Social Studies 5 Semester B Learning Coach Guide

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Social Studies 5 Semester B

Learning Coach Guide Unit 1: Course Overview ..................................................................................................................... 4

Lesson: SS 5 B Course Overview LCG ....................................................................................... 4

Unit 2: Westward Expansion and Civil War.................................................................................. 4

Lesson: Expansion and Civil War Introduction LCG .............................................................. 4

Lesson: Inventions, Roads, and Railroads LCG ...................................................................... 6

Lesson: The Lone Star State LCG ................................................................................................ 9

Lesson: Trails to the West LCG ................................................................................................... 11

Lesson: California Gold Rush LCG ............................................................................................. 15

Lesson: Struggles Over Slavery LCG ........................................................................................ 17

Lesson: The War Begins LCG ....................................................................................................... 20

Lesson: Worth Fighting For LCG ................................................................................................. 22

Lesson: Life During the Civil War LCG ..................................................................................... 24

Lesson: The War Ends LCG .......................................................................................................... 26

Lesson: Reconstruction Apply LCG ............................................................................................ 28

Lesson: Expansion and Civil War Review LCG ...................................................................... 30

Unit 3: A Growing Nation .................................................................................................................. 31

Lesson: A Growing Nation Introduction LCG ......................................................................... 31

Lesson: Railroads, Miners, and Ranchers LCG ...................................................................... 34

Lesson: Sodbusters and Homesteaders LCG ......................................................................... 36

Lesson: Native Americans Struggle to Survive LCG ........................................................... 38

Lesson: Expanding Overseas LCG ............................................................................................. 42

Lesson: The Search for a Better Life LCG ............................................................................... 47

Lesson: Contribution of Immigrants LCG ............................................................................... 50

Lesson: Inventors and Inventions LCG ................................................................................... 52

Lesson: The Impact of Big Business Day 1 LCG .................................................................. 55

Lesson: The Impact of Big Business Day 2 LCG .................................................................. 58

Lesson: Economics LCG ................................................................................................................. 60

Lesson: A Growing Nation Apply LCG ...................................................................................... 64

Lesson: A Growing Nation Review and Reflect LCG ........................................................... 66


Unit 4: Good Times and Hardships ............................................................................................... 67

Lesson: Good Times and Hardships Introduction LCG ...................................................... 67

Lesson: The Progressive Era LCG .............................................................................................. 70

Lesson: Inequality for African Americans LCG ..................................................................... 72

Lesson: Fight for Women's Rights LCG.................................................................................... 75

Lesson: A Voice from the Harlem Renaissance LCG ........................................................... 77

Lesson: World War I LCG .............................................................................................................. 80

Lesson: World War I Comes to an End LCG .......................................................................... 84

Lesson: The Roaring Twenties LCG ........................................................................................... 88

Lesson: The Great Depression LCG ........................................................................................... 90

Lesson: The New Deal LCG .......................................................................................................... 93

Lesson: Cooperation and Conflict LCG ..................................................................................... 95

Lesson: Challenges and Opportunities Apply LCG............................................................... 98

Lesson: Good Times and Hardships Review LCG ............................................................... 100

Unit 5: American Research Report Portfolio ............................................................................ 101

Lesson: American Research Portfolio Introduction LCG .................................................. 101

Lesson: Using Questions to Guide Research LCG .............................................................. 103

Lesson: Choosing Sources Day 1 LCG ................................................................................... 105

Lesson: Choosing Sources Day 2 LCG ................................................................................... 106

Lesson: Making Sure Sources are Reliable LCG ................................................................. 107

Lesson: Gathering Sources LCG ............................................................................................... 108

Lesson: Evaluating Sources LCG .............................................................................................. 109

Lesson: Answering the Compelling Question LCG ............................................................. 110

Lesson: Putting it Together LCG............................................................................................... 111

Lesson: Finalizing LCG ................................................................................................................. 112

Lesson: American Research Report Portfolio LCG ............................................................. 113

Unit 6: Modern American History ................................................................................................. 114

Lesson: Modern American History Introduction LCG ....................................................... 114

Lesson: World War II LCG .......................................................................................................... 117

Lesson: Theaters of War LCG .................................................................................................... 119

Lesson: A Dangerous World LCG ............................................................................................. 122

Lesson: Post War America LCG ................................................................................................ 125


Lesson: The Cold War Continues LCG .................................................................................... 128

Lesson: Civil Rights LCG .............................................................................................................. 131

Lesson: Civil Rights Leaders LCG ............................................................................................. 134

Lesson: From the Great Society to Reagan LCG ................................................................ 136

Lesson: Political Party LCG ......................................................................................................... 139

Lesson: Looking Toward the Future Day 1 Portfolio Apply LCG................................... 142

Lesson: Modern American History Review LCG .................................................................. 144


Unit 1: Course Overview Lesson: SS 5 B Course Overview LCG

Unit 2: Westward Expansion and Civil War Lesson: Expansion and Civil War Introduction LCG Westward Expansion and Civil War Intro

Learning Goals

In this unit, your student will be using and creating tools for sequencing

events. They will be able to sequence events in chronological order while

also comparing events through a variety of historical sources. There are nine

learning goals for this unit:

1. Describe how major technological advances and inventions changed

productivity from the late eighteenth through mid-nineteenth

centuries.

2. Summarize the role of slavery in the American settlement of Texas,

how Texas became a state, and important events of the Mexican-

American War.

3. Use visual representations to identify routes to the West and describe

how geography, economic and social reasons, and important

individuals influenced trail and settlement locations.

4. Identify the benefits, costs, individuals, and incentives that influenced

decision-making and economic activities during the California gold

rush.

5. Describe how slavery built the early United States economy and

explain how African Americans were treated in slavery.

6. Identify causes and events leading to the Civil War including tensions

between Northern and Southern states.

7. Identify the outcomes of significant battles in the Civil War and

describe how new technologies impacted the war.

8. Describe the impact of the Civil War and Emancipation Proclamation on

American life, including the role of women, African Americans, and

Native Americans in the war.

9. Compare and contrast major Civil War leaders, including the use of

“total war” strategy.

Each learning goal will be addressed in a multipart lesson. Prior to each

lesson section, review the Learning Coach guides for that section.


This unit contains the following assessments. Make sure that you work with

your student to ensure that your student is ready to complete each

assessment before taking the assessment.

1. Inventions, Roads, and Railroads Quick Check

2. The Lone Star State Quick Check

3. Trails to the West Quick Check

4. California Gold Rush Quick Check

5. Struggles Over Slavery Quick Check

6. The War Begins Quick Check

7. Worth Fighting For Quick Check

8. Life During the Civil War Quick Check

9. The War Ends Quick Check

10. Westward Expansion and Civil War Test

Spark

The New Frontier

1. Read the information about the Homestead Act with your student.

Discuss what it would be like to be a pioneer. Have your student

describe the qualities a pioneer would need to possess.

2. Ask your student if your student would have wanted to become a

pioneer. Ask your student what your student would have liked about

being a pioneer. What would your student find difficult about being a

pioneer?

Activate Prior Knowledge

1. Have your student watch the video. Encourage your student to share

any prior knowledge your student has about the westward expansion

and the Civil War.

2. Discuss with your student what your student will learn about in this

unit.

Let's Talk

Explain

1. Have your student read the information about conversations.

2. Encourage your student to stop and notice the words in bold

(relationships, connections, and conversation). Ask your student to

think about what the words mean based on the information in the

sentences. If necessary, help your student look up the meaning of the

words online or in a dictionary.


3. Have your student read about how to start a conversation.

4. Encourage your student to think about how to start a conversation

with someone new.

Check-In

1. Have your student read the Check-In questions. Your student may

answer the questions verbally or in writing. Then have your student

check your student’s answers.

2. If your student doesn’t know how to start a conversation, reread the

third paragraph of the Explain section. Discuss how your student could

start a conversation by asking questions.

3. If your student is not sure of what your student could learn about

someone from a conversation, reread the fourth paragraph. Explain

that your student can learn about a person’s likes and dislikes.

4. Have your student reread the fifth paragraph to see how to have a

polite conversation.

Practice

1. Have your student read the conversation between Luke and Maya.

Discuss the conversation with your student.

2. Have your student answer the questions. Discuss your student’s answers.

On Your Own

1. Guide your student to read and respond to the On Your Own activity

with you.

2. Have your student discuss how to start a conversation in each

situation.

Lesson: Inventions, Roads, and Railroads LCG Inventions, Roads and the Railroad: Narrative

Explain

1. Begin by asking your student to define the term revolution. Point out

the term revolution means “great change.” It is often used to describe

changes brought about by war. This lesson will discuss a different type

of revolution. The Industrial Revolution brought about a lot of changes

as the result of inventions and innovation.

2. Have your student read the introduction and the paragraph in the first

section, “Inventions.” Then, watch the video “Inventions of the

Industrial Revolution” together. Encourage your student to take notes


by writing in their notebook the innovations discussed in the video and

the dates each was invented. After you have watched the video, ask

your student to summarize key concepts.

3. Review the key terms introduced in the video: profit and mass

production.

4. Have your student read “Canals and Roads” and “Railroads.” Ask your

student to summarize the key events in these sections. Discuss how

the changes in transportation changed life for Americans. Point out

these changes led to more people moving West; facilitated trade

among newly settled areas and the East Coast (and beyond); and

made it cheaper to ship goods, which decreased the price of those

goods.

5. Look at “The First Transcontinental Railroad” map together. Remind

your student the Transcontinental Railroad was completed in 1869.

Ask your student questions about the map, such as: What do the

green lines show? (the railroad lines that existed at this time). How do

you know? (from the map key) What does the purple line show? (the

Transcontinental Railroad) Where did the Transcontinental Railroad

begin and end? (Omaha, Nebraska and Sacramento, California). What

changes do you think would happen as a result of the Transcontinental

Railroad? Guide students to recognize that the railroad brought more

people to the west. Towns and cities grew along the railroad.

Check-In

1. Have your student read each question and respond orally or in writing.

2. If your student is unsure of the answer, direct your student to reread

the text and/or watch the video.

3. Review the answers with your student.

Practice

1. Review the instructions with your student. Make sure your student

knows what to do.

2. Help your student access the graphic organizer.

3. Use the answer key to review your student’s response. Clarify any

misperceptions by returning to the text or video. Use the timeline to

discuss the changes brought about by the Industrial Revolution.

Inventions, Roads and the Railroad: Peer Model

Explain


1. Begin by looking at the picture. Ask your student to share perceptions

of the picture. Explain that the growth of factories was one part of the

Industrial Revolution.

2. Read aloud the introductory paragraph.

3. Watch the video with your student. If desired, pause the video to

review key points, such as after the discussion of how a canal works.

4. After watching the video, have your student summarize key points.

Review the vocabulary terms. Make sure your student understands the

term Industrial Revolution and how it is similar to and different from

other revolutions your student may be familiar with, such as the

American Revolution.

Check-In

1. Have your student write an answer to each of the questions. If your

student is unsure, watch the video again.

2. Review the answer key with your student.

3. If your student is curious to learn more about canals, look up

information about canal building on the Internet. You may also want to

find a map showing the canals and/or railroads in early or mid-

nineteenth-century America.

Practice

1. Read the assignment paragraph with your student. Make sure your

student knows what to do. If desired, provide a graphic organizer to

help your student plan.

2. Allow time for your student to write a response, and review the video.

3. Ask one or more follow-up questions to check understanding. For

instance, you might ask your student to define a term or ask about the

impact of the inventions that are mentioned.

Inventions, Roads and the Railroad: 21st Century

Explain

1. Ask your student to read the narrative. Ask your student to note any

unfamiliar terms.

2. Look at the image of the light bulb. Point out some of the other words

associated with innovation. Ask your student to think about innovation.

What other words come to mind? Ask your student to create a word

web, if desired.

3. Review key terms in bold, as well as any other terms your student has

identified. Make sure your student understands the term Industrial


Revolution and how it is similar to and different from other revolutions

your student may be familiar with, such as the American Revolution.

4. Discuss the major inventions and innovations of the Industrial

Revolution. Discuss also the problems these solved and/or how they

improved on existing practices.

5. Ask your student what other innovations have made work easier or life

better for people.

