography: Outline Map—Spain ■■ Unit 1 In-Depth Resources, pp. 36–37Explores North America

Humanities: Cortez Receiving ■■ Humanities Transparency HT3Necklace from Aztecs

Differentiating InstructionLess Proficient Readers: Taking Notes ■■ TE, p. 38

■■ Reading Study Guide, pp. 17–18

Gifted and Talented: Researching Key Players ■■ TE, p. 39

Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 23, 27, 30–31 ■■ Spanish Reading Study Guide, pp. 17–18








Block Scheduling OptionsSkillbuilder Lesson: Developing ■■ TE, p. 37

Historical Perspective ■■ Unit 1 In-Depth Resources: Skillbuilder Practice, p. 29


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An English Settlement at JamestownSection 2 Objectives

1. Identify the obstacles facing the first English settlers in North America.

2. Understand the factors that helped Jamestown to flourish.

3. Contrast English and Spanish patterns of conquest.

3. Describe the economic and social inequities that triggered Bacon’s Rebellion.






One American’s Story: John Smith ■■ PE, p. 42

Historical Spotlight: The Mystery of Roanoke ■■ PE, p. 43

Infographic: Rediscovering Fort James ■■ PE, p. 44

Another Perspective: Fantasies ■■ PE, p. 45of the “New World”

Historical Spotlight: House of Burgesses ■■ PE, p. 48

Connections Across Time ■■ TE, pp. 43, 45

More About: The Jamestown Discovery, ■■ TE, pp. 44, 46, 47The First Africans in Virginia, Opechancanough


Primary Sources: The Travels and Works ■■ Unit 1 In-Depth Resources, pp. 38–39of Capt. John Smith; Tobacco Labels

Cross-Curricular LinksLink to Humanities: Debunking ■■ TE, p. 45

New World Fantasies ■■ Integrated Assessment Book

Geography: The Jamestown Fort ■■ Unit 1 In-Depth Resources, pp. 34–35


Name Date

2 Lesson Plan



1.01, 1.02, 1.04, 1.06, 1.08, 3.05


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Lesson Plan for North American Societies Around 1492 continued



Less Proficient Readers: Summarizing; ■■ TE, pp. 44, 46Following Chronological Order ■■ Reading Study Guide, pp. 19–20

Gifted and Talented Students: ■■ TE, p. 47Conducting a Mock Trial

Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 24, 28–29

■■ Spanish Reading Study Guide, pp. 19–20


Electronic Library of Primary Sources ■■ from The First Charter of Virginia by King James I; What Happened Till the First Supply by John Smith


America’s Music CD ■■ Track 4: “Barbara Allen,“ 1622





Block Scheduling OptionsCooperative Learning: Developing a Theory ■■ TE, p. 43

About the Roanoke Mystery ■■ Integrated Assessment Book


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Puritan New EnglandSection 3 Objectives

1. Identify the motives that led the Puritans to New England.

2. Summarize the principles of government established by the dissenters who fled to Rhode Island.

3. Explain the conflicts between English colonists and the Pequot and Wampanoag.







Historical Spotlight: The Mayflower Compact ■■ PE, p. 50

History Through Art: Puritan Headstones ■■ PE, p. 51

Map: New England Colonies to 1675 ■■ PE, p. 53

Connections Across Time ■■ PE, p. 50

More About: John Winthrop, Puritan Families ■■ TE, pp. 51, 52


Primary Sources: from The Mayflower ■■ Unit 1 In-Depth Resources, pp. 40–41Compact; from John Winthrop’s Journal

American Lives: John Winthrop ■■ Unit 1 In-Depth Resources, p. 46

Critical Thinking: Puritan Migration ■■ Critical Thinking Transparency CT2

Cross-Curricular LinksLanguage Arts: Examining Terms ■■ TE, p. 50


Civics: Challenging Puritan Leaders ■■ TE, p. 52

Literature: Poems by Anne Bradstreet ■■ Unit 1 In-Depth Resources, pp. 42-43


Name Date

2 Lesson Plan



1.01, 1.04, 1.06, 1.08, 3.01, 3.05, 4.02, 4.04, 4.06


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Lesson Plan for Puritan New England continued




Gifted and Talented Students: Researching ■■ TE, p. 53Native American and Colonial Strife ■■ Integrated Assessment Book



Electronic Library of Primary Sources ■■ from The Journal of the Ship May-Flower by Thomas Jones


