SECTION StRAtEGiES FOR ENGLiSH LEARNERS 13.1 … · Chapter 13: Manifest Destiny (1821–1853) 295 StRAtEGiES FOR ENGLiSH LEARNERS Trails West ... Section 13.2 Lesson Plans SECTION

American History—Beginnings through ReconstructionChapter 13: Manifest Destiny (1821–1853) 295

StRAtEGiES FOR ENGLiSH LEARNERS

Trails West

1 Activate Prior KnowledgeHave students do a Brainstorming activity from the Best Practices Toolkit about the settlers who went west in the mid-1800s. Ask: What were they like? Why did they want to go west? What kind of life were they looking for? Write students’ responses on the board. Then have them pose their own questions. Tell students that their questions will be answered in the section they are about to read.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to help them visualize the term mountain men. What do students think mountain men look like? What kind of clothes do they wear? What do they do? Where do they live? Ask students to draw a picture of a mountain man. Then have them compare their drawings with the picture of Jedediah Smith, a famous mountain man, on PE p. 419.

BUILD VOCABULARY Help students find definitions of mountain men, Santa Fe Trail, Oregon Trail, and Mormon. Then have student partners use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to take turns quizzing each other.

3 Make Objectives ExplicitPresent the objectives listed below. Then have pairs of students get together and explain the objectives in their own words.

• Explain the role of mountain men in the exploration and growth of the West.

• Tell why people went west.

• Describe the opening of the Santa Fe Trail.

• Describe the westward journey of the Mormons.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand who journeyed to the West and why, have groups do a Numbered Heads Together activity from the Best Practices Toolkit. Explain that stu-dents should be prepared to answer the following questions: Who went? Why did they go? How did they get there? What did they find when they got there?

ON ONE’S OWN Preview the following questions. Then have students search for their answers while reading.

1. How did mountain men open up the West? (p. 420, par. 3)

2. What tempted many people to go to Oregon? (p. 422, par. 2)

3. Why did the Mormons move west? (p. 423, par. 2)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT42 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 109 of the Unit 5 Resource Book.

Strategies for E.L.: Section 13.1Lesson Plans

SECTION

13.1

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American History—Beginnings through ReconstructionChapter 13: Manifest Destiny (1821–1853)296

StRAtEGiES FOR iNCLUSiON

Trails West

ACTIVATING PRIOR KNOWLEDGE Use a KWL activity from the Best Practices Toolkit to discuss the trails that thousands of settlers followed. Ask students what they know about the Oregon Trail and list responses in the “Know” column. Then have them fill in the second column, writing any questions they may have. Finally, ask students to record new information in the third column as they read.

What I Know What I Want to Know What I Learned• The Oregon Trail ended up in

Oregon.• Settlers traveled there in wagons.• People thought they could have

better lives in the West.

• How did people make money in the West?

• What were the trails and trips like?

During Reading

FOCUSED READING Use a Listening/Reading Guide activity and transparency from the Best Practices Toolkit to help students understand Section 1. Create questions about the text and give each student sticky notes to mark the locations of the answers as they read. Then read the questions aloud, and have students circle the key terms. Afterward, have stu-dents return to find and record the answers.

EXAMPLES: QUESTIONS

1. What did mountain men do to help explore and expand the West?

2. Why did settlers and businesspeople want to go to the West?

3. Why did the Mormons move to the West?

After Reading

ASSESSING COMPREHENSION After reading the text, model the Time Line activity from the Best Practices Toolkit to have students make time lines of events in the American move westward. Here is an example:

1821—Mexico gained independence; Mexico opened borders to American traders; 1825–1840—rendezvous system used to trade fur; 1830—Mormon church founded in New York; 1836—Marcus and Narcissa Whitman among first to go to Oregon as missionaries; 1843—almost 1,000 people travel from Missouri to Oregon; 1844—mob kills Mormon leader Joseph Smith; 1847—Mormons build settlement called Salt Lake City

Strategies for Inclusion: Section 13.1Lesson Plans

SECTION

13.1

Before Reading

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CORE LESSON PLAN

The Texas Revolution

1. ENGAGE Read for Understanding TIME: ___________ min. (10–40 min.)

o Note Taking for Interactive Reading, PE/TE p. 426 Section Objectives

o Sequence Chain, BPTK TT31 1. Identify the changes in Spanish Texas that led up to the Texas Revolution

2. Describe the sequence of events in the Texans’ revolt against Mexico that resulted in the creation of the Lone Star Republic

o Differentiated Vocabulary, PE/TE p. 426; BPTK TT9–TT16

2. EXPLORE Focus & Motivate TIME: ___________ min. (5–15 min.)

SECTION OPENER:

o 3-Minute Warm-Up, TE p. 427; UTB TT6

o One American’s Story, PE/TE p. 427

o Think, Pair, Share: Pair Activity—Changes in Spanish Texas, TE p. 427

o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards

PE = Pupil’s EditionTE = Teacher’s EditionURB = Unit 5 Resource Book

UTB = Unit 5 Transparency BookBPTK = Best Practices Toolkit—Interact with HistoryDTPT = Daily Test Practice Transparencies

Core Lesson Plan: Section 13.2Lesson Plans

SECTION

13.2 TENNESSEE CURRICULUM STANDARDS

Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.2.spi.1., 8.3.spi.7., 8.4.spi.5., 8.4.spi.9., 8.5.spi.3., 8.5.spi.5., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2.

Performance Indicators Teacher8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.4.tpi.17., 8.4.tpi.25., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.7., 8.5.tpi.10., 8.5.tpi.14., 8.5.tpi.15., 8.5.tpi.17., 8.5.tpi.22., 8.5.tpi.30., 8.5.tpi.31., 8.5.tpi.32.

Learning Expectations1.03, 3.01, 3.02, 3.04, 3.05, 4.04, 5.14

Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P24, P28, P32, P33, P34, P36, P37

BlueprintBP 1, BP 2, BP 7, BP 8, BP 49, BP 50, BP 56, BP 59, BP 63, BP 64, BP 67, BP 71, BP 73, BP 75, BP 77, BP 78, BP 89, BP 102, BP 199, BP 209, BP 211, BP 212, BP 215, BP 216, BP 217, BP 219, BP 221, BP 225, BP 227, BP 264, BP 266, BP 274

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SECtiON 13.2: CORE LESSON PLAN, continued

3. EXPLAIN Instruct TIME: ___________ min. (10–30 min.)

Struggling Readers & Inclusion

On-level Gifted and Talented & Pre-AP

English Learners

o Classify Vocabulary, TE p. 426

o RSG w/ Support, URB pp. 69–70

o Background, URB p. 92

o Section 2: The Texas Revolution, PE/TE pp. 426–431

o Reading Study Guide, URB pp. 61–62

o Text Analysis, TE p. 428

o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp. 189–194

o Pronounce and Preview, TE p. 426

o Vocabulary: Suffixes, TE p. 428

o RSG Spanish, URB pp. 77–78

o RSG w/ Support, Spanish, URB pp. 85–86

o Background & Vocabulary, URB pp. 91–92

o eEdition w/ audio & Spanish

All Students

o Reader, Recorder, Reporter—Small Group Activity: Texans Revolt Against Mexico, TE p. 429

o More About: Tejanos, TE p. 428; The Alamo, TE p. 429; Primary and Secondary Sources: URB pp. 102–103; Readers Theater: URB pp. 193–198; Juan Seguín, TE p. 430

o America’s History Makers: Juan Seguín, PE/TE p. 430; URB pp. 95–96

o Comparing Perspectives, PE/TE p. 428

o History through Art, PE/TE p. 430

o Connect Geography & History: Texas Revolution 1836, PE/TE p. 431


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4. EXTEND Enrich TIME: ___________ min. (10–40 min.)