Check-In

1. Have your student respond to each of the questions orally or in

writing. Compare their answers to the answers provided.

2. Then, use their responses to discuss the changes that occurred during

the Industrial Revolution. Focus attention on the benefits to people,

but you may also want to discuss people who did not participate in the

benefits, such as the enslaved people who worked on cotton

plantations.

Practice

1. Review the assignment with your student. Help your student think of a

problem that might be solved. Encourage your student to be creative.

Remind your student also that innovations often build on one another.

Rereading the section may provide inspiration.

2. Allow your student time to draw and write about a proposed

innovation. Then, have your student share the innovation with you.

Encourage your student to explain the problem the innovation will

solve and/or how it will make life better for people.

Lesson: The Lone Star State LCG The Lone Star State: Narrative

Explain

1. Read the lesson with your student. Make sure your student

understands the definition of the bolded key words.

2. Look at a map with your student. Have your student identify the 36th

parallel, which the Missouri Compromise set as the line of slavery.

Have your student identify the location of Missouri. Discuss how the

Missouri Compromise was intended to solve the issue of slavery.

3. Next, have your student point out Texas on a map. Remind your

student Texas was once part of Mexico. Discuss the role of slavery in

Texas state history.


4. Look at the map, “U.S. Territorial Boundaries 1845–1848.” Have your

student compare this map to a current U.S. map to identify the states

acquired in the Mexican Cession.

Check-In

1. Have your student read each question and respond orally or in writing.

2. If your student is unsure of the answer, direct your student to reread

the text and/or the definitions of key terms.


Practice

1. Help your student access the graphic organizer. Make sure your

student knows what to do.

2. Review the answers with your student. Clarify any misperceptions by

returning to the text.

3. Encourage your student to explore any topics of particular interest via

a safe internet search.

The Lone Star State: Peer Model

Explain

1. Ask your student to read the text. Have your student identify any

unfamiliar terms. Review with your student bolded key terms and

other unfamiliar terms.

2. Discuss the provisions of the Missouri Compromise.

3. Have your student Identify the following places on a map: Missouri,

Maine, 36th parallel, Texas.

4. Watch the video with your student. Suggest your student take notes.

5. After the video, have your student summarize key ideas. Discuss the

role slavery played in the history of the west. Focus particular

attention on the history of Texas. Ask your student to speculate how

this history might be different if the framers of the Constitution had

outlawed slavery.

Check-In

1. Help your student access the online activity. Review instructions if

needed.

2. If your student is unsure of any of the answers, watch the video again

or refer to another resource.

Practice


1. Read the assignment with your student. Make sure your student knows

what to do. Encourage your student to reread the text and take notes

about slavery and the Missouri Compromise.

2. Help your student organize ideas for the paragraph. Remind your

student to begin the paragraph with a topic sentence. Each of the

other sentences should include a detail—a fact or example—that

support the idea in this sentence.

3. Allow your student time to write a paragraph. Then, have your student

share the paragraph with you. Encourage your student to explain any

ideas in the paragraph that are unclear.

The Lone Star State: 21st Century

Explain

1. Begin by asking your student to reflect on a time your student has

worked creatively as part of a team. This might be as part of the

family, a sports team, or other group.

2. Read the text with your student. Review the bolded key terms.

Check-In


writing. Compare your student’s answers to the answers provided.

2. Use responses to discuss how and when to compromise. Discuss also

what it means to think creatively and how this relates to compromise.

Practice

1. Review the assignment with your student. Emphasize the assignment

has no right or wrong answer. Your student should give an opinion

based on the information in the lesson.

2. Suggest your student return to the text to identify details that might

be used in a response. Then, allow time for your student to write a

response.

3. Read the response. Ask clarifying questions, if appropriate. Then, read

the sample answer provided. Use your student’s response and the

sample answer to reflect on how creative thinking can be used to solve

problems.

Lesson: Trails to the West LCG Trails to the West: Narrative

Explain


1. Review the term pioneer. Tell your student a pioneer is a person who

is the first to move or settle in an area. It can also refer to someone

who thinks of a new idea or is the first to accomplish something. After

your student reads the first section, ask your student to say whether

or not Daniel Boone was a pioneer.

2. Your student may be familiar with the word gap, as in a space between

someone’s teeth. Tell them the Cumberland Gap is the same idea: a

space where settlers could pass through the Appalachian Mountains.

3. Look at the “Wilderness Road” map with your student. Ask your

student to trace the route with a finger. Ask your student to point to

the Cumberland Gap.

4. Explain to your student “the West” has had different meanings during

American history. During the Revolutionary War era and immediately

following, the West referred to lands west of the Appalachian

Mountains that we call the Midwest, such as Ohio, and Illinois, as well

as Kentucky and Tennessee. As the 1800s progressed—and

particularly after the Lewis and Clark expedition—the West began to

refer to lands west of the Mississippi River.

5. Pause to discuss mountain men. Explain to your student mountain

men were rugged, individualistic men who lived in the wilderness of

the Pacific Northwest and California. These men thrived during the era

of the fur trade, which began with the Lewis and Clark expedition.

Many mountain men are responsible for forging the actual trails

settlers used. Also, they served as guides through the wilderness.

6. Study the “Trails to the West” map with your student. Ask your

student to trace both trails with a finger. Have them call out location

names along both trails.

7. Study the photo with your student. Explain that it shows a path of the

Oregon Trail as it appears today. Explain that as wagon trains traveled

the same paths over and over, they became worn down to the point

they were deeply carved ruts.

8. Explain that Native American groups were unfriendly to the settlers

because the settlers were trespassing on their land. This idea

contradicts the typical stereotype of Native Americans who were

violent and “savage.” Work with your student to dispel those

stereotypes as you read about Native Americans.

9. Explain that Marcus Whitman was a missionary, which is someone who

spreads a religion in a new place. The settlers who followed Whitman

to Washington were also Christian missionaries.


10. Use the Santa Fe Trail as a way of teaching your student these major

trails were usually not just one single, long trail. They were made up of

various smaller paths and routes.

Check-In

1. Work with your student to complete the interactive activity and choose

the correct answers. Review your student’s answers.

2. For question 3, guide your student to look at the “Trails to the West” map. The map is a visual representation of the routes the Oregon Trail

and the Santa Fe Trail took to the West.

3. For each incorrect answer your student gives, go back to review the

material in the lesson.

4. Look for any misconceptions your student may have and use the

lesson material to dispel them.

Practice

1. Have your student fill in the four-column chart using information from

the lesson.

2. If your student has difficulty remembering each individual and their

achievement, review the lesson material section-by-section. Pause to

say a name aloud and ask your student to give a few bullet points for

each.

3. Help your student refer to the “Wilderness Road” and “Trails to the

West” maps. Ask your student to identify the routes on each map and

connect them to the important individuals who influenced their

locations.

Trails to the West: Peer Model

Explain

1. Watch the video with your student, then review its content.

2. Review all the boldface terms with your student.

3. Discuss the list of items a typical prairie schooner carried. Use the list

to start a short discussion on how difficult a westward journey was and

how brave the early settlers were.

4. Ask your student to tell whether riding on a wagon train would be

appealing. Have your student explain what your student might like and

dislike about wagon train journeys.

Check-In


1. If your student struggles with the true-false activity, go back and

review the key points of the video. Read sections aloud and ask your

student to take notes as you read. Pause when you read parts that

help support each true-false item.

Practice

1. After your student answers the question, review your student’s answer. If your student has missed one of the reasons why settlers

moved to the West, re-watch the beginning of the video.

2. Explain to your student that economic reasons for settling the West

were closely tied to geographic reasons. Certain areas were better for

farming (geographic reason), which meant there was more economic

opportunity there.

Trails to the West: 21st Century

Explain

1. Guide your student through the lesson and pause at each innovation

mentioned in the text. Have short discussions about the ways in which

each example qualifies as an innovation.

2. Review the boldfaced key words with your student.

3. Use the lesson to review the reasons why American settlers moved

west in the 1800s. Also review key individuals and how they influenced

trails and settlements.

4. Examine the maps closely with your student. Have your student trace

the trails and routes with a finger and say the names of places located

along the routes.

5. Use the example of Maria’s calendar to discuss innovations.

Check-In

1. Before your student begins writing an answer to Question 1, recall the

accomplishments of Daniel Boone in paving the way for moving west.

2. Review the map of the Oregon Trail and the Santa Fe Trail with your

student. Ask your student to trace the routes with a finger. This may

help your student answer the second question.

3. Review your student’s answers together.

Practice

1. With your student, recall the definition of innovation and how

innovations are used to solve problems and challenges.


2. Before your student begins writing an answer to the first question,

explain settlers moving West were constantly innovating in order to

find a way to stay safe during their journey.

3. Review the map of the Wilderness Road. Ask your student to point to

the Cumberland Gap. Ask your student to explain what the

Cumberland Gap was. This should support your student’s answer to

second question.


Lesson: California Gold Rush LCG California Gold Rush: Narrative

Explain

1. Read the introduction and play the video with your student. While

watching, pause to review terms defined at point of use as well as key

vocabulary.

2. Review the terms costs and benefits. Your student may be familiar

with these words in their other, similar, meanings. Your student may

understand that when you buy something, it has a cost. Explain that

the meaning here is “something that is lost.” Connect that to the item-

buying example by saying when you buy something, there is money

“lost” that is a cost. They may know the word benefit as a verb.

Explain that in the video, the word is used as a noun: a good result or

effect.

3. Explain that Sacramento is a city in Northern California. Today it is the

state capital.

4. Check that your student knows the word possessions. Explain that

one’s possessions are things one owns.

5. Go over the term profit. Explain that when a business sells something

for more than it costs to make, the difference in the amounts is a

profit.

6. Briefly discuss discrimination and the different forms it can take: race,

ethnicity, gender, age, religion, or sexual orientation.

7. Pause to go over the Pony Express. Explain that it only lasted about a

year, from 1860 to 1861. The route was about 2,000 miles long, and

there were about 200 pony express stations built along it. Explain that

when the transcontinental telegraph system was completed, that

brought about the end of the Pony Express.

Check-In


1. If your student struggles with the true-false activity, go back and

review the key points of the video. Read sections aloud and ask your

student to take notes as you read. Pause when you read parts that

help support each true-false item.

2. Have your student explain why each false item is incorrect.

Practice

1. Before your student answers the question, review what an economic

activity is. Explain that economic activities include buying, selling, and

making money.

2. After your student answers the question, review your student’s answer. If your student has missed one of the economic activities, go

back and review the AE Video. Pause when you get to an economic

activity.

California Gold Rush: Peer Model

Explain

1. Use the text about the Pony Express to introduce your student to the

California Gold Rush. Say that it was an important event that caused

California and the West to grow and change. The California Gold Rush

had many effects, one of which was the Pony Express.

2. Watch the video with your student and then review its content.


4. Discuss the population bar graph. Have your student explain what it

means.

5. After your student has finished the video, have your student list some

effects of the California Gold Rush.

Check-In

1. If your student has trouble answering the questions, go back and re-

watch certain parts of the video. Pause the video after you watch the

relevant section and ask for a retelling of the facts in your student’s own words.


Practice

1. After your student answers the question, review your student’s answer. See if your student has included some of the effects listed

during the Explain step. If not, ask your student to add those to the

written answer.


2. Watch that your student lists positive and negative effects. If your

student leaves out negative effects, ask your student to share facts

about the impact of the gold rush on Chinese miners and Native

Americans.

California Gold Rush: 21st Century

Explain

1. Before your student begins reading, define the word effective as

meaning “having the desired result, or effect.” So, to work effectively

means to work well and get the result one wants.

2. Talk about the word diverse and explain that it means “different from

each other.” A diverse team is made up of people who have different

characteristics—perhaps race, ethnicity, gender, or sexual orientation.

3. Review the boldfaced key words with your student.

4. Use the lesson to review the positive and negative effects of the

California Gold Rush.

Check-In

1. Before your student begins the first question, support your student by

saying a few names and terms that might support the thinking, such

as Samuel Brannan, statehood, and Pony Express. Have your student

tell about each name or term.

2. For the second question, have your student consider how working

together with a diverse team can benefit the entire group. Your

student can share other examples of how working with diverse teams

can benefit the entire group.