America’s Music CD ■■ Track 4: “Barbara Allen,” 1622





Block Scheduling OptionsCooperative Learning: Investigating ■■ TE, p. 51

Puritan Life ■■ Integrated Assessment Book


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Settlement of the Middle ColoniesSection 4 Objectives

1. Describe daily life in New Netherland.

2. Explain the reasons for the social and religious diversity of colonial Pennsylvania.






One American’s Story: William Penn ■■ PE, p. 55

Map: Middle Colonies to 1700 ■■ PE, p. 56

History Through Architecture: ■■ PE, p. 57Colonial Meetinghouses

Geography Spotlight: Surviving ■■ PE, pp. 60–61in a New World


More About: Quaker Services, Philadephia, ■■ TE, pp. 57, 58, 59, 60The Delaware, Georgia, The Geography of Jamestown

Geography: European Colonies Around 1600; ■■ Geography Transparencies GT2, GT35Original Thirteen Colonies

Cross-Curricular LinksLiterature: from World’s End by Boyle ■■ Unit 1 In-Depth Resources, p. 44


Name Date

2 Lesson Plan



1.01, 1.02, 1.04, 1.06, 2.05, 3.01, 3.05, 4.06


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Lesson Plan for Settlement of the Middle Colonies continued




Gifted and Talented Students: Examining Life ■■ TE, p. 58in the Middle Colonies ■■ Integrated Assessment Book

Students Acquiring English/ESL: ■■ Reading Study Guide, pp. 23–24Using Proper Nouns


Electronic Library of Primary Sources ■■ from “What Happened Till the First Supply,” by John Smith

Test Generator ■■ Section 4 Quiz ■■ Chapter Test







Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 26–37

Block Scheduling OptionsCooperative Learning: Advertising ■■ TE, p. 57

the Colonies ■■ Integrated Assessment Book


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The Colonies Come of Age 19

England and Its Colonies


Interpreting the Painting: ■■ PE, pp. 64–6518th Century Boston







One American’s Story: Eliza Lucas Pinckney ■■ PE, p. 66

Map: The Thirteen Colonies to the 1700s ■■ PE, p. 67

Chart: The Navigation Acts ■■ PE, p. 68

World Stage: England Becomes Great Britain ■■ PE, p. 69

Infographic: English Rulers’ Colonial Policies ■■ PE, p. 70


More About: The Navigation Acts, Scotland ■■ TE, pp. 68, 69, 71and Great Britain, Self-Determination

Cooperative Learning: Creating Time Lines ■■ TE, p. 70of Colonial America’s English Rulers

Section 1 Objectives

1. Explain the economic relationship between England and its American colonies.

2. Describe how tensions arose between England and the colonies.

3. Summarize how salutary neglect of the colonies after 1688 planted the seeds of self-government.

Name Date



1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 4.01, 4.05



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Lesson Plan for England and Its Colonies continued



Government/Civics: Debating the Policies ■■ TE, p. 6of Governor Andros ■■ Integrated Assessment Book

Differentiating InstructionLess Proficient Readers: Clarifying Ideas ■■ TE, p. 68




Electronic Library of Primary Sources ■■ from “A Short Discourse on the Present State of the Colonies,” by Sir William Keith


America’s Music CD ■■ Track 4: “Barbara Allen,” 1622





Block Scheduling OptionsCooperative Learning: Illustrating Colonial ■■ TE, p. 67

Economic Activities ■■ Integrated Assessment Book


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The Agricultural SouthSection 2 Objectives

1. Trace the development of a plantation economy in the American South.

2. Explain the way of life in the Southern colonies.

3. Describe the slave trade and the role of slavery in theplantation economy.

4. Describe life for colonial slaves.


Discuss Main Idea and Terms & Names ■ ■ PE, p. 72

InstructRead the section ■ ■ PE, pp. 72–78


Discuss key questions ■ ■ TE, pp. 72, 73, 75, 77

One American’s Story: Philip Wickers Fithian ■ ■ PE, p. 72

Now & Then: Tobacco and ■ ■ PE, p. 74North Carolina’s Economy

World Stage: Serfs, Slaves, and Servants ■ ■ PE, p. 75

Tracing Themes ■ ■ TE, p. 74

More About: The Middle Passage, ■ ■ TE, pp. 76–78Olaudah Equiano, Slavery in the Americas, The Stono Rebellion

Connections Across Time ■ ■ TE, p. 77

Primary Sources: from ■ ■ Unit 1 In-Depth Resources, p. 59History of the Dividing Line

American Lives: Olaudah Equiano ■ ■ Unit 1 In-Depth Resources, p. 66

Critical Thinking: Africans in the Colonies ■ ■ Critical Thinking Transparency CT37