Integrated Technology Interdisciplinary and Tiered Activities

o Map Transparency: Battle of the Alamo, UTB TT8

o After-Reading Activities: BPTK TT48–61; and @ ClassZone.com

o Animated History & Geography, Power Presentations DVD-ROM; and @ ClassZone.com

o Research & Writing Center, Activity Center, and Map Center @ ClassZone.com

o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material

o Connect to Art: Texas Settlement Brochures, TE p. 429

o Connect to Language Arts: Revolution Chronicles, TE p. 429

o Tiered Activity: News Report on the Battle of the Alamo, TE p. 430

5. EVALUATE Assess & Reteach TIME: ___________ min. (5–20 min.)

Core Assessment Reteaching

o Section Assessment, PE/TE p. 431; Interactive Review @ ClassZone.com

o Section Quiz, URB p. 110

o McDougal Littell Assessment System: Test Generator CD-ROM: Section Quiz

o Student Products—Guidelines and Rubrics, BPTK pp. 1–14

o Reteaching Activity, URB p. 114

Test Practice & Review

o Daily Test Practice 13.2, DTPT TT43

o Test Practice and Review Workbook, pp. 107–108

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1 Activate Prior KnowledgeUse a Round Robin & Roundtable activity from the Best Practices Toolkit to have students generate as many terms, facts, ideas, and questions as they can about Texas. To get students started, ask: Where is Texas? What are some cities in Texas? What ethnic groups live there? What are some things Texas is known for? Then write the topic on the board and have groups of students spend three to five minutes giving responses. After you call time, have the groups share their ideas.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 431. Ask students to point to the sites of Texan and Mexican victories. Ask: Where was the final battle fought? (San Jacinto) Who won? (Texan forces)

BUILD VOCABULARY Have students use the T-Chart activity from the Best Prac-tices Toolkit to keep track of the key figures and their actions in this section. You might also have pairs use their charts to create trading cards for the key figures.


• Explain the tension between Texans and the government of Mexico.

• Discuss the war between Texas and Mexico.

• Explain how Texas became its own country.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand key events leading up to and during the Texas Revolution, use the SQ3R activity in the Best Practices Toolkit. First survey the text and make pre-dictions about the reading. Summarize key points. Then have student partners finish the activity.


1. Why did Spanish officials want settlers to move to Texas? (p. 427, par. 5)

2. What caused the tensions between Americans and Tejanos? (pp. 428–429, par. 4–5)

3. What battle helped Texas win its independence? (p. 431, par. 2)



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ACTIVATING PRIOR KNOWLEDGE Use an Agree/Disagree activity in the Best Practices Toolkit as a motivational prereading activity. Write these statements and any others you create on the blank transparency. Ask students to indicate whether they agree or disagree with each statement. Here are some examples:

1. American settlers were happy living under Mexican law.

2. The Battle of the Alamo was a victory for the Texans.

3. Most Northerners wanted Texas to become part of the Union.

FOCUSED READING Have students use the Three-Column Journal activity in the Best Practices Toolkit to help them take notes on the main ideas, connect visuals to the text, and then find and record supporting details for the section. Use the transparency to model the activity.

EXAMPLE: TEJANOS

Main Ideas Visuals Supporting DetailsTejanos portrait of Juan Seguín people of Spanish heritage who consider

Texas their home

ASSESSING COMPREHENSION Work with students on a Cause-and-Effect Mapping activity from the Best Practices Toolkit for “Rising Tensions in Texas” and “Texans Revolt Against Mexico.” Here is an example:

Causes • Americans settling in Texas caused tension.

• Mexican government closed state to further American immigration.

• Texans were required to pay taxes.

• More Mexican troops sent to Texas.

Texans Revolt

Effects • Texans protest.

• Austin jailed for one year.

• More Mexican troops sent.

During Reading

After Reading

Before Reading


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13.2

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CORE LESSON PLAN

The War with Mexico



o Sequence Chain, BPTK TT31 1. Summarize American support for manifest destiny2. Describe the war with Mexico3. Explain the impact of victory over Mexico



SECTION OPENER:



o Talk About It: Small Group Discussion—Americans Support Manifest Destiny, TE p. 433



SECTION

13.3



TENNESSEE CURRICULUM STANDARDS

Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.3.spi.7., 8.4.spi.5., 8.4.spi.9., 8.5.spi.3., 8.5.spi.5., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2.

Performance Indicators Teacher8.1.tpi.10., 8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.4.tpi.17., 8.4.tpi.25., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.7., 8.5.tpi.8., 8.5.tpi.14., 8.5.tpi.15., 8.5.tpi.22., 8.5.tpi.30., 8.5.tpi.32., 8.6.tpi.1.

Learning Expectations1.03, 3.01, 3.02, 3.04, 3.05, 4.04, 5.14

Process StandardsP1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P29, P32, P33, P34, P36, P37

BlueprintBP 43, BP 49, BP 50, BP 59, BP 63, BP 64, BP 67, BP 71, BP 72, BP 78, BP 89, BP 102, BP 189, BP 190, BP 196, BP 197, BP 199, BP 209, BP 210, BP 211, BP 212, BP 216, BP 217, BP 219, BP 220, BP 221, BP 225, BP 227, BP 228, BP 266, BP 274

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English Learners

o Guess the Terms and Names, TE p. 432



o Section 3: The War with Mexico, PE/TE pp. 432–437


o War Message Rebuttal, TE p. 435



o Vocabulary: Cognates, TE p. 435





All Students

o Roleplay Your Answer—Small Group Activity: The War with Mexico, TE p. 435

o Talk About It—Small Group Discussion: Impact of Victory, TE p. 436; Connect to Today, URB p. 101

o Connect Geography & History: Oregon Territory 1846, PE/TE p. 434; The War with Mexico, PE/TE p. 435; Growth of the United States 1783–1853, PE/TE p. 436; Skillbuilder Practice, URB p. 93

o More About: Border Disputes, TE p. 434; Victory Outside Mexico City, TE p. 436


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o Connect to Civics: Campaign Speeches, TE p. 434

o Connect to Math: Latitude Measurements, TE p. 434

o Tiered Activity: Create Charts, Maps, and Time Lines, TE p. 436











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The War with Mexico

1 Activate Prior KnowledgeCreate a Cause-and-Effect Diagram from the Best Practices Toolkit. Have students discuss why nations try to expand their borders. Then have them discuss the effects it has on the people these nations conquer. Record students’ ideas on the chart. To get them started, ask: How do these nations obtain land? How do they treat the people they conquer? Tell students that, in this section, they will learn about the American conquest of Mexican lands.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 436. Ask: Which large addition to the United States was bought from another country? (Louisiana Purchase) In which decade, or ten-year period, did the United States acquire the greatest amount of land? (the 1840s)