3. Review your student’s answers together and discuss.

Practice

1. Have your student fill in the Concept Web using information from the

lesson.

2. If your student has difficulty remembering effects of the gold rush,

review the lesson material section-by-section. Pause to say a name,

term, or concept aloud and ask your student to give a few bullet points

for each. Remind your student to include positive and negative effects.

Lesson: Struggles Over Slavery LCG Struggles Over Slavery: Narrative

Explain


1. Have your student read the text. As your student reads, have your

student point to the boldface words: abolitionist, compromise,

Confederacy, plantation, succession, states' rights, Underground

Railroad.

2. Discuss the fact that each of these words relates to the condition of

enslavement in the United States. Ensure your student knows the

relationship between each word and enslavement.

3. Finally, point out that, ultimately, disagreements over slavery broke

apart the nation. Explain the secession of the southern states led to

the Civil War.

Check-In

1. Read the directions and the questions aloud with your student. Give

your student time to answer the questions.

2. If your student answers the first question incorrectly, hold a discussion

of slave codes. Remind your student these laws restricted enslaved

people’s rights. Point out that, in addition to the examples given in the

lesson, enslaved people also had no legal rights in court.

Practice

1. Read the directions aloud with your student. Make sure your student

knows to complete the activity on paper.

2. Review your student’s answers. If your student answered incorrectly,

remind your student of the different sides in the debate over slavery.

Struggles Over Slavery: Peer Model

Explain

1. Watch the video with your student. Ask your student to describe the

Underground Railroad. Make sure your student understands the

Underground Railroad was not an actual railroad, and it was not

underground.

2. Show your student a map or a globe of the United States. Discuss the

direction in which escaped enslaved people were traveling. Point out

the distance to Canada. Have your student imagine the challenges

involved in secretly crossing the United States to reach Canada and

freedom.

Check-In

1. Allow time for your student to answer the questions.


2. Remind your student that before enslaved people were brought to

North America, laborers were usually indentured servants—people who

worked for a certain amount of time in exchange for passage to

America.

3. Help your student understand that indentured servants had rights. But

enslaved people had no rights and were considered property.

Practice

1. Read the directions with your student to be certain your student knows

what to do.

2. If your student struggles to recall which words should fill the blanks,

remind your student of the list of boldface words from the lesson.


Struggles Over Slavery: 21st Century

Explain

1. Have your student read the information on the expansion of cotton

growth in the South. Discuss the fact cotton grew throughout the

South and made up more than half of U.S. exports in the 1800s.

Mississippi was the country’s largest cotton producer.

2. Work through the tables with your student, pointing out the labels and

rows. Remind your student the term data is used to refer to the

numbers shown in the tables.

Check-In

1. Have your student read the directions, then answer the first question.

Check your student’s answers, then help your student locate the

correct answers, if needed.

2. Have your student answer the second question. Ensure your student

answers correctly. If necessary, show how to read the table correctly

by quizzing your student on different years’ data.

3. Make sure your student understands that, although enslaved people

were essential to the economy of the South, they were mistreated and

had no rights.

Practice

1. Allow time for your student to read the directions and the activity text.

2. Ensure your student understands what conclusions can be drawn from

each of the tables. Then, hold a discussion about the relationship

between the increased demand for enslaved people and the growth in


cotton production. Point out these two sets of data were

interdependent.

Lesson: The War Begins LCG The War Begins: Narrative

Explain

1. Point out the two boldface words in the lesson: enlist and blockade.

Explain that each of these terms relates to war. Make sure that your

student understands that the text is a discussion of what led to the

outbreak of the Civil War.

2. Discuss how Congress made compromises to try to avoid war. View

“The Conflict Grows” flipbook with your student. Ensure that your

student understands that each of the events heightened tensions and

led the nation closer to war.

3. Finally, make sure that your student knows that the election of

Abraham Lincoln was the final straw for southerners, who feared their

way of life would be destroyed.

Check-In

1. Have your student read and answer the first question. Make sure that

your student knows that slavery was at the root of the conflict

between North and South.

2. Have your student read and answer the second question. Then discuss

how Lincoln’s win in the presidential election of 1860 caused the

southern states to secede.

Practice

1. Read the question aloud with your student. If necessary, re-watch the

video. Find the Missouri Compromise, Compromise of 1850, and

Kansas-Nebraska Act in the video. Discuss the results of each.

2. Review your student’s answer to the question. If necessary, provide

your student with more details about reasons why the tension between

Northern and Southern states grew.

The War Begins: Peer Model

Explain

1. Watch the video with your student. Explain that the election of

Abraham Lincoln to the presidency pushed the southern states to


secede from the Union. Point out that when the war began, each side

thought it would be a brief confrontation.

2. Make sure that your student understands that the attack on Fort

Sumter by Confederate troops started the war. Point out the disparity

between the number of Confederate troops versus the number of

Union troops at the fort. Explain that the Union was not prepared for

the attack.

Check-In

1. Allow time for your student to read and answer the first question.

2. Review your student’s answers to the questions. If necessary, re-

watch the video to identify the correct answers.

3. Make sure your student knows what is meant by “states’ rights” and

how this concept related to the practice of slavery in the South.

Practice

1. Show your student a map of the United States. You can find one

online.

2. Have your student recall from the video the seven states that

originally formed the Confederacy. If your student cannot remember,

replay the video.

3. After your student names the seven original Confederate states, have

your student point to their location on the map.

4. Your student should be able to note that the seven states were located

in the lower southern region of the United States.

The War Begins: 21st Century

Explain

1. Read the information about media and its purposes with your student.

Make sure your student knows that media can take many forms.

2. Have your student read the information about the attack on Fort

Sumter aloud. Point out some of the important details of a newspaper

article—who, what, when, where, how, and why. Remind your student

that newspapers are one form of media.

Check-In

1. Allow some time for your student to read and answer the questions.

2. Check your student’s answers. Make sure your student understands

that the conflict at Charleston had been ongoing and that the attack

launched the Civil War.


Practice

1. Read the directions with your student. If possible, conduct a safe

Internet search to show your student some examples of news stories

of the mid-1800s. Help your student brainstorm what to include in the

story.

2. Have your student read the summary to you. Make sure all of the

elements are included (who, what, when, where, how, and why).

Lesson: Worth Fighting For LCG Worth Fighting For: Narrative

Explain

1. Read over the page with your student. Focus on helping your student

understand the definition of key words.

2. Have your student look at the image of Fort Sumter. Discuss why the

Civil War broke out here.

3. Read and discuss each of the key battles of the Civil War. You may

want to have your student jot down notes to keep track of the details

of each battle. Point out the map and discuss the geographic

advantages for both sides.

4. Discuss the turning point in the war and how having control of the

Mississippi River was very important to having an advantage in the

war.

5. Read and discuss the strategies that both the North and South used

and how they were effective or ineffective. Ask your student why Lee

likely ordered Pickett’s Charge and why it failed.

6. Read and discuss the new kinds of technology that were used during

the war and how they helped. Ask your student which technology was

likely the most helpful in waging war. Discuss why Brady and his team

took photographs of Civil War battles.

Check-In

1. Have your student read each question. If your student gives an

incorrect choice, read the hint.

2. Review the answers, including the explanation for correct choices, with

your student.

Practice

1. Show your student the flowchart. Read the directions with your

student.

2. Guide your student to put the events in the correct order or sequence.


3. After your student completes the flowchart, review the answers

together.

Worth Fighting For: Peer Model

Explain

1. Watch the video with your student.

2. Discuss the key events in the chart, such as the Battle of Shiloh, Siege

of Vicksburg, and Battle of Gettysburg. For additional support, have

your student make a timeline of the battles.

Check-In

1. Allow time for your student to answer the first question. Have your

student identify the turning point in the Civil War and provide an

explanation as to why it was a turning point. Review your student’s answer.

2. Allow time for your student to read and answer the second question.

Make sure your student understands that there were multiple

technological advances during the Civil War, from weaponry to

medicine to modes of transportation. Review your student’s answer.

Practice

1. Read the directions with your student to make sure your student

understands what to do.

2. Have your student place the events in the correct order to show the

chronology of key battles of the Civil War. Review the answers

together.

Worth Fighting For: 21st Century

Explain

1. Read the information on analyzing media with your student. Discuss

what it means to analyze media effectively. Point out that in the study

of social studies and in many areas of life, your student will be faced

with analyzing media. Knowing what steps to follow and careful

thinking will help your student better develop and practice this skill.

2. Review the example with your student. Discuss how in this example,

Annie and Sophie try to find factual information for a research report

about healthy snack eating for kids in the community.

Check-In


1. Allow time for your student to read the directions. Remind your

student what it means to analyze media effectively.

2. Have your student read each statement aloud.

3. Have your student recall the forms of media that were used during the

Civil War.

4. Discuss your student’s answers.

Practice

1. Read the directions with your student. Suggest that your student think

about how newspapers and photographs impact our understanding of

events today. Then, help your student make the connection to these

forms of media during the Civil War years.

2. Remind your student that photography was a new form of media

during the Civil War. Americans were both fascinated and shocked by

the content of the photography that showed battles and soldiers.

3. Review your student’s response together. If necessary, go back over

the information about newspaper reporting, and how some stories

were sensationalized. Have your student revise their response if

needed.

Lesson: Life During the Civil War LCG Life During the Civil War: Narrative

Explain


understand the definition of key words.

2. Have your student look at the image of President Abraham Lincoln on

the front of the Emancipation Proclamation. Discuss why Lincoln issued

the Proclamation and describe his appearance in the image.

3. Read and discuss why people celebrated Juneteenth the year after the

Civil War ended and why it was significant in Texas.

4. Discuss the role of women and others on the home front, and why

women in Richmond rebelled.

5. Read and discuss how the role of women on the home front compared

to their role near the battlefields. Ask your student to explain how

women’s roles changed and why some women risked their lives.

Discuss the Battle of Gettysburg and why it was a turning point.

6. Read and discuss how African Americans and Native Americans

contributed to the war effort. Ask your student how the Emancipation

Proclamation affected the role of African Americans in the war, and

why they wanted to fight on the side of the Union.


7. Discuss the roles of key figures such as Harriet Tubman, Ann Stokes,

and General Ely S. Parker.

Check-In



2. Review the answers, including the explanation for correct choices.

Practice

1. Show your student the flowchart. Read the directions with your

student.

2. Guide your student to put the events in the correct order or sequence.

3. After your student completes the flowchart, review the answers

together.

Life During the Civil War: Peer Model

Explain

1. Watch the video with your student. Discuss the key events, such as

the Emancipation Proclamation, Battle of Gettysburg, surrender at

Appomattox, and the first Juneteenth celebration. If your student is

having difficulty remembering when and why the first Juneteenth

celebration was held, point to Texas on a map and explain that its

location affected how quickly it received information.

2. For additional support, help your student annotate a map with the

events so that they can see where and when the Emancipation

Proclamation was announced and when news about it reached Texas.

Check-In

1. Together with your student, recall the importance of the Emancipation

Proclamation.

2. Have your student answer the question. If additional support is

needed, watch the video a second time together.

Practice



2. Have your student complete the graphic organizer about the

importance of Juneteenth and the freeing of slaves in Texas.


Life During the Civil War: 21st Century


Explain

1. Read the information on being flexible with your student. Discuss what

it means to be flexible in different situations. Point out that in the

study of social studies and in many areas of life, your student will be

faced with being flexible. Knowing what steps to follow and learning

how to be flexible will help your student better develop and practice

this skill.

2. Review the example with your student. Discuss how in this example,

your student and his or her friend are trying to make plans to get

together but they have different preferences about what to do.

3. Discuss the possible solutions with your student.

Check-In

1. Have your student read the questions.

2. Review the importance of the Emancipation Proclamation with your

student if needed.

3. If needed, remind your student of the ways President Lincoln showed

flexible thinking. You may have your student re-read the content of

the lesson.

4. Discuss your student’s answers together.

Practice

1. Read the question with your student. Remind your student how

President Lincoln exhibited flexible thinking when he issued two

proclamations to try to end the Civil War.

2. Have your student respond to the scenario.

3. Discuss your student’s response together.

Lesson: The War Ends LCG The War Ends: Narrative

Explain

1. Read the first section with your student. Focus on helping your student

understand the definition of bolded key words.