Cross-Curricular LinksLanguage Arts: Tracing the Influence ■ ■ TE, p. 77

of African Languages

Geography: The Triangular Trade ■ ■ Unit 1 In-Depth Resources, pp. 57–58


Name Date

3 Lesson Plan



1.01, 1.03, 1.04, 1.06, 3.05, 4.06


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Lesson Plan for The Agricultural South continued



Less Proficient Readers ■ ■ Reading Study Guide, pp. 29–30

Gifted and Talented Students: Comparing ■ ■ TE, pp. 73, 74Cultures; Researching the Local Economy ■■ Integrated Assessment Book

Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 35 ■■ Spanish Reading Study Guide, pp. 29–30


Electronic Library of Primary Sources ■ ■ from The Interesting Narrative of The Life of Olaudah Equiano

Test Generator ■ ■ Section 2 Quiz


Using the Internet ■ ■ classzone.com

Assess & ReteachSection 2 Assessment ■ ■ PE, p. 78


Reteaching Activity ■ ■ TE, p. 78 ■■ Unit 1 In-Depth Resources, p. 54

Block Scheduling OptionsSkillbuilder Lesson: Interpreting ■ ■ TE, p. 75

Visual Sources ■■ Unit 1 In-Depth Resources: Skillbuilder Practice, p. 52

Cooperative Learning: Creating ■ ■ TE, p. 76a Multimedia Presentation ■■ Integrated Assessment Book


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The Commercial NorthSection 3 Objectives

1. Trace the development of a varied and thriving economy in the North.

2. Explain the diverse society of the North and the tensions that led to witchcraft trials in Salem.

3. Summarize the influence of the Enlightenment and the Great Awakening.


Discuss Main Idea and Terms & Names ■ ■ PE, p. 79



Discuss key questions ■ ■ TE, pp. 79, 81, 82

One American’s Story: John Adams ■ ■ PE, p. 79

Infographic: Daily Urban Life ■ ■ PE, p. 80in Colonial Times

Key Players: Benjamin Franklin ■ ■ PE, p. 83and Jonathan Edwards

More About: Harvesting the Sea, ■ ■ TE, pp. 80, 82–84Witchcraft Mania, The Enlightenment, The Great Awakening, George Whitefield

Primary Sources: from “The Salem Witch ■ ■ Unit 1 In-Depth Resources, pp. 60–62Trials;” from The Autobiography of Benjamin Franklin; from The New England Primer

Tracing Themes ■ ■ TE, pp. 81, 82

American Lives: Jonathan Edwards ■ ■ Unit 1 In-Depth Resources, p. 67

Cross-Curricular LinksMathematics: Graph—Colonial Diversity ■ ■ PE, p. 81

Geography: Colonial Economies ■ ■ Geography Transparency GT3


Name Date

3 Lesson Plan



1.01, 1.03, 1.04, 1.06, 1.08, 3.02, 4.06


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Lesson Plan for The Commercial North continued



Less Proficient Readers: ■ ■ TE, p. 80Comparing and Contrasting ■■ Reading Study Guide, pp. 31–32

Gifted and Talented Students: Analyzing ■ ■ TE, p. 83Franklin’s Proverbs ■■ Integrated Assessment Book

Students Acquiring English/ESL: ■ ■ TE, p. 81Formal and Archaic Language ■■ Access for Students Acquiring English, p. 36 ■■ Spanish Reading Study Guide, pp. 31–32


Electronic Library of Primary Sources ■ ■ “A Letter Regarding Relations with the Indians,” by Samuel Sewell







Block Scheduling OptionsCooperative Learning: Debating the Salem ■ ■ TE, p. 82

Witchcraft Trials ■■ Integrated Assessment Book

Humanities: Field of Onions at Wethersfield ■ ■ Humanities Transparency HT4


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The French and Indian WarSection 4 Objectives

1. Trace the development of the French-British colonial rivalry.

2. Summarize the French and Indian War.

3. Explain the war’s effects on the relationship between Britain and its colonies.






One American’s Story: Joseph Nichols ■■ PE, p. 85

Historical Spotlight: Washington’s Resignation ■■ PE, p. 85

Map: European Claims in North America ■■ PE, p. 87

Analyzing Political Cartoons: “Join, or Die” ■■ PE, p. 89

More About: The Fur Trade, William Pitt, ■■ TE, pp. 86–88The Iroquois, Pontiac, George Grenville