BUILD VOCABULARY Help students understand the term manifest destiny. Explain that manifest means clear or obvious. Explain that destiny means events sure to happen. Tell them that many Americans believed that it was their clear, or manifest, destiny to expand their country’s borders. Then have pairs of students complete a Reporter’s Questions activity from the Best Practices Toolkit on manifest destiny.


• Explain the beginnings of manifest destiny.

• Tell how the Mexican War began.

• Describe American military actions in California, New Mexico, and Mexico.

• Summarize the terms of the peace agreement with Mexico.

4 Support Student ReadingCOOPERATIVE WORKTo help learn about the key battles in the War with Mexico, have groups complete a Chain-of-Events Chart (Guided) from the Best Practices Toolkit. Review the charts in class.


1. How did white settlers view the land in the West? (p. 433, par. 5)

2. What event started the War with Mexico? (p. 435, par. 2)

3. What did explorer John C. Frémont do in California? (p. 436, par. 1)



SECTION

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The War with Mexico

ACTIVATING PRIOR KNOWLEDGE Use an Agree/Disagree activity in the Best Practices Toolkit as a motivational prereading activity. Write these statements and any others you create on the blank transparency. Ask students to indicate whether they agree or disagree with each statement. Here are some examples:

1. California used to be part of Mexico.

2. The land in the West was unoccupied and free to be settled.

3. Americans felt it was their right to expand as far west as possible.

4. Texas was a slave state.

FOCUSED READING Have students use the Interpreting Maps activity in the Best Practices Toolkit to help them understand the information on the map of “Growth of the United States, 1783–1853” on page PE p. 436. Give students copies of the transparency to interpret the map. Once they have finished, review answers as a class. Finally, lead a discussion of the map by asking questions .

EXAMPLES: QUESTIONS

1. How does the size of the original 13 colonies compare to the United States by 1853?

2. From which four countries did the United States get its land?

3. Which addition to the United States after 1783 added the greatest area of land?

During Reading

After Reading

ASSESSING COMPREHENSION Work with students on a Collaborative Rereading activity from the Best Practices Toolkit. The Reader should write questions, the Listener should note main ideas, and both should discuss the material. Here are some examples for “Troubles with Mexico.”

Questions: • Why did Polk want to avoid war with Britain over Oregon?

• What did Polk do that Mexico saw as an act of war?

Main Ideas: • Polk avoided war with Britain because he had to attend to troubles with Mexico over

Texas.

• Polk put troops on the northern bank of the Rio Grande.


SECTION

13.3

Before Reading

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o Cause-and-Effect Diagram (Multiple Effects), BPTK TT24

1. Describe how the discovery of gold changed California

2. Explain the final impact of the California Gold Rusho Differentiated Vocabulary, PE/TE p. 438; BPTK TT9–TT16


SECTION OPENER:


o One American’s Story, PE/TE, p.439

o Reader, Recorder, Reporter: Small Group Activity—A Discovery Changes California, TE p. 439; Primary and Secondary Sources, URB pp. 104–105


CORE LESSON PLAN

The California Gold Rush


SECTION

13.4




Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.2.spi.1., 8.2.spi.5., 8.3.spi.1., 8.3.spi.7., 8.5.spi.3., 8.5.spi.5., 8.5.spi.6., 8.5.spi.7., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2.

Performance Indicators Teacher8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.10., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.15., 8.5.tpi.4., 8.5.tpi.8., 8.5.tpi.10., 8.5.tpi.12., 8.5.tpi.31.

Learning Expectations1.03, 1.04, 2.01, 3.03, 3.05

Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 2, BP 7, BP 8, BP 14, BP 20, BP 30, BP 31, BP 56, BP 59, BP 60, BP 61, BP 62, BP 63, BP 64, BP 189, BP 190, BP 196, BP 210, BP 211, BP 215, BP 216, BP 217, BP 219, BP 220, BP 221, BP 225, BP 226, BP 228, BP 264, BP 270, BP 272, BP 273

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English Learners

o Definition Riddles and Clues, TE p. 438

o Rumor vs. Reality, TE p. 440



o Section 4: The California Gold Rush, PE/TE pp. 438–443




o Vocabulary: Idioms, TE p. 440





All Students

o Think, Pair, Share—Pair Activity: Final Impact of the Gold Rush, TE p. 441

o More About: Mariano Vallejo, TE p. 440; California Mines and Boom Towns, TE p. 440; Chinatown, TE p. 442; Water Rights, TE p. 443

o Connect to Today: Economic Opportunity, PE/TE p. 441; Economics in History, URB p. 94

o Connect to the Essential Question, PE/TE p. 442

o American Spirit: California’s Gold Rush, PE/TE p. 444


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o Cause-and-Effect Chapter Summary, UTB TT9

o Essential Question Graphic, UTB TT10





o Connect to Language Arts: Gold Rush News Bulletins, TE p. 440; American Literature Selection: from Roughing It, URB pp. 106–108

o Connect to Math: Forty-Niner Supply Budgets, TE p. 440

o Tiered Activity: Debate the Effects of the Gold Rush, TE p. 442

o Tiered Activity: Letter to a California Settler, TE p. 444

o Activity: Find the Hidden Words, PE p. 444

o Team Teaching, BPTK p. 29



o Section Assessment, PE/TE p. 443

o Section Quiz, URB p. 112; Interactive Review @ ClassZone.com

o Interactive Review, PE/TE p. 445; and @ ClassZone.com

o Chapter Assessment, PE/TE pp. 446–447

o Chapter Test (Levels A, B, C) URB pp. 117–128

o McDougal Littell Assessment System: Test Generator CD-ROM • Section Quiz • Chapter Tests: Forms A, B, & C (and Spanish A,

B, & C)






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1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWL Chart on the California gold rush. Ask students what they know about the topic from books, movies, and television. Have them use the discussion to fill in the first column of the KWL Chart. Then have them fill in the second column, writing any questions they may have. Students will fill in the third column after they read.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to help them visualize the term forty-niner. What do students think forty-niners looked like? How did they dress? What was daily life like? Ask students to draw a picture of a forty-niner. Then have them compare their drawings with the picture on PE p. 438. Are their drawings similar?