2. Show your student a map of the United States. Review that the Civil

War was a war between the Union in the Northern states and the

Southern Confederacy states. Point to Georgia on the map and show

your student that Savannah is a major port city for Southern states.

3. Listen to the podcast called “Generals Lee and Jackson.” Ask your

student to identify some of the ways that the Union and Confederate

generals were alike and different.


4. Talk with your student about the impact of President Lincoln’s assassination. It happened only days after the fighting between the

states ended. The country was free from war but had a long, uncertain

road ahead.

Check-In

1. Read the prompts with your student.

2. Make sure your student understands that Grant and Sherman were the

military leaders in the North and what their strengths were.

3. Help your student understand the reasons for Sherman’s total war

strategy. Your student can review Sherman’s March to the Sea for

support.

4. Make sure your student understands that Lee and Jackson were strong

military leaders for the Confederacy.

5. Discuss any important points that your student missed.

Practice

1. Have your student use the Venn diagram to compare and contrast Civil

War leaders.

2. Your student will need to understand which side Generals Sherman

and Grant fought on and which side Generals Lee and Jackson fought

on.

3. Your student will need to understand some of the events of the war

and how the war ended for each side.

4. Work with your student to clear up any misconceptions about

similarities and differences between the Union and Confederate

leaders.

The War Ends: Peer Model

Explain

1. Read the introduction with your student. Then watch the video.

2. Have your student paraphrase the important points, such as why

General Sherman decided to pursue total war and the outcome of the

strategy. If your student is having trouble remembering the important

points, watch the video a second time.

Check-In

1. Read the prompt with your student and have your student provide a

complete answer.


2. Show your student the map of the U.S. for reference. Read your

student’s answer and discuss whether it is complete.

Practice


complete answer.

2. Encourage your student to think about the implications of the war’s outcome for both the Union and the Confederacy.

The War Ends: 21st Century

Explain

1. Read the first three paragraphs about the Civil War with your student.

Make sure your student understands who fought on the Union side and

who fought on the Confederate side.

2. After your student has read the paragraphs under the head A New

Technology, ask your student to explain how the use of the telegraph

affected the Civil War. Then ask: Who benefited the most from the

technology, and why?

Check-In

1. Allow time for your student to read the directions. Have your student

provide a complete answer.

2. Make sure your student understands the differences between the

Union and the Confederacy in their use of new technology.

3. Discuss your student’s response and any misconceptions about the

content.

Practice

1. Read the directions with your student. Make sure your student

understands that the answer should be written in the form of a

conversation. Each line should begin with the name of the person who

is speaking.

2. Give your student time to gather notes and reread the last section, if

necessary.

Lesson: Reconstruction Apply LCG Reconstruction Apply

Show What You Know


1. Have your student read the first section. Have a discussion with your

student about why Reconstruction was necessary after the war. Guide

the discussion so that your student addresses the goals of the plan.

2. Read the rest of the text with your student. Have your student name

one policy that was meant to protect the rights of African Americans.

3. Have your student name one policy that violated the civil rights of

African Americans.

The Policies of Reconstruction

1. Review the directions for the activity. To complete the interactive

activity, your student will match the name of the policy or program

with its effects on citizens.

2. After your student has completed the activity, check it for accuracy.

3. If necessary, guide your student in answering the additional questions

about Reconstruction.

Assess how successful your student was in completing the activity and

answering the questions by considering the following:

Very Successful – My student was able to complete the activity and

answer the questions with little or no help.

Moderately Successful – My student was able to correctly match some

of the policies of Reconstruction to their effects on citizens, and

correctly answer at least two of the questions.

Less Successful – My student needs to review basic concepts of

Reconstruction: its policies, goal, successes, and failures.

Try This

1. Review the directions with your student. Make sure your student

understands the assignment is to use the Concept Web to summarize

the goals, policies, successes, and failures of Reconstruction.

2. If needed, explain that your student should reread the lesson in order

to complete the Concept Web. All of the information can be found in

the lesson.

Based on your assessment, guide your student to the most appropriate

activity.

Less Successful – Reread the lesson with your student. Help your

student review the interactive activity and questions to reteach the

concepts. Guide your student to complete the Concept Web.

Moderately Successful – Allow your student the opportunity to revise

the Concept Web and add details.


Very Successful – Ask your student to discuss with you how the

successes and failures of Reconstruction impacted the United States.

Your student may present the Concept Web. Review your student’s response

and discuss. Keep in mind that answers may vary. It is most important that

the student understands the goals, policies, successes, and failures of

Reconstruction.

Lesson: Expansion and Civil War Review LCG Westward Expansion and Civil War Review and Reflect

Review

1. Have your student review the list of topics from the unit. Remind your

student that in the late 1840s, Americans began to settle the West.

2. Discuss what your student has learned about each topic.

3. Discuss your student’s confidence level with each topic, identifying any

topics with which your student needs more practice. It may be helpful

to have your student rate the mastery of each learning goal (e.g., 1 =

Got this! 2 = Not sure. to 3 = No idea.).

4. Urge your student to review the unit skills before taking the unit test.

Reflect

1. Read the information on the page with your student. Remind your

student that sometimes it is necessary to review what your student

has read. This will help your student recall important information.

2. Help your student summarize the skills learned in this unit. It may be

helpful to revisit each learning goal. Encourage your student to think

about the strategies that were most helpful in learning the new skills.

If your student needs prompting, ask about examples from the

following list:

a. completing activities

b. connecting new material to previously learned material

c. examining photos and maps

d. reading the text closely and listing important people and events

e. discussing topics with others

f. creating a map to note important trails

3. Guide your student to write a reflection using the three sentence

starters provided. If your student has trouble identifying an area of

difficulty or an area where more practice is needed, refer back to

earlier practice activities and scored assignments.

Study Tips


1. Read the study tips with your student. Help your student make flash

cards of the major Civil War leaders.

2. Have your student think of other study tips your student could add to

the list. Ask your student to use the study tips to review what your

student has learned.

3. Provide time for your student to review what your student has learned

before taking the unit test.

Unit 3: A Growing Nation Lesson: A Growing Nation Introduction LCG A Growing Nation Intro

Learning Goals

In this unit, your student will be exposed to government policies in order to

understand how government policies are developed to address public

problems. There are 10 learning goals for this unit.

1. Define Manifest Destiny and identify its effects of expansion on the

United States and Native Americans, including the building of the

transcontinental railroad, and the spread of businesses.

2. Identify key provisions of the Homestead Act and summarize

challenges faced by homesteaders and ways in which they overcame

those challenges.

3. Identify the impact of the destruction of bison herds, broken treaties,

reservations, and the Indian Removal Act on Native Americans.

4. Identify events that impacted overseas expansion, including the

Monroe Doctrine, the Spanish-American War, and the Panama Canal.

5. Identify how and why people immigrated to the United States, and the

hardships they faced.

6. Describe the way immigration added to American diversity between

1890 and 1920 and describe some of the contributions made by these

immigrants.

7. Identify key inventors and their inventions during the Second

Industrial Revolution and explain how technological changes impacted

the ways in which people lived and worked in the late 1800s and early

1900s.

8. Identify the individuals, resources, and strategies that led to the rapid

growth of businesses.

9. Describe how the growth of big business, such as steel, oil, and

railroads, had an impact on increased urbanization, and analyze the

benefits and costs of rapid growth.


10. Describe what it would be like to be a new immigrant in the United

States, including the challenges faced and the contribution made.



This Unit contains the following assessments. Make sure you work with your

student to ensure they are ready to complete each assessment before taking

the assessment.

1. Railroads, Miners, and Ranchers Quick Check

2. Sodbusters and Homesteaders Quick Check

3. Native Americans Struggle to Survive Quick Check

4. Expanding Overseas Quick Check

5. The Search for a Better Life Quick Check

6. Contribution of Immigrants Quick Check

7. Inventors and Inventions Quick Check

8. The Rapid Growth of Business Quick Check

9. The Impact of Big Business Quick Check

10. A Growing Nation Test

Spark

Public Policies and U.S. Growth

1. Look at the image of Ellis Island with the Statue of Liberty in the

background with your student. Discuss what the Statue of Liberty

stands for and what it might have meant to people looking for a new

future.

2. Discuss with your student how new people can change a nation by

bringing new skills and new experiences. Ask them what it might have

meant that immigrants were builders, inventors, teachers, mechanics,

and engineers, as well as skilled and unskilled laborers.

3. Listen to the podcast about how the Monroe Doctrine and Manifest

Destiny were two policies of the U.S. government in the 1800s that

changed the future of the United States. Ask your student to explain to

you how these two policies could have expanded a nation.

4. Discuss the Two-Column chart. Ask your students to summarize the

key points in the podcast.


1. Read the first paragraphs with your student. Point out the Monroe

Doctrine and Manifest Destiny were policies of the U.S. government.


Explain that a policy is a plan or course of action taken by a

government.

2. Ask your student to summarize the main points in the podcast. Discuss

the events in relation to the Monroe Doctrine and Manifest Destiny.

3. Ask your student to explain why these two policies were so important

and how they changed a nation.

4. Read the last paragraph previewing the unit lessons. Then, have your

student complete the Two-Column Chart.

5. Discuss responses with your student.

Evaluating Ethical Responsibility

Explain

1. Ask your student to read the story about Sammy.

2. After reading, discuss the words in bold with your student. Ask your

student to think about what the words mean in the context of the

story.

3. Encourage your student to think about how Sammy used ethical

responsibility.

Check-In

1. Ask your student to read the first check-in question. Review the

response with your student.

2. If your student is not sure what an ethical problem is, reread the

second paragraph of the story for the definition of the word ethical.

Then reread the entire scenario. If necessary, explain that ethics has

to do with questions about right and wrong. Also remind your student

not all questions have clearly right or clearly wrong answers.

Sometimes, answers are both right and wrong.

3. Ask your student to read the second check-in question. Review the


4. If your student is not sure what it means to reflect and evaluate,

reread the last paragraph of the story to find the definitions of each

term. Then, reread the third paragraph for Sammy’s evaluation of the

situation. Finally, reread the entire scenario. Point out that Sammy

stops to think and then analyzes the situation by considering the

consequences of his actions.

5. Ask your student to read the third check-in question. Review the


6. If your student is not sure what it means to use ethical responsibility,

reread the caption for the definition. Then, reread the third paragraph


for Sammy’s evaluation of the situation. Finally, reread the entire

scenario. Point out the process Sammy goes through is ethical

responsibility.

Practice

1. Ask your student to read the Practice scenario and questions. Remind

your student ethical responsibility involves reflecting on and evaluating

one’s actions while considering one’s principles and values. Then,

review the answers with your student.

2. Have your student complete the On Your Own activity. Discuss the

responses with your student.

Lesson: Railroads, Miners, and Ranchers LCG Railroads, Miners, and Ranchers: Narrative

Explain

1. Read the first paragraph with your student. Discuss prior knowledge

regarding how much the United States has grown up to this point in

time. Use the words “manifest” and “destiny” in sentences to make

sure your student understands the words themselves and the idea of

Manifest Destiny.

2. As you read the text, focus on the additional key words—gold rush,

cattle drive, transcontinental railroad. Use the context of the narrative

to discuss the meanings of the key words.

3. Read and discuss the text under each subhead. Help your student

correct any misunderstandings. Draw your student’s attention to the

illustrations that accompany the text. Ask your student to draw

conclusions about the lives of gold miners during the gold rush based

on the illustration. Ask what the transcontinental railroad illustration

says about how this achievement was received.

Check-In

1. Read the directions with your student to be certain your student

understands the statement.

2. You may want to review the concept of Manifest Destiny to make sure

your student understands the term refers to the westward movement

across the continent.

3. Review the true/false answer choices with your student.

Practice


1. Review the prompt with your student. Remind your student of how you

reviewed the meaning of Manifest Destiny. Tell your student to review

the text as necessary while completing the activity.

2. Have your student share the paragraph. Discuss with your student any

important ideas or events that might have been included, or details

that your student may have interpreted or stated incorrectly.

Railroads, Miners, and Ranchers: Peer Model

Explain


2. Point out the game the students are playing on the video and how they

are adding events to the timeline.