Critical Thinking: French and Indian War ■■ Critical Thinking Transparency CT3

Cross-Curricular LinksLiterature: from The Last of the Mohicans ■ ■ Unit 1 In-Depth Resources, pp. 63–65

Differentiating InstructionLess Proficient Readers: Comparing ■ ■ TE, pp. 86, 88

Colonies; Summarizing ■■ Reading Study Guide, pp. 33–34



Name Date

3 Lesson Plan



1.01, 1.02, 1.03, 1.04, 1.06, 3.01, 3.04, 3.05, 4.01, 4.08


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Lesson Plan for The French and Indian War continued




Electronic Library of Primary Sources ■ ■ “A Letter Regarding Relations with the Indians,” Samuel Sewell

Test Generator ■ ■ Section 4 Quiz ■ ■ Chapter Test








Block Scheduling OptionsCooperative Learning: ■ ■ TE, p. 87

Creating Annotated Maps ■■ Integrated Assessment Book


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The War for Independence 27

The Stirrings of RebellionSection 1 Objectives

1. Summarize colonial resistance to British taxation.

2. Trace the mounting tension in Massachusetts.

3. Summarize the battles of Lexington and Concord.


Interpreting the Painting: Sons of Liberty ■ ■ PE, pp. 94–95

Chapter Time Line ■ ■ PE, pp. 94–95 ■■ TE, p. 95 Time Line Discussion

Interact with History ■ ■ PE, p. 95

Focus & MotivateDiscuss Main Idea and Terms & Names ■ ■ PE, p. 96



Discuss key questions ■ ■ TE, pp. 96, 98, 100

One American’s Story: John Adams ■ ■ PE, p. 96

History Through Art: The Boston Massacre ■ ■ PE, p. 98

Now & Then: Proposition 13 ■ ■ PE, p. 99

Time Line: British Actions and Colonial ■ ■ PE, pp. 100–101Reactions, 1765–1776


More About: The Sons of Liberty, ■ ■ TE, pp. 97, 99–102The Intolerable Acts, The First ContinentalCongress, The Midnight Riders, Lexington and Concord

Primary Source: The Boston Tea Party ■ ■ Unit 1 In-Depth Resources, pp. 80–81

Name Date



1.01, 1.02, 1.06, 1.08, 2.02, 2.03, 3.02, 3.05, 4.01, 4.02, 4.06



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Lesson Plan for The Stirrings of Rebellion continued



Humanities: Recognizing Propaganda; ■ ■ TE, pp. 98, 101Protesting British Acts

Literature: from April Morning by Howard Fast ■ ■ Unit 1 In-Depth Resources, pp. 84–85

Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 97

Guided Reading ■■ Reading Study Guide, pp. 37–38

Students Acquiring English/ESL: ■ ■ TE, p. 100Understanding Vocabulary ■■ Access for Students Acquiring English, p. 43 ■■ Spanish Reading Study Guide, pp. 37–38


Electronic Library of Primary Sources ■ ■ from “Resolutions for American Duties,” by Members of the British Parliament; “The Mother Country,” by Benjamin Franklin


America’s Music CD ■ ■ Track 6, “Yankee Doodle,” 1755/1763





Block Scheduling OptionsCooperative Learning: Writing Letters ■ ■ TE, p. 99

from Committees of Correspondence ■■ Integrated Assessment Book


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Ideas Help Start a RevolutionSection 2 Objectives

1. Explain how the environment of North America provided for diverse societies.

2. Identify some of the common aspects of Native American cultures in North America.






One American’s Story: William Franklin ■■ PE, p. 103

Difficult Decisions: Reconciliation ■■ PE, p. 106or Independence?

Infographic: Colonists Choose Sides ■ ■ PE, p. 107

Analyzing Political Cartoons: Mob Rule ■ ■ PE, p. 108

More About: John Dickinson, Bunker Hill, ■ ■ TE, pp. 104, 105, 107Thomas Paine, Joseph Brant, Mercy Otis Warren


Primary Source: Pro-British political cartoon ■ ■ Unit 1 In-Depth Resources, p. 82

American Lives: Mercy Otis Warren ■ ■ Unit 1 In-Depth Resources, p. 87

Cross-Curricular LinksHumanities: Battle of Bunker Hill ■ ■ Humanities Transparency HT5

by Howard Pyle


Name Date

4 Lesson Plan



1.01, 1.02, 1.04, 1.06, 3.04, 3.05, 4.01, 4.02, 4.03, 4.08


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Lesson Plan for Ideas Help Start a Revolution continued