BUILD VOCABULARY Introduce and discuss the following terms and names from the section: forty-niner, James Marshall, Californios, and California gold rush. Then have student partners use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to take turns quizzing each other.


• Describe California before the gold rush.

• Explain what happened during the gold rush.

• Describe life in the mining camps.

• Summarize the impact of the gold rush.

4 Support Student ReadingCOOPERATIVE WORKTo help students summarize what they learned about the California gold rush, have part-ners work together to fill in the third column of the KWL Chart.


1. What was California like before the gold rush? (p. 439, par. 2)

2. What routes did forty-niners take to reach California? (p. 440, par. 2)

3. What was life like in the mining camps? (p. 440, par. 8)

4. How did the gold rush affect many Californios? (p. 440, par. 3–4)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT45 of Daily Test Practice Transparencies. To assess comprehension of the section, use the Section Quiz on p. 112 of the Unit 5 Resource Book. To assess comprehension of the chapter, have students complete Chapter 13 Test, Form A, on pp. 117–120.


SECTION

13.4

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ACTIVATING PRIOR KNOWLEDGE Use a List-Group-Label activity in the Best Practices Toolkit to motivate students to learn about the California gold rush. Here are some sample responses.

Student Brainstorm and Key Word List: forty-niner, gold nugget, mining camps, panning for gold

Categories: Daily Life, Technology

FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices Toolkit with your students. Begin by reading aloud the first five paragraphs of “Final Impact of the Gold Rush.” Then ask, “What did I read?”

Have students write responses to the question. Then call on students to tell what you read. Make sure students are focusing on the main ideas: The gold rush caused economic growth and California statehood, but it also caused national turmoil and ruined the lives of many Native Americans and Californios.

During Reading

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection of Section 4. Have students share their outlines in class to create a complete outline of the sec-tion. Examples are shown.

I. California Before the Rush

A. Native Americans lived there.

B. Californios were settlers of Spanish or Mexican descent.

1. Mariano Vallejo was part of one of the oldest Spanish families in America.

2. Vallejo owned 250,000 acres of land.

II. Rush for Gold

A. A gold rush happens when many people move to a place where gold has been found.

B. Forty-niners had three ways to get to California.

1. Sail around South America

2. Cross Isthmus of Panama

3. Travel the trails across North America


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13.4

Before Reading

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American History—Beginnings through ReconstructionChapter 14: A New Spirit of Change (1830–1860) 315

CORE LESSON PLAN

The Hopes of Immigrants


CHAPTER OPENER: Section Objectives

o Connect Geography & History, PE/TE pp. 448–449; and @ ClassZone.com

1. Identify the various immigrant groups in the mid-1800s and explain why these people choose to come to America

2. Explain the challenges that immigrants faced in America

o American History Video Series, DVD; and on Power Presentations DVD-ROM

o Time Line Discussion, TE p. 448

o Read for the Essential Question, TE p. 450

o Interactive Reading/Vocabulary, PE/TE p. 450; BPTK TT9–TT16, TT34


SECTION OPENER:



o Think, Pair, Share: Pair Activity—Patterns of Immigration, TE p. 451



SECTION

14.1




Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.2.spi.8., 8.3.spi.1., 8.3.spi.7., 8.4.spi.4., 8.5.spi.3., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.3.

Performance Indicators Teacher8.1.tpi.1., 8.1.tpi.7., 8.1.tpi.13., 8.1.tpi.14., 8.2.tpi.20., 8.3.tpi.7., 8.3.tpi.11., 8.3.tpi.13., 8.3.tpi.15., 8.5.tpi.4., 8.5.tpi.10., 8.5.tpi.17., 8.6.tpi.3.

Learning Expectations1.01, 1.03, 2.01, 2.02, 3.01, 3.02, 3.05, 6.01

Process StandardsP1, P2, P6, P7, P8, P10, P12, P14, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 2, BP 7, BP 8, BP 9, BP 35, BP 37, BP 38, BP 39, BP 41, BP 45, BP 50, BP 58, BP 59, BP 61, BP 62, BP 63, BP 64, BP 65, BP 101, BP 196, BP 203, BP 210, BP 211, BP 216, BP 217, BP 219, BP 221, BP 222, BP 225, BP 226, BP 258, BP 259, BP 266, BP 277

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American History—Beginnings through ReconstructionChapter 14: A New Spirit of Change (1830–1860)316




English Learners

o Match Terms and Definitions, TE p. 450

o Draw a “Push/Pull” Cartoon, TE p. 452

o RSG w/Support, URB pp. 135–136


o Section 1: The Hopes of Immigrants, PE/TE pp. 450–455




o Key Academic Vocabulary, TE p. 452





All Students

o Reader, Recorder, Reporter—Small Group Activity: America Adjusts to Immigrants, TE p. 454

o More About: German Immigrants, TE p. 452; Scandinavian Immigrants, TE p. 453; Becoming a Citizen, TE p. 454

o Comparing Push and Pull Factors, PE/TE p. 452; Connect Geography & History, URB p. 161

o Connect to the World: The Potato Famine, PE/TE p. 453; Economics in History, URB p. 156

o Foreign Born Population 1860, PE/TE p. 453; Skillbuilder Practice, URB p. 155



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o Map Transparency: Settlement of Germans and Irish, UTB TT13





o Connect to Civics: Research How to Become a U.S. Citizen, TE p. 453

o Connect to Math: Analyze the Effects of the Irish Potato Famine, TE p. 453

o Tiered Activity: Prepare a List/Form a Main Idea, TE p. 454









o Test Practice and Review Workbook pp. 113–114

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1 Activate Prior KnowledgeStart a class discussion about why people immigrated to the United States in the early and mid-1800s. Why did they leave their homes? What did they hope to gain? Then ask students to compare these early immigrants’ hopes with those of immigrants today. Draw a Venn Diagram from the Best Practices Toolkit and use it to record students’ ideas and observations.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the chart on PE p. 452. Have them point to the “push” side of the chart. Explain that those factors caused people to leave their country. Then have students point to the “pull” side of the chart. Explain that those factors drew people to the United States. Help students visualize the concept by having volunteers demonstrate how an object, such as a chair, can be moved across the floor by pushing or pulling it.

BUILD VOCABULARY Students may have trouble understanding the difference between emigrant and immigrant. Do a Vocabulary: Frayer Model activity from the Best Practices Toolkit for both terms. Then have student partners do a Frayer Model activity for famine, prejudice, and nativist. Briefly discuss the Frayer Model activities in class.


• Tell why immigrants left their homes and came to the United States.

• Describe the experiences of Irish immigrants in the United States.

• Explain the effect of immigration on U.S. cities and on American citizens.

4 Support Student ReadingCOOPERATIVE WORKTo help students compare and contrast the experiences of immigrants in the early and mid-1800s, have them use a Numbered Heads Together activity from the Best Practices Toolkit to record key information about the following immigrant groups: Scandinavian, German and Irish.