3. Watch the video a second time and pause after each event is added to

the timeline. Engage your student in a discussion of the event.

Check-In

1. Have your student note the years and prepare a sheet of paper on

which to record answers.

2. Review your student’s answers and have a discussion about a question

or questions answered incorrectly.

Practice

1. Read the directions for the activity with your student. Make sure your

student knows how to complete the concept map.

2. Remind your student that the activity portrayed in the video provides

information on which summaries can be based.

3. Have your student share the concept map.

Railroads, Miners, and Ranchers: 21st Century

Explain

1. Draw your student’s attention to the title. Read the first two

paragraphs of text with your student. Review the historical content

and, then, how it relates to problem solving. Read the rest of the text

with your student.

2. Discuss the text with your student. Point out the varied examples of

problems and solutions. Ask your student to offer an example of

problem solving. Emphasize the idea of asking questions as part of the

process of problem solving.

Check-In


1. Have your student respond to the questions.

2. Your student should be able to cite instances in which people during

the period of growth of the United States solved problems and then

apply good problem solving strategies today.

3. Discuss your student’s responses. Make references to the context of

the lesson.

Practice

1. Read the directions with your student.

2. Remind your student that problems can come up in both familiar and

unfamiliar situations, and that often solutions to problems can require

innovation.

3. Have your student share the paragraph.

Lesson: Sodbusters and Homesteaders LCG Sodbusters and Homesteaders: Narrative

Explain

1. Read the first paragraph with your student. Help your student visualize

what a house made out of sod might look like. Emphasize that this is

something that really happened in American history, and that your

student will read on to learn more.

2. As you read the text, focus on the keywords—homesteaders,

sodbusters, drought, irrigate, dry farming. Use the context of the

narrative to discuss the meanings of the keywords. Point out how the

words are related: “homesteaders” comes from the Homestead Act;

“sodbusters” comes from sod; “drought,” “irrigate,” “dry farming” are

all related to farming.


correct any misunderstandings. Draw your student’s attention to the

illustration that accompanies the text. Discuss with your student how

the illustration helps further understanding of the text or provide a

visual frame of reference. Ask your student what the photo of the

reconstructed sod house tells them about life on the Great Plains.

Check-In

1. Point out to your student that the main idea of the lesson is listed in

the center of the concept map. Tell your student to list facts and

details in the outer parts of the map.

2. Have your student enter responses into the concept map. Help your

student with the first entry, if necessary.


3. Review the completed concept map with your student.

Practice

1. Review the prompt with your student. Tell your student to review the

text as necessary. Have your student complete the activity.


points that were omitted or areas of interpretation that were incorrect.

Sodbusters and Homesteaders: Peer Model

Explain


2. Review with your student the reason the settlers were called

sodbusters.

3. Discuss with your student the challenges that homesteaders faced in

living on the Great Plains.

4. Ask your student to name the challenge that they think was the

hardest to overcome. Discuss your student’s response together.

Check-In

1. Make sure your student understands how to fill in the two-column

problem/solution chart.

2. Review your student’s answers and have a discussion about each

entry.

Practice

1. Review the prompt with your student. Have your student complete the

activity.

2. Remind your student that the discussion in the video provides

information on which summaries can be based.


Sodbusters and Homesteaders: 21st Century

Explain

1. Draw your student’s attention to the title. Read the first paragraph of

text with your student and discuss how important a role the

environment played in the lives of the homesteaders. Read the rest of

the text with your student.

2. Discuss the text with your student. Ask your student to paraphrase the

text. Ask your student to offer an example of an environmental issue

that has been in the news recently.


Check-In

1. Have your student read the questions.

2. Review the meaning of the term environmental literacy, and how the

homesteaders had to use knowledge of their environment in order to

survive.

3. Discuss your student’s responses to the questions. You may wish to

expand the discussion to include other ways people today can

demonstrate environmental literacy, such as joining environmental

action groups like “Save the Whales” or more local groups that focus

on a community’s environment.

Practice

1. Read the prompt with your student.

2. Ask your student, again, to offer an example of environmental issues

that have been in the news recently. Suggest that your student keep

these examples in mind to help spur the response to the prompt.


Lesson: Native Americans Struggle to Survive LCG Native Americans Struggle to Survive: Narrative

Explain

1. Direct your student’s attention to the image and caption. Point out the

Indian Removal Act of 1830. Have your student write down the name

of the act and listen for it in the podcast.

2. Have your student read the introduction. Ask your student to predict

and make a note of the challenges Native Americans may have faced.

Review these together after the podcast.

3. Begin the podcast with your student. As your student listens, pause to

review terms that are defined at point of use as well as key

vocabulary.

4. Ask your student to summarize how the destruction of bison herds

impacted Native Americans. Explain that they used every part of the

bison to make thread, tools, soap, and fuel.

5. Review the terms treaties and reservations. Explain that treaties were

formal agreements that were legally binding. Discuss that Native

Americans had little recourse when treaties were broken. Talk about

how it would feel to have to leave home and move to a strange place.

Point out that reservations still exist. Conduct a safe internet search to

identify any nearby or local reservations.


6. Use a map to show your student that Native Americans were forced to

move to an area that is now Oklahoma.

7. Pause to go over the Indian Removal Act of 1830. Provide background

by explaining that gold was found on Cherokee land in 1829. Settlers

wanted it. The Cherokee asked that existing treaties be honored. That

state of Georgia said that the treaties no longer existed, and President

Andrew Jackson agreed with the state. The Cherokee even sent

representatives to Washington to argue for them. Congress passed the

Indian Removal Act of 1830 shortly after. Explain that this act was a

law. Discuss how it impacted Native Americans.

Check-In

1. Ask your student to read the instructions for the activity. Have your

student explain how to complete the activity. It may help to review

that a challenge is something that is difficult or hard to face.

2. After your student completes the activity, review your student’s answers. If your student has trouble identifying challenges Native

Americans faced, listen to the podcast again.

Practice

1. Before your student answers, review what impact means. Have your

student use the word in a sentence to ensure understanding. Model

one response, such as “One struggle that impacted Native Americans

was the Indian Removal Act of 1830. It affected where Native

Americans lived. They had to leave their homes.” 2. Have your student answer the questions.

3. Check your student’s answers together. If your student misses a

response, ask your student to refer back to the podcast. Have your

student pause and correct missed responses.

Native Americans Struggle to Survive: Peer Model

Explain

1. Direct your student’s attention to the image and caption. Point out that

bison is a key word. Explain that Native Americans depended on bison

for everything from food to soap to fuel. Ask your student to predict

how the destruction of the bison herds might impact Native Americans.

2. Have your student read the introduction before watching the video.

Review what the verb impacted means. Explain that it means to have

a strong and often bad effect. Use the word in another sentence such


as “Losing her job impacted her life.” Have your student use the word

in a sentence to ensure understanding.

3. Review the bold-faced and key words with your student. Have your

student write them in a notebook. Ask your student to define them as

the video plays.

4. After the video, ask your student to identify the struggles Native

Americans faced. Then have your student identify and explain the

impact of these struggles. If your student needs support, model one

example such as “One of the struggles Native Americans faced was the

loss of bison herds. This affected them because they lost their main

food source.” 5. If your student needs additional support, watch the video a second

time.

6. Have your student explain what each of the key words means. Ask

your student to explain how the key words connect to the Native

Americans and how they were impacted by their struggles.

7. Explain that an act is a law passed by the government. Show your

student a map of where the Native Americans had to move in the

West. Point out that this area is now Oklahoma.

8. You may want to explain that the Cherokee didn’t have time to gather

supplies and belongings. They were not prepared for the long walk or

the winter weather. The government was supposed to have provided

supplies for them, but there were not enough.

Check-In

1. Have your student read the instructions. Ask your student to

paraphrase the instructions to ensure understanding.

2. Review your student’s answers. For each incorrect answer, rewatch

and pause relevant portions of the video. Have your student self-

correct responses based on the video. Ask your student to retell

correct responses in your student’s own words.

Practice

1. Ask your student to read the directions. Reiterate that the question

has two parts. First, your student will identify the struggle and impact

that was the hardest for Native Americans to survive. Clarify that your

student should state an opinion based on the video. Then, your

student will explain why. Remind your student to use evidence from

the video.

2. Have your student answer the question.


3. Check your student’s answers together. If your student left out major

points, ask prompting questions such as, “It’s clear that you think

reservations had the worst impact on Native Americans, but you didn’t identify the impact. How were Native Americans impacted by living on

reservations?”

Native Americans Struggle to Survive: 21st Century

Explain

1. Ask your student to study the image of President Andrew Jackson and

read the caption. Point out the words Indian Removal Act of 1830.

Review what it means. Explain that an act is a law passed by the

government. Ask your student to predict why the act led to Native

Americans losing their homes.

2. Before your student reads the text, talk about what global awareness

means. Explain that global awareness means that people learn from

and work with others who represent different cultures, religions, and

lifestyles. People respect one another and talk openly together. They

try to understand one another.

3. Explain that this skill wasn’t something people practiced or recognized

in the 1800s. Have your student think about how the absence of global

awareness affected the way Native Americans were treated as the

lesson progresses.

4. Have your student read the first paragraph. Explain that impacted

means to have a strong and often bad effect. Because this word is

critical to the goal of the lesson, have your student use the word in a

sentence to ensure understanding.

5. Read the rest of the text with your student. Have your student list the

struggles Native Americans faced along with the impact in a notebook

or graphic organizer. Pause to talk about examples of how global

awareness was lacking.

6. Review the bold-faced and key words with your student. You may want

to explain void and how a voided treaty was the same as a treaty that

no longer existed. Explain that Native Americans had little recourse if

the United States government decided not to honor treaties any

longer.

7. Ask your student why global awareness is important today and what

that looks like. If your student needs support, provide examples such

as eating foods from different cultures, learning languages, visiting

other countries, or being friends with people who are different. Discuss

how different cultures can come together to learn from one another.


Check-In

1. Before your student begins the activity, support your student by

identifying a few struggles such as reservations and broken treaties.

After you say the struggle, have your student identify its impacts.

2. Have your student answer the questions and review the responses

together.

3. If your student misses a question, review that portion of the text

together.

Practice

1. Have your student read the instructions and write the short paragraph

in a notebook. It may help to clarify that the U.S. government created

several struggles that impacted the Native Americans in different

ways. Prompt your student as needed with questions such as, “Did

Native Americans create reservations? Who made them? How did this

affect Native Americans? What law did the U.S. government make?

How did it affect Native Americans?” Help your student understand

that many struggles resulted from the government’s actions, and

these struggles all had impacts.

2. If your student needs support, ask your student to outline the

paragraph first. Then have your student practice a response out loud

with you before writing it.

3. If your student needs additional support, review the lesson material

section by section.

4. Review your student’s responses together.

Lesson: Expanding Overseas LCG Expanding Overseas: Narrative

Explain

1. Direct your student’s attention to the map and caption. Ask your

student to locate the Panama Canal. If possible, show your student a

larger map that includes all of South America. Point out the difference

in distance between going around the tip of South America and using

the Panama Canal.

2. Have your student read the introductory paragraph. Ask your student

to share any background knowledge on the Monroe Doctrine, the

Spanish-American War, and the Panama Canal. Explain that a doctrine

is a policy and that the Monroe Doctrine became the foundation for

how the United States would work with other countries in the future.

Have your student use the word impacted in a sentence to ensure


understanding. Ask your student to paraphrase what it means to

expand overseas. Help your student understand that in the 1800 and

1900s, doing business with other countries was difficult.

3. After your student reads about the Monroe Doctrine, explain that

America’s independence was still relatively new. The Monroe Doctrine

helped strengthen that independence. Explain to your student that

North and South America are also called the Western Hemisphere.

Show this area on a map.

4. Pause to discuss the term yellow journalism. Explain that the term

came from a comic strip character called the Yellow Kid. The character

dressed in yellow. To help your student understand how newspapers

sensationalized war and other subjects, conduct a safe internet search

together to view images of the comic strip Hogan’s Alley and the

Yellow Kid. Help your student make connections between yellow

journalism and the Spanish-American War. Point out that newspapers

exaggerated facts and used images to sell papers. American emotions

led to a public outcry for war. Historians view this war as the first that

was driven by the press.