Less Proficient Readers: Creating a Time ■ ■ TE, pp. 104, 105Line; Paired Reading ■■ Reading Study Guide, pp. 39–40

Gifted and Talented Students: ■ ■ TE, p. 107Presenting Historical Figures

Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 40

Integrate TechnologyAmerican Stories Video Series: ■ ■ Videocassette Volume 1

Patriot Father, Loyalist Son


Electronic Library of Primary Sources ■ ■ from Common Sense by Thomas Paine


America’s Music CD ■ ■ Track 6, “Yankee Doodle,” 1755/1763





Block Scheduling OptionsCooperative Learning: Creating ■ ■ TE, p. 106

a Political Pamphlet ■■ Integrated Assessment Book


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Struggling Toward SaratogaSection 3 Objectives

1. Trace the progress of the war through the turning point at Saratoga and winter at Valley Forge.

2. Examine the colonial economy and civilian life during the Revolution.







Map: Revolutionary War, 1775–1778 ■■ PE, p. 115

Key Player: George Washington ■ ■ PE, p. 116

More About: The Battle of Trenton, ■ ■ TE, pp. 114, 115“Gentleman Johnny” Burgoyne

Connections Across Time ■ ■ TE, p. 116


Primary Source: from Valley Forge Diary ■ ■ Unit 1 In-Depth Resources, p. 83

American Lives: Haym Solomon ■ ■ Unit 1 In-Depth Resources, p. 88

Differentiating InstructionLess Proficient Readers: Sequencing Events; ■ ■ TE, pp. 114, 116

ClarifyIng Ideas ■■ Reading Study Guide, pp. 41–42



Name Date

4 Lesson Plan



1.01, 1.02, 1.04, 1.06, 3.01, 4.01, 4.08


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Lesson Plan for Struggling Toward Saratoga continued





America’s Music CD ■ ■ Track 7, “Chester,” 1775





Block Scheduling OptionsCooperative Learning: ■ ■ TE, p. 115

Reporting on the Revolution ■■ Integrated Assessment Book


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Winning the WarSection 4 Objectives

1. Describe the war contributions of European allies.

2. Trace the Revolution in the Southern colonies.

3. Summarize the British surrender at Yorktown.

4. Recognize the symbolic value of the Revolution.





Discuss key questions ■ ■ TE, pp. 118, 119, 121, 122

One American’s Story: Colonel William Fontaine ■■ PE, p. 118

Map: Revolutionary War, 1778–1781 ■■ PE, p. 119

Historical Spotlight: Benedict Arnold ■ ■ PE, p. 121

More About: Alliances Against Britain, ■ ■ TE, pp. 119–123Loyalist Support, Nathanael Greene,The Peace Talks, The Treaty of Paris, The Great Seal

Cooperative Learning: ■ ■ TE, p. 120Celebrating the Revolution ■■ Integrated Assessment Book

Critical Thinking: War for Independence ■ ■ Critical Thinking Transparency CT4

Humanities: Signing the Treaty of Paris, ■ ■ Humanities Transparencies HT6, HT321783; “Mrs. General Washington”

Geography: The Siege of Yorktown ■ ■ Unit 1 In-Depth Resources, pp. 78–79


Name Date

4 Lesson Plan



1.01, 1.02, 1.04, 1.06, 2.06, 3.01


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Lesson Plan for Winning the War continued



Language Arts: Debating ■ ■ TE, p. 121the Revolutionary War ■■ Integrated Assessment Book

Geography: North America, 1783 ■ ■ Geography Transparency GT4

Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 122

Learning Visually ■■ Reading Study Guide, pp. 43–44

Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, pp. 46, 47 ■■ Spanish Reading Study Guide, pp. 43–44


Test Generator ■ ■ Section 4 Quiz ■■ Chapter Test






Chapter 4 Assessment ■ ■ PE, pp. 124–125

Chapter Test, Forms A, B, and C ■ ■ Formal Assessment, pp. 58–75

Block Scheduling OptionsSkillbuilder Lesson: Analyzing Causes, ■ ■ TE, p. 119

Recognizing Effects ■■ Integrated Assessment Book


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Shaping a New Nation 35

Experimenting with Confederation


Interpreting the Painting: Washington and ■■ PE, pp. 130–131the Confederation Congress






Discuss key questions ■■ TE, pp. 132,134, 136, 139

One American’s Story: John Dickinson ■■ PE, p. 132

Historical Spotlight: Republican Motherhood ■■ PE, p. 133

Infographic: Political Precedents ■■ PE, p. 134

Another Perspective: John Baptist De Coigne ■■ PE, p. 135

Geography Spotlight: The Land Ordinance ■■ PE, pp. 138–139


More About: Cromwell’s England, ■■ TE, pp. 134, 135, 138The Northwest Ordinance, The Articles of Confederation, Western Land Claims