1. What main pull factors drew immigrants to America? (p. 452, par. 1)

2. What problems did rapid urban growth bring? (p. 454, par. 5)

3. How did nativists treat immigrants? (p. 455, par. 2)



SECTION

14.1

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ACTIVATING PRIOR KNOWLEDGE Set up a Vocabulary: Knowledge Rating activity from the Best Practices Toolkit to help students understand why people migrated to the United States. Identify terms and write them on the transparency. Give students a copy and have them rate their familiarity with the terms. Then work with the class to develop definitions.

Term Definition

Immigrant Someone who comes to a country

Push-pull factors Forces that push people out of their native lands and pull them to a new place

Famine A severe food shortage

Prejudice A negative opinion that is not based on facts

Nativists People born in the United States who wanted an end to foreign influence

During Reading

FOCUSED READING Have students use the Interpreting Graphs activity in the Best Practices Toolkit to help them understand the information on the graph “Emigration to America, 1831–1860.” Have pairs use the transparency to interpret the graph. When they have finished, review answers as a class. Finally, lead a discussion by asking questions such as the following:

1. Why is this graph better than a list of the information by itself?

2. What two groups made up the majority of American immigrants?

After Reading

ASSESSING COMPREHENSION Have students work on a Collaborative Rereading activity in the Best Practices Toolkit. Explain the roles of the Reader and the Listener. Here is an example for “Opposition to Immigration”:

EXAMPLES: QUESTIONS

• Why did some Americans oppose immigration?

• What was the Know-Nothing Party?

EXAMPLES: MAIN IDEAS

• Some Americans feared differences between immigrants and themselves.

• The Know-Nothing Party was a political party started by people who opposed immigration.


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14.1

Before Reading

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CORE LESSON PLAN

Reforming American Society



o Sequence Chain, BPTK TT31 1. Identify reform movements that attempted to improve society in America

2. Explain the efforts of the labor movement to improve working conditions

3. Identify specific areas of daily life that some reformers focused on improving

o Differentiated Vocabulary, TE p. 456; BPTK TT9–TT16


SECTION OPENER:



o Think, Pair, Share: Pair Activity—A Spirit of Revival, TE p. 457



SECTION

14.2




Performance Indicators State8.1.spi.1., 8.1.spi.5., 8.2.spi.4., 8.2.spi.8., 8.3.spi.1., 8.4.spi.4., 8.5.spi.3., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4., 8.6.spi.5.

Performance Indicators Teacher8.5.tpi.4., 8.5.tpi.11., 8.5.tpi.17., 8.5.tpi.18., 8.5.tpi.31., 8.6.tpi.3.

Learning Expectations1.02, 1.03, 1.04, 2.01, 2.03, 2.04, 4.04, 5.16, 6.01, 6.02

Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P29, P32, P33, P36, P37

BlueprintBP 5, BP 17, BP 71, BP 72, BP 103, BP 104, BP 201, BP 202, BP 203, BP 211, BP 213, BP 215, BP 216, BP 217, BP 221, BP 222, BP 226, BP 258, BP 259, BP 261, BP 262, BP 264, BP 268, BP 272, BP 273

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English Learners

o Building Vocabulary, TE p. 456



o Section 2: Reforming American Society, PE/TE pp. 456–461


o Design a Utopian Community, TE p. 458



o Language: Punctuation, TE p. 458





All Students

o Roleplay Your Answer—Small Group Activity: Workers’ Rights, TE p. 459

o Talk About It—Small Group Discussion: Social Reform, TE p. 460

o More About: Temperance Movements, TE p. 458; Contemporary Reform Movements, TE p. 458; The Shakers, TE p. 458; Interdisciplinary Project: Nature Study and Illustration, URB pp. 159–160

o America’s History Makers: Horace Mann, PE/TE p. 460

o Connect to the World: Strikers in the New England Mills, PE/TE p. 459

o Comparing Leaders, PE/TE p. 460; Connect to Today, URB p. 163; Active Citizenship, URB pp. 189–190

o Make It Fun: Teacher-Tested Activities, TE p. 459


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o Connect to Language Arts: Stage a Labor Movement Play, TE p. 459

o Connect to Music: Analyze Reform Movement Songs, TE p. 459

o Tiered Activity: Create a Biographical Dictionary, TE p. 460;

o Tiered Activity: Write a Letter to the Editor, TE pp. 462–463

o Connect to Science: Compare Modern Hospitals to Earlier Institutions, PE/TE p. 463










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1 Activate Prior KnowledgeHave students do a Round Robin & Roundtable activity from the Best Practices Toolkit to discuss what changes they would like to see made in their school. Have groups of students spend three to five minutes discussing the topic. After you call time, have the groups share their ideas. Write them on the board. Then tell students that, in the early and mid-1800s, many people began working to change and improve American society.

2 Preview Main Ideas and LanguageHave students use Interpreting Visual Sources to describe the image on PE p. 458. Read the caption aloud. Ask: What is a pledge? (a promise or vow) Then have students study the picture and words in the middle. What key themes, or ideas, are used to inspire people not to drink alcohol? (religion, family)

BUILD VOCABULARY Discuss the word reform in class. Then ask students to name some words that have the same root. (reformers, reforming) List the words on the board. Discuss some modern reform movements. Then have student pairs complete a word web for the term reform.


• Describe the spirit of reform of the early and mid-1800s.

• Explain the impact of the early labor movement.

• Describe efforts to improve education and to care for the poor and sick.

• Tell about attempts to build ideal communities.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the reform movements of the mid-1800s, model a Cluster Diagram from the Best Practices Toolkit for the Second Great Awakening. Then have groups work together to complete the activity for temperance movement.


1. What goal did the young labor movement achieve? (p. 459, par. 7)

2. How did Horace Mann help reform education? (p. 460, par. 2)

3. What kinds of reforms did Dorothea Dix work for? (p. 461, par. 1)



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14.2

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ACTIVATING PRIOR KNOWLEDGE Use a People Search activity in the Best Practices Toolkit as a motivational prereading activity. Use the following sentences and any others you create. Then have the class share and review their answers.

1. Find someone who can tell you what the word reform means.

2. Find someone who can tell you what a labor union is.

3. Find someone who can tell you what it means when people go on strike.

4. Find someone who knows whether women could attend any college they wanted in 1840.

5. Find someone who knows whether it was legal for enslaved African Americans to learn how to read.

FOCUSED READING Use an Evaluating Sources activity in the Best Practices Toolkit with students. Begin by explaining that a primary source is written by a person who was present at the event. A secondary source is written by someone who was not present at the event. Use the transparency to model how to analyze a source. Then read aloud “History Makers” about Dorothea Dix and the first three paragraphs of her “Report to the Massachusetts Legislature” on PE p. 462. Show students the transparency and guide them in completing it.

ASSESSING COMPREHENSION Have small groups create a T-Chart that summarizes this section. A sample is shown below.