5. Help your student understand the term annexed by providing other

examples such as amendments annexed to the Constitution or a state

annexed to the United States. Explain that Guam and Puerto Rico

remain U.S. territories, and states outside of the original thirteen were

territories first and then states. Congress decides if territories can

become citizens. People in Guam and Puerto Rico are U.S. citizens. The

Philippines was a U.S. territory but became independent in 1946.

6. As your student reads about the Panama Canal, pause and discuss

each key term. Ask your student to think of other examples of raw

materials. Explain the difference between raw materials and finished

goods. Discuss why shorter shipping routes saved businesses money

(less supplies needed, workers didn’t have to work as long, could sell

and ship more materials faster). To help with perspective, tell your

student that the Panama Canal shortened the journey from the East to

the West Coast by five months.

7. Use the map to point out the Isthmus of Panama. Conduct a safe

internet search with your student to view other images of the Isthmus

of Panama and the Panama Canal. Explain that the Panama Canal is

still an important part of global trade today.

Check-In


1. Ask your student to read the instructions for the interactive activity.

Have your student explain and demonstrate how to complete the

activity.

2. After your student completes the activity, review your student’s answers. For each missed answer, ask your student to identify the key

event or detail in each sentence. Have your student write it down and

then search for it in the text. Ask your student to find the correct

response. To extend learning, have your student explain why the

original response was incorrect.

3. Discuss responses that were missed due to misreading the sentence or

only reading a portion of it. For example, your student may have read

the first half of the first sentence, “The Monroe Doctrine impacted

overseas expansion …” and responded without reading the second half.

Practice

1. Have your student read the instructions about completing the Three-

Column Chart. Point out that your student will write details that

identify each event.

2. Have your student complete the Three-Column Chart.


response, ask your student to refer back to the text to find the event

in question. Have your student read the content around the event to

correct the missed response.

4. To extend learning, work with your student to conduct a safe internet

search for other details that help identify the Monroe Doctrine, the

Spanish-American War, and the Panama Canal as events that

impacted overseas expansion. Have your student add these details to

the chart.

Expanding Overseas: Peer Model

Explain

1. Direct your student’s attention to the image and caption. Explain that

your student will learn how newspapers were able to affect American

emotions, which helped push the start of the Spanish-American War.

Discuss how and if news outlets impact readers’ emotions today.

Review current examples together.

2. Review all the boldface terms with your student. Have your student

write them in a notebook. Ask your student to define them as the

video plays.


3. Have your student read the introduction and ask your student to

paraphrase the meanings of impacted and expansion. Then watch the

video.

4. Ask your student to summarize how each event affected overseas

expansion.

5. If your student has trouble remembering the important points, watch

the video a second time.

6. Revisit the image. Ask your student if the image could be viewed as an

example of yellow journalism and discuss why or why not. For

example, the image shows people being flung into the air and the sea.

7. Point out Guam, Puerto Rico, and the Philippines on a world map.

Explain that Spain owned these territories before the war. Help your

student connect how annexing these territories is an example of

overseas expansion.

8. Use a world map to point out how the Panama Canal shortened

shipping routes from the East to the West Coast. Explain that the

average route was decreased by 5 months. Ask your student to

imagine being on a ship for half a year. Discuss why businesses would

want a faster, shorter route.

9. Discuss the fact that these events continued to impact overseas

expansion long after they happened. Explain that the Monroe Doctrine

laid the foundation for how the United States works with other

countries. The Panama Canal is still active and still helps global trade.

Check-In

1. Have your student read the instructions and complete the activity.

2. Review your student’s answers. For each incorrect answer, re-watch

relevant portions of the video. Have your student self-correct

responses based on the video.

3. To reinforce learning, ask your student to read each statement aloud.

Have your student change each false statement to make it true.

Practice

1. Ask your student to read the directions and the questions.

2. Have your student answer the questions.

3. Check your student’s answers together. If your student left out major

points, ask prompting questions such as, “You identified an event, but

you haven’t fully described it. Why is this event important? How did it

help overseas expansion?” 4. For each incorrect response, have your student find the correct

response in the video.


Expanding Overseas: 21st Century

Explain

1. Ask your student to study the image and read the caption. You may

want to explain that the Panama Canal was built in a rainy jungle in

dangerous conditions. The French worked on it from 1881 to 1894 and

couldn’t finish it. They lost over 20,000 workers. Constant mudslides

made it difficult to build. Mosquitoes caused malaria. President

Roosevelt hired top engineers and scientists to help with all the

problems. Point out that managing projects often involves more than

one person and overcoming challenges.

2. Use the introductory paragraph to clarify what overseas expansion

means. Ask if overseas expansion is a known term. Have your student

break the term down into its individual words. Ask your student to use

the word impacted in a sentence to ensure understanding.

3. Have your student read about managing projects. Ask your student

why the skill of managing projects is helpful today. Ask prompting

questions such as, “Why are goals important? Why is it important to

have a plan?” 4. Read the rest of the text with your student. Ask your student to notice

how Theodore Roosevelt pursued his goal.

5. Discuss the text with your student. Explain that the Monroe Doctrine

became the foundation for how the United States would work with

other countries in the future. Tell your student that doctrine means

policy. Guide your student to understand that the Monroe Doctrine

allowed for expansion even though expansion was not specifically

referenced in Monroe’s speech.

6. Ask your student to summarize how the Spanish-American War

impacted overseas expansion. Explain that America’s decisive victory

in the war established the United States as a major player and a global

power. Discuss how this position also contributes to global expansion.

7. Use a world map to point out the Panama Canal. Help your student

trace the original shipping route around the tip of South America and

then the route using the Panama Canal. Clarify that the canal is a

manmade waterway. Have your student find the Isthmus of Panama

on the map. Ask your student to identify the bodies of water on either

side (Atlantic and Pacific Oceans). Discuss how and why the canal

increased global trade. Provide scaffolding such as, “If I paid you $10

an hour to work on a ship and you were on the ship for one week, I’d

pay you about $400. If you had to be on that ship for one month, I’d


pay you $1600.” Shorter routes meant businesses spent less money to

move the same amount of goods.

8. Ask your student to explain how President Roosevelt used project

management skills to complete the Panama Canal. Then have your

student explain how to apply these same skills today. If your student

needs support, model a think-aloud such as “I want to have a carwash

to raise money for my favorite charity. I need to set a date and make

a plan. I may face obstacles. It may rain on the day of the carwash.

Some helpers may not show up. I have to find solutions and meet my

goal.”

Check-In

1. Before your student begins writing, have a review. Name a few details

about an event and have your student identify the event.


together.

3. If your student makes an incorrect response, prompt self-correction

using questions such as, “What did Monroe say in the Monroe

Doctrine? How did that relate to overseas expansion?”

Practice


paraphrase them to ensure understanding.

2. If your student needs support, have your student review each event in

the text. Ask your student to outline two to three important details

about each event in a notebook.

3. Have your student complete the activity and review your student’s responses together.

4. For additional support, refer your student to the appropriate section of

the text to find corrections to missed responses.

Lesson: The Search for a Better Life LCG The Search for a Better Life: Peer Model

Explain

1. Read aloud the introductory paragraph. Then watch the video with

your student.

2. Ask your student to summarize the key ideas from the video. Discuss

how the letter shows how the immigrant felt when first arriving in the

U.S. Discuss also how and why these feelings may have changed over

time.


3. Review key terms. Take turns using each key term in a sentence.

Check-In

1. Have your student respond to each question orally or in writing.

Compare your student’s responses with the sample answers.

2. If your student is unsure of any of the answers, watch the video again.

Practice

1. Read the assignment with your student. Make sure that your student

knows what to do. Encourage your student to use correct format and

layout for a letter, but also to use a friendly tone, as if writing to a

good friend.

2. Help your student organize ideas for the letter. Refer back to the key

terms and make sure your student knows what they mean.

3. Allow your student time to write a letter. Then provide your student

with an envelope and have your student “mail” the letter to you. Open

the letter and read it together. Check to make sure that three key

terms were included in the letter and that they were used properly.

Encourage your student to elaborate on any ideas that are unclear.

4. Discuss possible emotions immigrants may have shown when they left

their homelands and came to the U.S. and what factors contributed to

these feelings.

The Search for a Better Life: 21st Century

Explain

1. Have your student read the text. Ask your student to note any terms

that are unfamiliar.

2. Review the bolded key terms, as well as any terms that are unfamiliar

to your student.

3. Have your student summarize the information about immigration.

Discuss how the experiences of immigrants who came at different

times in American history were similar and how they were different.

For example, you might ask: Recall how the Pilgrims left England to

come to America. How might their reasons for leaving be similar to

later immigrants who came to America? How are some experiences of

immigrants similar? How are some different?

Check-In


writing. Compare your student’s answers to the answers provided.


2. Use responses to discuss the reasons for immigration and the

challenges immigrants experienced.

Practice

1. Review the assignment with your student. Point out that the Ellis

Island Project is a real project. There are many online sites about the

project that you and your student might investigate.

2. After your student has completed the assignment, read the paragraph

together. Discuss in which ways technology makes the process of

finding information easier.

3. Discuss how you would apply, or use, this information. Brainstorm

together about the ways in which technology has allowed people to

connect with one another and learn more about their individual

histories.

Cultures and Communities: Narrative

Explain

1. Read over the lesson with your student. Focus on helping your student

understand the definitions of key words in bold.

2. Explain and discuss what is meant by the word culture and the term

cultural patterns.

3. Explain and discuss how cultural patterns can develop through

heredity and through adaptation to the environment.

4. Discuss how cultural patterns develop through interaction.

5. Discuss the meaning of community.

6. Discuss the difference between a community of people who live close

to each other and a community of people who share interests.

7. Explain and discuss how both kinds of cultural patterns can grow and

develop.

8. Explain and discuss the common characteristics of cultural patterns.

9. Discuss the photograph. Ask your student the questions asked in the

caption. What type of community is represented in the photograph?

Can it be more than one type of community?

Check-In

1. Ask your student to follow the directions for the T-Chart.

2. Guide your student to write an example of a community that

developed a cultural pattern around living together and an example of

a community that developed a cultural pattern around a common

interest.


3. Review and discuss your student’s findings.

Practice

1. Guide your student to draw a picture of a community. Be sure your

student is included in the picture.

2. Have your student write a short paragraph explaining the drawing and

your student’s role in the community pictured.

3. Review your student’s drawing and explanation.

Lesson: Contribution of Immigrants LCG Contribution of Immigrants: Narrative

Explain

1. Have your student read the lesson. Ask your student to record any

unfamiliar words. Review these words and the bolded key terms with

your student.

2. Point out the picture. Help your student recognize how this picture

represents the diversity of the United States today. Explain that the

U.S. was much less diverse in the time period discussed in this lesson,

namely the turn of the nineteenth century. The immigrants that were

coming then were mostly from southern, eastern, and central Europe.

These immigrants were different from those who came before, who

were from England, Germany, and Britain.

3. Look at a map with your student. Point out where the “new” and “old” immigrants came from.

4. Discuss the contributions of immigrants. Begin with the contributions

of immigrants as a whole. Discuss how they influenced the culture of

the U.S., in things such as food, music, and traditions. Then discuss

the contributions of individual immigrants.

Check-In

1. Have your student write down the letter that matches each of the

people in this activity. Then check responses.

2. If your student is unsure of any answers, encourage your student to

reread the text.

Practice

1. Help your student organize ideas for the paragraph. Provide a graphic

organizer, if desired. A graphic organizer can help your student write

down the main idea and supporting details.


2. Provide support as needed. For instance, help your student find and

record an appropriate definition of melting pot and paraphrase what it

means. Then help your student find examples in the text. Discuss

other examples from your student’s experience.

3. Allow your student to write the paragraph.

4. Review your student’s paragraph and the sample answer with your

student. Correct any misperceptions.

Contribution of Immigrants: Peer Model

Explain

1. Read the opening paragraph with your student. Remind your student

of the meaning of the word immigrant, as someone who moves from

one country to another. Review also the bold key term, contributions.

2. Watch the video with your student. Stop the video at key points to

have your student take notes about the contributions of each of the

people in the video. Watch the video a second time if desired.