Connections Across Time ■■ TE, pp. 136


1. Explain the differing ideas of republicanism.

2. Identify three basic issues debated in drafting the Articles of Confederation.

3. Describe the political and economic problems faced by the Confederation.


Name Date

5 Lesson Plan



1.01, 1.02, 1.06, 2.02, 2.03, 2.05, 3.02, 4.01, 4.02, 4.08


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Lesson Plan for Experimenting with Confederation continued



Government: Charting Statehood ■■ TE, p. 135

Geography: Land Ceded by States to ■■ Geography Transparency GT5the Federal Government

Differentiating InstructionLess Proficient Readers: Paired Reading ■■ TE, p. 133


Students Acquiring English/ ESL ■■ Access for Students Acquiring English, p. 52 ■■ Spanish Reading Study Guide, pp. 47–48








Block Scheduling OptionsCooperative Learning: Writing Letters ■■ TE, p. 134

to the Editor ■■ Integrated Assessment Book

Cooperative Learning: Drawing an ■■ TE, p. 136Editorial Cartoon ■■ Integrated Assessment Book


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Drafting the Constitution







Key Players: James Madison and Roger ■■ PE, p. 141Sherman

Infographic: Key Conflicts in the ■■ PE, p. 142Constitutional Convention

Infographic: The Checks and Balances of ■■ PE, p. 143the Federal System

Now & Then: The Electoral College ■■ PE, p. 144

More About: The Pennsylvania State House, ■■ TE, p. 141, 142The Constitutional Convention, The Three- Fifths Compromise

Primary Source: U.S. Constitution, First Draft ■■ Unit 2 In-Depth Resources, p. 11

Critical Thinking: The Constitutional ■■ Critical Thinking Transparency CT5Convention


1. Identify events that led nationalist leaders to call for a convention to strengthen the government.

2. Summarize the key conflicts at the Constitutional Convention and explain how they were resolved.

3. Describe the form of government established by the Constitution.


Name Date

5 Lesson Plan



1.01, 1.02, 1.06


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Lesson Plan for Drafting the Constitution continued



Literature: from Legacy by James A. Michener ■■ Unit 2 In-Depth Resources, pp. 15–17


Gifted and Talented Students: ■■ TE, p. 141Analyzing a Primary Source Document

Students Acquiring English/ ESL ■■ Access for Students Acquiring English, pp. 53, 55 ■■ Spanish Reading Study Guide, pp. 49–50


Electronic Library of Primary Sources ■■ from "Notes on Slavery at the Federal Convention, 1787," by James Madison







Block Scheduling OptionsCooperative Learning: Debating the Issues ■■ TE, p. 142


Skillbuilder Lesson: Analyzing Issues ■■ TE, p. 143


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Ratifying the Constitution






One American’s Story: John Jay ■■ PE, p. 145

Now & Then: South Africa Creates a Bill ■■ PE, p. 148of Rights

Chart: The Bill of Rights ■■ PE, p. 149

More About: Richard Henry Lee, ■■ TE, p. 146The Federalist

Connections Across Time ■■ TE, p. 147


Primary Source: Anti-federalist Speech; ■■ Unit 2 In-Depth Resources, pp. 12–14The Federalist No. 2; Political Cartoon

American Lives: John Jay, Patrick Henry ■■ Unit 2 In-Depth Resources, pp. 18–19

Cross-Curricular LinksGeography: The Constitution Becomes a ■■ Unit 2 In-Depth Resources, pp. 9–10

Reality


1. Contrast Federalist and Antifederalist arguments over ratification of the Constitution.

2. Explain how and why the Bill of Rights was added to the Constitution.


Name Date

5 Lesson Plan



1.01, 1.02, 1.06, 4.01, 4.08


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Lesson Plan for Ratifying the Constitution continued



Less Proficient Readers: ■■ TE, p. 147Comparing and Contrasting ■■ Reading Study Guide, pp. 51–52

Gifted and Talented Students: ■■ TE, p. 148Writing About the Bill of Rights

Students Acquiring English/ ESL ■■ Access for Students Acquiring English, pp. 54, 56–57, 58–61 ■■ Spanish Reading Study Guide, pp. 51–52