Problem Solution

Some workers spent wages on alcohol. Temperance movement

Unsafe working conditions Labor movement

Poor-quality schools Boston opened the first public high school; Massachusetts set up the first state board of education; a few colleges allowed women and African Americans to be students.

During Reading

After Reading


SECTION

14.2

Before Reading

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14


CORE LESSON PLAN

Abolition and Women’s Rights


o Note taking for Interactive Reading, PE/TE p. 464 Section Objectives

o Cause-and-Effect Diagram, BPTK TT25 1. Describe the efforts of abolitionists in the 1800s to end slavery

2. Explain how the abolition movement led to the fight for women’s rights, and identify key people and events in the women’s rights movement

3. Summarize the social and cultural changes that transformed America in the mid-1800s

o Differentiated Vocabulary, TE p. 464; BPTK TT9–TT16


SECTION OPENER:



o Reader, Recorder, Reporter: Small Group Activity—Abolitionists Protest Slavery, TE p. 465



SECTION

14.3




Performance Indicators State8.1.spi.2., 8.2.spi.9., 8.3.spi.1., 8.3.spi.7., 8.4.spi.3., 8.4.spi.4., 8.5.spi.3., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3.

Performance Indicators Teacher8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.4.tpi.10., 8.4.tpi.20., 8.4.tpi.22., 8.4.tpi.27., 8.5.tpi.4., 8.5.tpi.12., 8.5.tpi.17., 8.5.tpi.31., 8.6.tpi.3.


Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P30, P32, P33, P36, P37

BlueprintBP 7, BP 8, BP 9, BP 49, BP 50, BP 59, BP 61, BP 62, BP 63, BP 64, BP 71, BP 72, BP 90, BP 100, BP 221, BP 222, BP 223, BP 226, BP 236, BP 238, BP 254, BP 258, BP 259, BP 266, BP 272, BP 276, BP 277

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English Learners

o Clarify “Underground Railroad”, TE p. 464

o Model Interpreting a Map Key and Scale, TE p. 467

o Identify Basic Rights for Women, TE p. 468



o Section 3: Abolition and Women’s Rights, PE/TE pp. 464–471


o Cite Examples of Orators, TE p. 466

o Infer Hazards of the Underground Railroad, TE p. 467

o Write a Play on the Seneca Falls Convention, TE p. 468



o Vocabulary: Cognates, TE p. 466





All Students

o Talk About It—Small Group Discussion: The Fight for Women’s Rights, TE p. 468

o Think, Pair, Share—Small Group Activity: A Changing Nation, TE p. 471

o More About: Abolition and Early State Constitutions, TE p. 466; Primary and Secondary Sources, URB pp. 164–165; Harriet Tubman, TE p. 467; America’s History Makers, URB pp. 157–158; Lucretia and James Mott, TE p. 468; The Seneca Falls Convention, TE p. 469; Primary and Secondary Sources, URB p. 166; Women Activists: Maria Mitchell, TE p. 470

o America’s History Makers: Frederick Douglass, PE/TE pp. 466; American Literature Selection, from Narrative of the Life of Frederick Douglass, URB pp. 167–170; Elizabeth Cady Stanton, PE/TE p. 469

o Connect Geography & History: Underground Railroad, PE/TE p. 467



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o Fine Art Transparency: The Fugitives Song, UTB TT12





o Connect to Art: Create a Picture of the Convention, TE p. 469

o Connect to Language Arts: Deliver a Declaration of Rights, TE p. 469

o Tiered Activity: Multimedia Presentation, TE p. 470

o Tiered Activity: Transcendentalism and Individualism, TE p. 472


CHAPTER ASSESSMENTCore Assessment Reteaching

o Section Assessment, PE/TE p. 471


o Interactive Review, PE/TE p. 473; and @ ClassZone.com

o Chapter Assessment, PE/TE p. 474–475

o Chapter Test (Levels A, B, C) URB pp. 177–178

o McDougal Littell Assessment System: Test Generator CD-ROM • Section Quiz • Chapter Tests: Forms A, B, & C (and Spanish A,

B, & C)


o Reteaching Activity, URB p. 176Test Practice & Review


o Test Practice and Review Workbook pp. 117–118Cumulative Assessment

o Unit 5 Benchmark Test, Standards Based Assessment, pp. 66–71

o Unit 5 DBQ Test, Document-Based Questions Practice Workbook pp. 59–70

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1 Activate Prior KnowledgeUse a Brainstorming activity in the Best Practices Toolkit with your students. Begin by asking what rights they think they are entitled to as students. Encourage them to name rights they already have and ones they think they should have. List their ideas. Tell students that, in the mid-1800s, some women wrote their own demand for rights.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 467. Ask them to trace the routes of the Underground Railroad. Have them name some of the cities at the end of the arrows. Where are many of these cities located? (in the North, along the Canadian border)

BUILD VOCABULARY Model a Reporter’s Questions activity in the Best Practices Toolkit for the term Underground Railroad. Then, have pairs complete a Reporter’s Questions activity for the Seneca Falls Convention.


• Describe the development of the antislavery movement.

• Explain the importance of the Underground Railroad.

• Summarize the results of the women’s rights movement.

• Identify important early leaders in the fight for women’s rights.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the development of the abolition and women’s rights movements, use a Carousel Preview & Carousel Reports activity from the Best Practices Toolkit. Assign each student group one of the following key figures: Frederick Douglass, Sojourner Truth, Harriet Tubman, and Elizabeth Cady Stanton. Have groups work together to learn about their assigned figure. Then have them present what they have learned.


1. What two former slaves were moving abolitionist speakers? (p. 466, par. 5)

2. What was the Underground Railroad? (p. 467, par. 2)

3. Who were early leaders of the women’s movement? (p. 468, par. 4–5)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT48 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 173 of the Unit 5 Resource Book. To assess comprehension of the chapter, have students complete Chapter 14 Test, Form A, on pp. 177–180.


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14.3

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ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Predicting ABC’s activity in the Best Practices Toolkit to help students predict terms they will find in this section. Show them the transparency and ask them to suggest and define words they expect to find. Possible words include women, slavery, struggle, vote, freedom, and equality. Then have students skim the section for boldfaced key terms and names. Add those words to the transparency, and ask students to define the terms they know. When students have read the section, show them the transparency once more. Ask them which terms were used in the section.

FOCUSED READING Help students find the most important ideas in the section by having them complete a Listening/Reading Guide in the Best Practices Toolkit. Begin by reading aloud the first paragraph of “Abolitionists Protest Slavery.” Then ask, “What did I read?” Have students write responses. Then call on students to tell what you read.

Teacher says: “What did I read?”

Student A: “Abolition means ending slavery.”

Student B: “Most Northern states had abolished slavery, but slavery still existed in the South.”

Ask the class what conclusions they can draw about the debate over slavery. (The different views of the North and South would lead to the Civil War.)