3. Define and discuss the key terms.

Check-In

1. Have your student answer the questions about two of the immigrants

described in the video. The two immigrants, Irving Berlin and Bob

Hope, made important contributions to the U.S.

2. If your student is unsure of any answers, watch the video again.

Practice

1. The video discusses some immigrants who could be included in an

immigrant Hall of Fame.

2. Encourage your student to choose one of the immigrants from the

video and explain why that person is a good choice for the Hall of

Fame.

3. Explain that many immigrants continue to make important

contributions to almost all aspects of life, from arts to sciences, from

sports to politics.

4. As an extension, have your student conduct a safe internet search to

learn about famous immigrants. Your student can learn about

someone who came to the U.S. a long time ago or more recently.

Migration Patterns: Narrative

Explain



understand the words in bold.

2. Emphasize the difference between push and pull factors for migration.

3. Ask your student, “Which part of the country did people most often

migrate to?” If your student has trouble answering, ask, “Where did

the Dust Bowl migrants go? Where did the migrants panning for gold

go?” 4. Help your student understand that migration is not always good for the

people living there. Explain that Native American reservations limit

where Native Americans can live under their own laws.

5. Ask your student to think of other ways in which migration can cause

problems. If your student can’t think of an answer, ask, How do people

often react when outsiders come to live near their homes? Do people

always welcome strangers?

Check-In

1. Read over the questions with your student. Have your student try to

answer the questions before looking at the answer options. Instruct

your student to write his or her responses on a separate sheet of

paper.

2. If your student has difficulty with any of the questions, use the

subheadings to identify the relevant section(s) of the lesson, and then

review the section(s) with your student. Direct your student to words

in bold as well.

3. Review your student’s answers and work with your student to correct

any errors.

Practice

1. Read the writing prompt with your student. Give your student time to

write the paragraph independently on a separate sheet of paper.

2. If your student has trouble getting started, ask, “What happened

between the new settlers to the West and the Native Americans

already living there?” Encourage your student to reread the first

paragraph in the section titled “Push and Pull.” Then, have your

student discuss the topic.

3. Have your student share the response with you. Read the paragraph

together and discuss the ideas your student has presented.

Lesson: Inventors and Inventions LCG Inventors and Inventions: Peer Model

Explain


1. Use the text to introduce your student to the Second Industrial

Revolution and the key inventions that were part of it. Say that the

Second Industrial Revolution was different from the First Industrial

Revolution when steam-powered machines were used to make goods.

(And before machines, goods were made by hand.)

2. Discuss the key terms in the introductory text. Guide your student to

understand that investors put their own money into a business—usually a new business—and hope to make a profit if the business

succeeds. Explain that a profit is money made from a business.


4. Review all the bold-faced terms with your student.

5. Discuss the inventions and ideas of George Washington Carver and Eli

Whitney and how they impacted the American South in particular.


impacts of the technological changes discussed in the video.

Check-In

1. After watching the video, make sure your student understands the key

inventions and their importance.

2. If your student has trouble answering any of the questions, go back

and rewatch the video. Pause the video when you come to a section

that is relevant to the question. You could ask your student to explain

the answer to the question in your student’s own words.

Practice

1. Have your student fill in the four-column chart using information from

the video.

2. If your student has difficulty recalling the impact of the various

inventions, go back and rewatch the video with your student. Pause

after each inventor and ask your student to give a few bullet points

about each.

Inventors and Inventions: 21st Century

Explain

1. Before your student begins reading, tell your student that a revolution

is any large-scale change that affects how people live and work. An

industrial revolution is a large-scale change to the way goods are

manufactured, or made.

2. If your student struggles with understanding what the telegraph was,

provide images or videos that support understanding.


3. Your student may enjoy investigating early phonographs. Provide

images and videos of early phonographs as well as examples of the

earliest recorded sounds, voices, and music.

4. Review the bold-faced key words with your student.

5. Use the lesson to review the effects of Edison’s and Bell’s inventions.

6. In the final section, review with your student what an innovation is.

Guide your student to understand that ideas and innovations are

essential to the creation of new inventions.

7. Go over each learning skill and how it relates to innovation. Ask your

student to think about a new idea or invention. Walk through each

learning skill and apply it to your student’s idea.

Check-In

1. Make sure your student understands the importance of the innovations

of Edison, Bell, and Carver as described in the text.

2. Support your student’s answers to the questions by reviewing the

lesson. Ask your student to reread certain key sections aloud.

Practice

1. Discuss how innovation requires the learning skills of creativity, critical

thinking, communication, and collaboration.

2. Have your student talk a little about how people use the telephone—and other means of communication—today. Have your student’s answers inform the thinking about Bell’s impact during the late 1800s

and early 1900s.

Trade, Patterns, & People: Narrative

Explain

1. Read the text with your student. Focus on helping your student

understand the definitions of key words.

2. Explain and discuss what the word trade means.

3. Discuss what your student has traded or would like to trade.

4. Discuss trade in local markets.

5. Discuss how trade began and what long-distance trade was like.

6. Discuss trade over land routes and trade over water routes.

7. Discuss transportation that has been, and is, used for trade.

8. Discuss how people traveling for trade learned about new cultures,

languages, art, religion, and politics.

9. Discuss why these patterns would develop through trade and the

interaction of people.


10. Discuss the photograph of the farmers’ market. Discuss why this is

trade and how local trade started thousands of years ago and

continues to this day. Discuss the different ways local trade, and trade

in general, is important to people.

Check-In

1. Ask your student to read the directions for the Concept Web.

2. Guide your student to write about what was learned about trade under

the five heads in the graphic organizer.

3. Review and discuss your student’s findings.

Practice

1. On a separate sheet of paper, have your student draw a picture of a

trade interaction.

2. Ask your student to write a short explanation of the drawing.

3. Review and discuss your student’s drawing and explanation.

Lesson: The Impact of Big Business Day 1 LCG The Rapid Growth of Business: Narrative

Explain

1. Have your student listen to the flipbook.

2. Ask your student to review terms that were defined at point of use as

well as key vocabulary. You may wish to define the term corporation

for your student: a large business with a specific purpose.

3. Review the economic terms in the section titled “Free Enterprise.” Review the concept of supply-and-demand and what a market is.

4. Talk about strategies with your student. Explain that a strategy is a

careful plan. Ask your student to tell their study strategy as a way of

supporting this concept.

5. Discuss the risk-taking aspect of being an entrepreneur. Explain to

your student an entrepreneur often uses some of their own money

when starting a business, and that represents a certain level of risk.

6. As part of discussing Andrew Carnegie, explain that he saw a need for

metal bridges to replace older, wooden bridges. Like any entrepreneur,

he saw a need in the market, and tried to fill it.

7. Explain that Carnegie went on to be one of the world’s greatest

philanthropists. Define the term for your student. Show your student

pictures of Carnegie Hall and Carnegie Mellon University (in Pittsburgh)

as a way of explaining Carnegie’s philanthropism.


8. Ask your student to name other natural resources. (Possible answers:

water, trees, air, minerals)

9. Explain that refining oil means to remove its impurities so it can be

used as fuel.

10. Use a discussion of the term monopoly to talk about Theodore

Roosevelt and trust-busting. Define trust for your student. Explain that

the early 1900s was a time when the U.S. government, under

Roosevelt’s leadership, worked to break up monopolies and encourage

competition in big industries.

11. Your student may need support in understanding what stocks are.

Explain that stocks are shares of ownership in a public company. A

share of stock has a certain price set by the company. The price

changes based on market forces. People monitor stock prices on the

stock market.

12. Explain that John D. Rockefeller was inspired by Andrew Carnegie and

became a great philanthropist. Show your student a picture of the

University of Chicago, which Rockefeller helped found.

13. Show your student a film of an assembly line during Henry Ford’s era.

Use a video sharing website to find it. Encourage your student to ask

questions about the process. Explain that the biggest takeaway from

the assembly line was it allowed for mass production of products. This

increased production and drove down the price of goods.

Check-In

1. Work with your student on completing the interactive activity and

choosing the correct answers. Review your student’s answers.


material in the lesson.

Practice

1. Have your student fill in the Concept Web using information from the

lesson. Guide your student to understand that depending on which

entrepreneur is selected, not every category will need to be

completed.

2. If your student has difficulty remembering each entrepreneur and their

business, resources, or strategies, review the lesson material section-

by-section. Pause to say a name aloud and ask your student to give a

few bullet points for each individual.

The Rapid Growth of Business: Peer Model

Explain




3. Review the concept of supply and demand with your student and use it

as an underlying concept for a short discussion about the

characteristics of a free enterprise economy.

4. Go over each of the entrepreneurs in the video and ask your student

to summarize their accomplishments.


impacts of big business discussed in the video.

Check-In

1. If your student has trouble answering either of the questions, re-watch

the video. Pause the video when you come to a section relevant to the

question. You could ask your student to explain the answer to the

question in their own words.

2. Remind your student John D. Rockefeller was an entrepreneur who

built an oil refinery. If your student needs more information about

what an oil refinery is, explain that an oil refinery is a place where raw,

or crude oil from the ground is made into a usable substance, such as

petroleum.

Practice

1. Have your student fill in the Four-Column Chart using information from

the video.

2. If your student has difficulty recalling the impact of the various

inventions, re-watch the video with your student. Pause after each

inventor and ask your student to give a few bullet points about each.

Financial Products and Services: Narrative

Explain


understand the key words. Explain to your student there are various

types of financial institutions. They are likely most familiar with banks

and credit unions. Explain they operate much the same.

2. After reading about savings accounts and checking accounts, ask your

student to describe the differences between the two to be sure they

understand what each account is best used for.

3. Explain to your student certificates of deposit and money market

accounts are used for larger sums of money.


4. If your student struggles with the concept of interest, provide more

concrete examples, such as the example of the car loan. You may wish

to provide a real-life mortgage example to illustrate just how much

people pay in interest in order to own a home.

Check-In

1. Have your student read and answer the first question. Review their

answers. Encourage them to name the other two accounts they did not

list.

2. Have your student read and answer the second question. Point out

loans are often referred to as products because they are products that

a financial institution wants to sell to their customers, just like a

grocery store wants to sell grapes.

3. Have your student read and answer the third question. If they

struggle, direct them to reread the information and make any

corrections to their order. Emphasize the larger a loan amount is, like

a mortgage, the greater the interest typically is.

Practice

1. Read the question with your student. Ask them to tell you what they

recall about supply and demand. Then encourage them to pick a

product they use often for an example. Give them time to write their

answer and review it. Direct them to the information in the lesson if

they struggle. Have them look for the word(s) in the text.

Lesson: The Impact of Big Business Day 2 LCG The Impact of Big Business: Peer Model

Explain

1. Watch the video with your student. Ask your student to explain why

corporations formed.

2. Discuss how the development of factories and corporations affected

the cities. Have your student explain why people moved to the cities.

Then, ask your student to describe what life was like for the urban

poor.

Check-In

1. Read the first question with your student. Allow time for your student

to answer the question. If needed, ask your students what

urbanization means, and review the definition.


2. If your student needs help with question 2, remind your student of the

conditions in tenement housing. If possible, conduct a safe Internet

search for photos of tenement dwellers.

3. Hold a discussion of what life might have been like for the people living

in these conditions.

Practice

1. Read the directions with your student to be certain your student knows

what to do.

2. If needed, model how to draw a cause-and-effect chart for your

student.

3. Review your student’s answers. If needed, re-watch the video to show

your student the effects from each cause.

The Impact of Big Business: 21st Century

Explain

1. Have your student read the information on the growth of corporations

during the Second Industrial Revolution. Make sure your student

understands the connection between corporations and urbanization.

2. Discuss with your student some of the risks of daily life during this

time period. Have your student examine all the images. Discuss the

captions that explain the images.

Check-In

1. Have your student read the directions and then answer the first

question. Check your student’s answer. Explain that the availability of

jobs was the major benefit of the growth of corporations and

urbanization, if necessary.

2. Have your student answer the second question. Ensure your student

answered correctly. If necessary, remind your student of the

dangerous living and working conditions mentioned in the text.

Practice

1. Allow time for your student to read the directions and then set up the

two lists and headings using the notebook.

2. Encourage your student to recall the information about the positive

and negative effects of urbanization and the growth of business and

cities.