Electronic Library of Primary Sources ■■ from The Federalist No. 51, by Publius

Test Generator ■■ Section 3 Quiz ■■ Chapter Test








Block Scheduling OptionsCooperative Learning: Creating a Media Ad ■■ TE, p. 146



The Living Constitution: Preamble and Article I (pages 152–159)Co

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The Living Constitution 41

Preamble and Article I

Name Date

Objectives

1. Explain the purpose for establishing the Constitution.

2. Identify the powers of the legislature.

RESOURCESIntroduce the Constitution


Focus & MotivateDiscuss the question in the TE ■■ TE, p. 154

InstructRead the Preamble and Article I ■■ PE, pp. 154–159

■■ Unit 2 In-Depth Resources: Guided Reading, p. 20 ■■ Building Vocabulary, p. 24 ■■ Projects for Citizenship, pp. 73–76


Chart: Requirements for Holding ■■ PE, p. 154Federal Office

More About: A Dream for All, Congressional ■■ TE, pp. 154, 156–159Record, Congressional Salaries, Overriding a Veto, The Elastic Clause, Habeus Corpus, Bill of Attainder

Chart: How a Bill in Congress ■■ PE, p. 157Becomes a Law


Now & Then: Modern Money ■■ PE, p. 158

Critical Thinking: The Federal System ■■ Critical Thinking Transparency CT39

Cross-Curricular LinksGovernment: Images on Money ■■ TE, p. 158

Lesson Plan



1.01, 2.01, 2.02, 3.02


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42- Preamble and Article I

Lesson Plan for The Living Constitution continued



Less Proficient Readers: Finding Main Ideas; ■■ TE, pp. 155, 159Understanding Economic Terms ■■ Reading Study Guide, pp. 55–56

Students Acquiring English/ESL: ■■ TE, p. 156Studying Vocabulary ■■ Access for Students Acquiring English, p. 58 ■■ Spanish Reading Study Guide, pp. 55–56 ■■ Projects for Citizenship, pp. 42–45


Test Generator ■■ Preamble and Article I Quiz


Assess & ReteachPreamble and Article I Quiz ■■ Formal Assessment, p. 91

Reteaching Activity ■■ Unit 2 In-Depth Resources, p. 65

Block Scheduling OptionsCooperative Learning: Proposing Laws ■■ TE, p. 157


The Living Constitution: Articles II and III (pages 160–164)Co

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Articles II and III

Name Date

Article II Objective

1. Explain the powers and duties of the president.

Article III Objective

1. Explain how judicial review expands the power of the judiciary.


Discuss the question in the TE ■■ TE, pp. 160, 162

InstructRead Articles II and III ■■ PE, pp. 160–164



More About: The Electoral College, ■■ TE, pp. 160–163The Power of the President, Presidential Duties, Federal Courts, Treason

Critical Thinking: The Federal System ■■ Critical Thinking Transparency CT39

Cross-Curricular LinksMath: The Electoral College ■■ TE, p. 160

■■ Unit 2 In-Depth Resources: Geography Application, pp. 30–31

Differentiating InstructionLess Proficient Readers: ■■ TE, p. 161

Organizing Information ■■ Reading Study Guide, pp. 57–58

Gifted and Talented Students: Researching ■■ TE, pp. 162–163Nixon’s Offenses; Examining Treason

Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 59, 63–64 ■■ Spanish Reading Study Guide, pp. 57–58 ■■ Projects for Citizenship, pp. 42–45

Lesson Plan



1.01


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44- Articles II and III





Test Generator ■■ Articles II and III Quiz


Assess & ReteachArticles II and III Quiz ■■ Formal Assessment, p. 92



The Living Constitution: Articles IV–VII (pages 164–165)Co

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Articles IV–VII

Name Date

Articles IV and V Objectives

1. Describe how the states are interdependent and subject to the federal government.

2. Cite ways of proposing and ratifying amendments.

Articles VI and VII Objectives

1. Explain the authority of federal law.

2. Describe how the Constitution was ratified.


Discuss the question in the TE ■■ TE, pp. 164, 165

InstructRead Articles IV and VII ■■ PE, pp. 164–165



More About: “Domestic Violence,” ■■ TE, pp. 164, 165The Signers

Cooperative Learning: Examining the ■■ TE, p. 165Flexibility of the Constitution

American Lives: James Madison ■■ Unit 2 In-Depth Resources, p. 32



■■ Projects for Citizenship, pp. 42–45


Test Generator ■■ Articles IV–VII Quiz


Lesson Plan



1.01


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46- Articles IV–VII



RESOURCESAssess & Reteach

Articles IV–VII Quiz ■■ Formal Assessment, p. 93


Block Scheduling OptionsCooperative Learning: Proposing ■■ TE, p. 164

and Ratifying Amendments


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The Bill of Rights and Amendments