During Reading

After Reading

ASSESSING COMPREHENSION Use the Vocabulary: Frayer Model in the Best Practices Toolkit to check students’ understanding of the term abolition. Project the transpar-ency and explain the process of completing the graphic organizer. Then have students review the section to find information on the term. Complete the Frayer Model as a class.

DefinitionMovement to end slavery

Characteristics• Outspoken African Americans make statements

Examples• Northern states pass antislavery laws• Use of Underground Railroad

Non-examples• Proslavery congressmen try to prevent

readings of antislavery petitions

Abolition


SECTION

14.3

Before Reading

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American History—Beginnings through ReconstructionChapter 15: The Nation Breaking Apart (1846–1860) 333

CORE LESSON PLAN

Tensions Rise Between North and South


CHAPTER OPENER: Section Objectives

o Connect Geography & History, PE/TE pp. 478–479; and @ ClassZone.com

1. Compare and contrast the economic paths of the North and the South

2. Summarize the effects of territorial expansion on the debate over slavery

3. Analyze how the Compromise of 1850 fueled the Union’s crisis

4. Explain how political tensions resulted in violence

o American History Video Series, DVD; and on Power Presentations DVD-ROM

o Time Line Discussion, TE p. 478

o Read for the Essential Question, TE p. 480

o Interactive Reading/Vocabulary, PE/TE p. 480; BPTK TT9–TT16, TT19


SECTION OPENER:



o Reader, Recorder, Reporter: Small Group Activity—North and South Follow Different Paths, TE p. 481





SECTION

15.1


Performance Indicators State8.2.spi.9., 8.3.spi.7., 8.4.spi.1., 8.4.spi.3., 8.4.spi.4., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.13., 8.2.tpi.16., 8.2.tpi.17., 8.3.tpi.5., 8.3.tpi.7., 8.3.tpi.8., 8.3.tpi.9., 8.3.tpi.13., 8.3.tpi.15., 8.4.tpi.17., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.13., 8.5.tpi.17., 8.5.tpi.26., 8.5.tpi.29., 8.5.tpi.31., 8.6.tpi.3.

Learning Expectations1.03, 2.01, 3.01, 4.04, 4.05, 4.06, 5.15, 5.16, 5.18, 5.19, 6.02

Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P14, P15, P19, P20, P21, P28, P14, P32, P33, P36, P37

BlueprintBP 2, BP 7, BP 8, BP 14, BP 16, BP 19, BP 20, BP 22, BP 27, BP 34, BP 37, BP 50, BP 51, BP 52, BP 55, BP 59, BP 62, BP 63, BP 64, BP 67, BP 68, BP 71, BP 72, BP 73, BP 75, BP 77, BP 78, BP 89, BP 95, BP 101, BP 195, BP 196, BP 198, BP 200, BP 210, BP 211, BP 215, BP 216, BP 217, BP 218, BP 221, BP 222, BP 223, BP 225, BP 226, BP 228, BP 230, BP 235, BP 236, BP 238, BP 239, BP 243, BP 244, BP 245, BP 246, BP 249, BP 250, BP 251, BP 253, BP 254, BP 256, BP 258, BP 259, BP 264, BP 266, BP 272, BP 277

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American History—Beginnings through ReconstructionChapter 15: The Nation Breaking Apart (1846–1860)334




English Learners

o Terms in Context, TE p. 480

o Gains and Losses in a Compromise, TE p. 484

o Book Cover Blurbs, TE p. 485



o Section 1: Tensions Rise Between North and South PE/TE pp. 481–487

o Reading Study Guide, URB pp. 1-2

o History of Serfdom in Russia, TE p. 482

o Reviews of Critical Novels, TE p. 485



o Vocabulary, Prefixes, TE p. 482



o Background & Vocabulary, URB p. 26


All Students

o Talk About It—Small Group Discussion: Slavery and Territorial Expansion, TE p. 483

o Think, Pair, Share—Small Group Activity: The Crisis Deepens, TE p. 485

o Think, Pair, Share—Small Group Activity: Violence Erupts, TE p. 486

o More About: Northern Immigration, TE p. 482; The Free-Soil Party, TE p. 483; Stephen A. Douglas, TE p. 484;

o Connect Economics and History, PE/TE p. 482; Economics in History URB p. 28

o Comparing Perspectives, PE/TE p. 484

o America’s History Makers: Harriet Beecher Stowe, PE/TE p. 485; URB pp. 29–30; Skillbuilder Practice, URB p. 27; American Literature Selection: from Uncle Tom’s Cabin, URB pp. 39–42

o Connect Geography and History, PE/TE p. 486



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o Fine Art Transparency: The Abraham Lincoln Family in 1861, UTB TT2

o Map Transparency: The Slave Population of the South, 1860, UTB TT3


o Animated History & Geography, Power Presentations; and @ ClassZone.com



o Connect to Civics: Appeals to Congress, TE p. 483

o Connect to Music: Songs Against Slavery, TE p. 483

o Tiered Activity: Civil War Time Line, TE p. 486

o Interpreting Maps, BPTK p. 118

o Team Teaching Activities, BPTK p. 30










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1 Activate Prior KnowledgeAsk students to compare the North and South. Remind students that the economies of the two regions were very different. The South depended on slave labor, while the North did not. Draw a Venn Diagram on the board and record students’ ideas on it. Tell them that the differences between the regions led to increased conflict.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map “North-South Divide 1846” on PE p. 479. Explain that the map shows the slavery status of each state and territory and the major industries that existed. Tell students that each picture in the key represents an industry. Which region had a greater variety of industries in 1846? (the North) What industries are represented in this region only? (fishing, lumber and timber)

BUILD VOCABULARY Model a Vocabulary: Frayer Model activity from the Best Practices Toolkit for the term proviso. Have pairs of students do a Frayer Model activity for abolitionist, popular sovereignty, and compromise.

3 Make Objectives ExplicitPresent the objectives listed below. Have students hold up 0, 1, 2, or 3 fingers to signal their degree of understanding. If students signal that an objective is confusing, ask a volunteer to explain it.

• Explain how the antislavery movement increased anger between North and South.

• Describe the disagreements over slavery in the territories.

• Compare Northern and Southern reactions to Uncle Tom’s Cabin.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the effects of key issues between the North and the South, have groups complete a Cause-and-Effect Chart.


1. What issue caused tension between the North and the South? (p. 481, par. 3)

2. Why did slaveholders object to the Wilmot Proviso? (p. 483, par. 3)

3. What was the plan of the Compromise of 1850? (pp. 484, par. 1)



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ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Knowledge Rating activity in the Best Practices Toolkit to determine how well students know key terms. Identify six to eight terms and write them on the Vocabulary: Knowledge Rating transparency. Give students a copy and have them rate their familiarity with the terms. Then work with the class to develop definitions.