Name Date

The Bill of Rights Objective

1. Identify basic freedoms guaranteed by the first ten amendments.

Amendments 11–27 Objective

1. Summarize Amendments 11–27.


Discuss the question in the TE ■■ TE, p. 166

InstructRead the Bill of Rights and Amendments ■■ PE, pp. 166–175



Analyze Political Cartoons: ■■ PE, p. 166“The Federal Edifice”

More About: The Miranda Case, Cruel and ■■ TE, pp. 167, 169, 170, 172, 173, 175Unusual Punishment, Thurgood Marshall, Income Tax, Prohibition and Bootlegging, Roosevelt’s Four Terms, The Twenty-Fifth Amendment, Susan B. Anthony

Skillbuilder Lesson: Clarifying ■■ TE, p. 166 ■■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 25

Now & Then: Election Reform; ■■ PE, pp. 168, 172Congressional Term Limits

Tracing Themes ■■ TE, pp. 169, 171, 174–175

Cooperative Learning: Debating Terms Limits ■■ TE, p. 172



1.01, 3.04, 3.05, 4.06

The Living Constitution: The Bill of Rights and Amendments (pages 166–175) Lesson Plan


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48- The Bill of Rights and Amendments




Art: Creating a Mural ■■ TE, p. 169 ■■ Integrated Assessment Book

World History: Researching Suffrage ■■ TE, p. 170Movements ■■ Integrated Assessment Book

Differentiating InstructionLess Proficient Readers: Restating the ■■ TE, pp. 167, 168

Bill of Rights; Summarizing Main Ideas ■■ Reading Study Guide, pp. 61–62

Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 38, 39 ■■ Spanish Reading Study Guide, pp. 61–62

■■ Projects for Citizenship, pp. 42–45


Test Generator ■■ The Bill of Rights and Amendments Quiz ■■ The Living Constitution Test


Assess & ReteachThe Bill of Rights and Amendments Quiz ■■ Formal Assessment, p. 94


The Living Constitution Assessment ■■ PE, pp. 176–177

The Living Constitution Test, Forms A, B, and C ■■ Formal Assessment, pp. 95–103

Block Scheduling OptionsCooperative Learning: Preparing Voting ■■ TE, p. 171

Requirements

Cooperative Learning: Reviewing ■■ TE, p. 173the Constitution


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Launching the New Nation 49

Washington Heads the New Government


Interpreting the Painting: Lake George ■■ PE, pp. 180–181New York






Discuss key questions ■■ TE, pp. 182,184, 186, 189

One American’s Story: George Washington ■■ PE, p. 182

Now & Then: The Cabinet ■■ PE, p. 183

Key Players: Alexander Hamilton and ■■ PE, p. 184Thomas Jefferson

Chart: Contrasting Views of the Federal ■■ PE, p. 185Government

Daily Life: Young People in the Early Republic ■■ PE, pp. 188–189

More About: Washington’s Appointments; ■■ TE, pp. 183, 186–189Washington, D.C; The Whiskey Rebellion;Education in the Early Republic; Youth andLeisure


Skillbuilder Lesson: Contrasting ■■ TE, p. 186 ■■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 39

American Lives: Alexander Hamilton ■■ Unit 2 In-Depth Resources, p. 53


1. Explain how the United States confronted the difficult task of forming a new government.

2. Show how the political ideas of Hamilton and Jefferson differed.

3. Describe how political differences evolved into a two-party system.


Name Date

6 Lesson Plan


EOC Competency Goals and Objectives

1.01, 1.02


1.01, 1.06, 2.02, 2.03, 2.06, 3.02, 4.01


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Lesson Plan for Washington Heads the New Government continued



Humanities: "The Republican Court" ■■ Humanities Transparency HT7

Differentiating InstructionLess Proficient Readers: Using Prior Knowledge ■■ TE, p. 185


Students Acquiring English/ ESL ■■ Access for Students Acquiring English, p. 67 ■■ Spanish Reading Study Guide, pp. 65–66


Electronic Library of Primary Sources ■■ from “Proclamation to the People of the United States,” by George Washington







Block Scheduling OptionsCooperative Learning: Forming a Cabinet ■■ TE, p. 183


Cooperative Learning: Debating Hamilton’s ■■ TE, p. 184and Jefferson’s Views ■■ Integrated Assessment Book


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