Term DefinitionSlaveholders People who own other people and view them as property

Free-Soil Party Political party that wanted to stop expansion of slavery

Fugitive Slave Act Law meant to help slaveholders recapture runaway slaves

During Reading

FOCUSED READING Use an Evaluating Sources activity in the Best Practices Toolkit to analyze a primary source statement about differences between North and South. Then read aloud “One American Story” on PE p. 481. Ask students to study the statement and answer the questions on the Evaluating Sources transparency.

After Reading

ASSESSING COMPREHENSION Use a Cause-and-Effect Mapping activity in the Best Practices Toolkit to take notes on “The Compromise of 1850” on PE p. 483.

Before Reading


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CORE LESSON PLAN

Slavery Dominates Politics



o Main Idea and Details, BPTK TT34 1. Explain how the issue of slavery led to political divisions

2. Identify the events that brought the nation to the breaking point



SECTION OPENER:



o Reader, Recorder, Reporter: Small Group Activity—Slavery and Political Division, TE p. 491



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15.2




Performance Indicators State8.2.spi.9., 8.4.spi.1., 8.4.spi.3., 8.4.spi.4., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.4.spi.7., 8.5.spi.8., 8.5.spi.9., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4.

Performance Indicators Teacher8.4.tpi.2., 8.4.tpi.4., 8.4.tpi.9., 8.4.tpi.21., 8.5.tpi.4., 8.5.tpi.17.


Process StandardsP1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P24, P28, P32, P33, P36, P37

BlueprintBP 1, BP 7, BP 8, BP 71, BP 72, BP 94, BP 101, BP 198, BP 211, BP 216, BP 217, BP 221, BP 222, BP 223, BP 225, BP 226, BP 230, BP 236, BP 239, BP 244, BP 245, BP 249, BP 250, BP 251, BP 253, BP 254, BP 258

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English Learners

o Identify New Vocabulary, TE p. 490

o Lincoln-Douglas Debate Posters, TE p. 495

o Using Bulleted Lists for Main Ideas, TE p. 496



o Section 2: Slavery Dominates Politics PE/TE pp. 491–497


o Compare-and-Contrast Essay, TE p. 492

o Daily Debate Practice, TE p. 495

o History of Political Debates in the United States, TE p. 496



o Vocabulary: Idioms, TE p. 492




All Students

o Think, Pair, Share—Small Group Activity: The Breaking Point, TE p. 493

o Talk About It—Small Group Discussion: Dred Scott v. Sanford, TE p. 494

o More About: James Buchanan, TE p. 492; The Know-Nothing Party, TE p. 493; Abraham Lincoln, TE p. 495; The Lincoln-Douglas Debates, TE p. 496; John Brown’s Address to the Court, TE p. 497; Primary and Secondary Sources, URB pp. 23–25

o Connect to Today, PE/TE p. 495; Interdisciplinary Projects URB pp. 31–32

o Connect Citizenship and History, PE/TE p. 496


o America’s History Makers: Dred Scott, PE/TE p. 494; Historic Supreme Court Decisions, URB pp. 253–254; Primary and Secondary Sources, URB pp. 36–38

o Make It Fun: Teacher-Tested Activity, TE p. 492


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o Animated History & Geography, Power Presentations; and @ ClassZone.com



o Connect to Civics: Mock Hearing of the Dred Scott Case TE p. 493

o Connect to Language Arts: Election Coverage, TE p. 493

o Tiered Activity: Dred Scott Case Exhibit, TE p. 494










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1 Activate Prior KnowledgeModel a Round Robin & Roundtable activity from the Best Practices Toolkit. Have students do a Round Robin activity to generate names, facts, and ideas about the Democratic and Republican parties today. Which party does the president belong to? What are some of the beliefs of each party? Write the topic on the board and have groups of students talk about it. Then have groups share their ideas. Tell students that they will learn about the beginnings of the Republican Party.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to describe the painting on PE p. 497. Ask: What does the painting show? (A large crowd of people looking on as John Brown is taken away) What can you gather about John Brown from the painting? (The public was interested in him and his fate) Tell students that anti-slavery Northerners honored Brown after his death, which angered Southerners.

BUILD VOCABULARY Help students understand the importance of the key terms and names in the section. As they read the section, have student pairs use a T-Chart from the Best Practices Toolkit to record the conflicts between opposing pairs.

3 Make Objectives ExplicitPresent the objectives listed below. Check students’ understanding by having them give a thumbs-up or thumbs-down signal. Paraphrase objectives that are confusing.

• Explain why the Republican Party was formed.

• Summarize what happened as a result of the Dred Scott case.

• Tell about the Lincoln-Douglas debates.

• Explain the effects of John Brown’s raid on Harpers Ferry.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the sequence of key events in the section, have groups com-plete the Time Line activity in the Best Practices Toolkit.

ON ONE’S OWN Preview the following questions by asking students what they understand them to mean. Then have students search for the answers while reading. Once students have finished, help them write complete sentences for their answers.

1. How did the Republican Party form? (p. 492, par. 1)

2. What was the Court’s ruling in the Dred Scott case? (p. 493, par. 7)

3. What was Abraham Lincoln’s position on slavery? (p. 496, par. 1)



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ACTIVATING PRIOR KNOWLEDGE Do a P.L.A.N. activity in the Best Practices Tool-kit to help students preview the section. Project the P.L.A.N. transparency and write “Slavery Dominates Politics” in the center. In the surrounding circles, write the subheads. Students should locate visual information and key vocabulary words and link them to the appropriate subhead. For “Slavery and Political Division,” they should identify the tree graphic on PE p. 492. They might list the terms Republican Party, John C. Frémont, and James Buchanan.

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices Toolkit to help students understand “The Case of Dred Scott.”

Teacher reads first sentence and says: “I don’t know what Dred Scott did, so I’ll keep reading.”

Teacher reads rest of paragraph and says: “I think many Northerners of the time would have agreed with Scott. I wonder what the court said?”

Teacher reads on and says: “I guess the judge thought that Scott wasn’t a citizen anywhere in the world. I bet the judge’s decision caused more conflict.”

ASSESSING COMPREHENSION Use a Determining Point of View activity in the Best Practices Toolkit to help students understand “The Lincoln-Douglas Debate.”

First View Second View

Facts and Opinions• U.S. can’t be half slave, half free• Slavery is morally, socially, and politically

wrong• Southerners want slavery in every state• Don’t expand slavery

Facts and Opinions• Northerners want slavery ended• States, not federal government, should

decide about slave/free issue• Doesn’t matter what Supreme Court says

about slavery—up to the people

Who: Lincoln and Republicans Who: Douglas and Democrats

Your View and WhyDouglas won the debates, but Lincoln turned out to be right. The issue of slavery was of national importance and led to violence.

During Reading

After Reading


SECTION

15.2

Before Reading

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SECTION StRAtEGiES FOR ENGLiSH LEARNERS 13.1 … · Chapter 13: Manifest Destiny (1821–1853) 295 StRAtEGiES FOR ENGLiSH LEARNERS Trails West ... Section 13.2 Lesson Plans SECTION