3. Review your student’s lists together and add any missing information.

Financial Institutions: Narrative


Explain


understand the definitions of key words. There are many key words in

this lesson that may be difficult for your student to understand. Have

your student make a list of the key words and write a definition for

each.

2. Review each of the different types of financial institutions with your

student. Discuss for-profit and non-profit businesses. Discuss with

your student the advantages and disadvantages of each. Explain that a

credit union still makes money, but it puts that money back into its

operations. That is how it is able to provide services less expensively

to its customers.

3. Be sure your student understands the concept of real estate. You may

wish to explain when financial institutions start, they need to be

chartered by the state or federal government and these charters set

up how a financial institution can operate. This is done for the safety of

the customers. A financial institution must follow certain rules to

ensure it does not lose its customers’ money.

Check-In

1. Have your student complete the matching activity. Read the name of

each financial institution on the left and the identifying information on

the right. If necessary, review the text together.

Practice

1. Have your student read and answer the questions. Review their

answers. Have them revisit the text if they struggle.

Lesson: Economics LCG Capitalism: Narrative

Explain


understand the key words. Be sure they understand the concept of

economy. As you read, pause and ask your student questions to be

sure they have a grasp of each term.

2. Discuss the difference between a free market and a government-

controlled market with your student. Explain that in some parts of the

world, the government controls production.

3. Discuss the concept of freedom of choice with your student and how

that affects the goods and services that are produced in a society. Ask


them to tell about something they would like to buy. Explore the price

of the item and discuss how it affects their buying decision.

4. Walk your student through the section on supply and demand as this

can be a challenging concept. Point out this is a simplified explanation

and there are numerous factors that affect supply and demand.

Check-In

1. Have your student read and answer the first question. Review their

answer and be sure they understand the difference between a

capitalist economy and one that is controlled by the government.

2. Have your student read and answer the second question. If they

struggle with the concept of competition, have them reread the

information. Ask them to think about what could happen to prices of

an item people need, like a medicine, if there is only one company that

makes and sells it. Guide them to understand that in a free market,

the company could raise the price because people would have to buy it

at a higher price because they need it and cannot get it elsewhere.

3. Have your student read and answer the third question. If they

struggle, point out that because people have the freedom of choice in

a market economy, they make decisions that benefit them and

because businesses have the freedom of choice regarding what they

produce, they also make decisions that benefit them.

Practice

1. Read the question with your student. Ask them to tell you what they

recall about supply and demand.

2. Encourage them to pick a product they use often. Give them time to

write their answer. Then review their answer. Direct them to the text

of the lesson if they struggle.

Local Government and the Economy: Narrative

Explain

1. Before reading the text, invite your student to share any prior learning

about the three levels of government or about how government affects

the economy.

2. Have your student read the text, focusing on how local governments

make decisions that affect the economy and quality of life. Discuss

definitions of key terms.

3. Point out cities have to balance the needs of many groups of people:

workers, employers, businesses, first responders, and so on. Even if


businesses want to move to a city because it is in a good location or

has low taxes, that business will need workers. So cities also have to

attract a workforce with good schools and a safe community.

4. Ask your student if there are any questions about the reading and

review any points your student is unsure about.

Check-In

1. Have your student answer the question. If needed, help your student

connect the dots between people living and working in a city and that

city's economy. For example, note that the economy includes all the

buying and selling in the city. When people spend money on homes,

cars, restaurants, and shops, all that buying and selling is part of the

economy. When people make money or buy things, they pay income

taxes and sales tax. These taxes allow cities to pay for schools, roads,

fire fighters, and police.

2. You may ask your student to answer in writing or orally.

Practice

1. Your student will be applying the concepts in the lesson to a

hypothetical situation. Discuss each proposal with your student and

how each one is connected to business and to the local economy.

2. Ask your student which proposal your student would vote for, if only

one could be approved. Discuss your student's reasons.

3. Have your student write an answer or discuss it informally with you.

Government, Banking, and the Economy: Narrative

Explain

1. Before reading the text, invite your student to share any preliminary

ideas or prior knowledge about how government affects the economy.

Discuss and clarify the three levels of government: federal, state, and

local.

2. Have your student read the text, focusing on how state governments

make decisions about financial matters such as taxes, spending,

lending, and business. If you have a business, discuss the licenses or

regulations you encounter in your business.

3. Point out the three levels of government work together in many ways.

Federal money comes to the states, and states decide how to spend it.

But the states often send some money to local governments to make

further decisions. In addition, federal regulations, state regulations,


and local regulations often work together to protect workers and the

environment.

4. Review the meanings of the key words in bold. Ask your student if

there are any questions about the reading, and review any points your

student is unsure about.

Check-In

1. Have your student answer the questions. You may ask your student to

answer in writing or orally.

2. If necessary, clarify terms that may be confusing, such as regulations,

license, and taxes.

Practice

1. Your student will be applying the concepts in the text to a hypothetical

situation. Your student will ask questions about how the state

government might affect a new business and speculate on how to find

the answers. If desired, you may wish to follow the questions with

some brief research.

2. If your student needs ideas, you may wish to suggest a bakery or

construction business.

3. Have your student write an answer or discuss it informally with you.

4. Review and discuss your student’s response.

Federal Government National Economy: Narrative

Explain



2. If your student is not familiar with the definition of economy, explain it

is the financial health of a country. It encompasses all financial

activity—not only buying and selling, but also the manufacture and

distribution of goods and services.

3. Discuss with your student what it means to have a good or bad

economy. It may be helpful to frame the discussion in terms of a

family’s financial situation. A good economy is like a family that has

enough money for everything they need and many of the things they

want. A bad economy is like a family that doesn’t have enough money

for the things they need and want.

Check-In


1. Read the incomplete sentences together with your student. Have your

student answer on a separate sheet of paper.

2. If your student has difficulty, guide them back through the lesson to

find the boldfaced words. Explain each sentence can be completed with

one of these words. Discuss the meaning of each word.

Practice

1. Read the question and paragraph together with your student. Ensure

your student understands that the paragraph shows the opinion of a

person and is not lesson text.

2. Have your student brainstorm ideas and make an outline before

writing their paragraph. Have your student check in with you regarding

their position.

3. If your student is struggling, have them review the section titled

“Fiscal Policy.” Guide them to look for the key word recession.

Lesson: A Growing Nation Apply LCG New Immigrant Discussion Apply

Show What You Know

1. Have your student read the Show What You Know text. Discuss the

bold-faced words: diversity, labor union, melting pot, oppression,

prejudice, tenement.

2. Ensure that your student knows how melting pot relates to diversity.

Provide some examples, if needed.

3. Discuss the conditions in tenements. Have your student identify the

challenges the people living in tenements faced.

Life in the United States

1. Guide your student in filling out the two-column chart. Point out the

headings for each column of the chart.

2. Tell your student to use the text and what your student has learned in

this lesson about immigration during the Second Industrial Revolution

to fill in the chart.

3. Ask questions such as: What was life like for immigrants and the

working poor in the cities? Where did people work and live?

4. Review your student’s answers.

Assess how successful your student was in completing the chart and

answering the questions by considering the following:


Very Successful – My student was able to describe the challenges

faced by immigrants and immigrant contributions with little or no help.

Moderately Successful – My student was able to describe some of the

challenges faced by immigrants and their contributions.

Less Successful – My student needs to review basic concepts of the

effects of immigration during the Second Industrial Revolution.

Try This

1. Before the discussion, have your student review the chart and lesson

text. This will help ensure your student understands the different

aspects of immigrant life during this period of history.

2. Review the instructions with your student about how prepare for the

discussion. Ask if your student has any questions about the discussion

forum rules.

3. Read the Discussion Board Sample Answers with your student. Make

sure your student understands that this is an example discussion

about the prompt.

4. Have your student read the Discussion Prompt section and review the

prompt together. Then review the Discussion Guidelines and Rubric

with your student to ensure understanding of how participation in the

discussion will be graded.

Based on your assessment of the discussion, guide your student to the most

appropriate activity.

Less Successful – Read the excerpt of the family history together. Help

your student understand how the excerpt relates to the challenges

described in the lesson text. In particular, discuss challenges of

working in a textile mill. If possible, conduct a safe internet search for

photos of mill workers to share with your student. Talk about the

machines, how they were operated, and what a workday must have

been like for a child in the mills.

Moderately Successful – Guide your student in a discussion of how the

excerpt illustrates the description of challenges in the lesson text.

Have your student point to sentences in the text that provide good

examples.

Very Successful – Have your student write either a fictional immigrant

story, similar to the excerpt, or a short family immigration history.

Your student may present the story or history orally. Review the student’s response and discuss. Keep in mind that answers may vary. It is most


important that the student is able to correctly understand the aspects of

immigrant life during this period of history.

Lesson: A Growing Nation Review and Reflect LCG A Growing Nation Review and Reflect

Review

1. Have your student review the unit topics. Remind your student the

events are all related to a growing nation.

2. Talk about the topics with your student. Discuss what your student has

learned.

3. As you discuss each topic, ask about your student’s confidence level. It

may be helpful to have your student rate the mastery of each learning

goal (e.g., 1 = Got this! 2 = Not sure. to 3 = No idea.). Identify any

skills your student needs more practice in.

4. Encourage your student to review the unit skills before taking the unit

test.

Reflect

1. Read the page with your student. Tell your student that people

reinforce learning in many different ways.

2. Review each learning goal. Ask your student to summarize the main

points. Encourage your student to think about the strategies that were

most helpful in learning the new skills. If your student needs

prompting, use examples from the following list:


b. listing how and why people immigrated to the U.S.

c. connecting new material to previously learned material

d. categorizing new inventions

e. using a graphic organizer

f. discussing the answer to a question

g. working independently

h. sharing information with others

i. watching videos and listening to podcasts

3. Guide your student to write a reflection using three of the sentence


difficulty or an area where more practice is needed, refer to earlier

practice activities and scored assignments.

Example Reflection


I feel confident summarizing the effects of Manifest Destiny on the

expansion of the United States and on Native Americans because I used the

Two-Column Chart to keep track of what happened, and the ways

government policies changed the nation.

The Second Industrial Revolution may have had an impact on my life

because so many of their inventions used electric power. Inventions like the

electric light bulb and the telephone were invented at this time.

In order to remember the individuals, resources, and strategies that led to

the rapid growth of businesses, I can think about the important people I

learned about. I remember that entrepreneurs were important. Andrew

Carnegie, John D. Rockefeller, and Henry Ford were all entrepreneurs.

Study Tips

1. Read the study tips with your student and discuss which ones your

student thinks would be most helpful.

2. Work with your student to think of any other study tips that could help

your student with the specific areas that need review.

Provide time for your student to review the areas of study before taking the

unit test.

Unit 4: Good Times and Hardships Lesson: Good Times and Hardships Introduction LCG Good Times and Hardships Intro

Learning Goals

In this unit, your student will explain the challenges of various groups, such

as laborers, African Americans, and women, and describe how they

attempted to overcome those challenges during this time period. There are

10 learning goals for this unit:

1. Describe the rise of the labor movement and Progressive Era leaders

as a response to child labor, poor working conditions, and the need for

prison reform, mental health reform, and the development of the

National Park System.

2. Identify the effects of Jim Crow laws, including the spread of

segregation to other parts of the country and the Great Migration, and

the roles of influential African Americans in the movement for better

opportunities.


3. Describe the role of the women’s movement in changing social and

economic conditions, especially the contributions of Susan B. Anthony,

Elizabeth Cady Stanton, and Jeannette Rankin, and recognize the

importance of the passage of the Nineteenth Amendment.

4. Describe the cultural developments and individual contributions in the

Harlem Renaissance.

5. Summarize the fierce rivalries and strong feelings that impacted the

war, and describe ways that the war affected the lives of people on the

home front, particularly women and African Americans.

6. Explain how the Treaty of Versailles ended the war, created the

League of Nations, and made Germany pay heavy fines.

7. Compare and contrast life today to life and culture of the Roaring

Twenties, particularly with regard to new consumer products and

technology, and how some Americans were left out of prosperity.

8. Describe how Americans coped with poverty, hunger, and

homelessness after the stock market crash of 1929, and analyze the

effects of an environmental crisis in the Great Plains.

9. Summarize Franklin Delano Roosevelt’s plans for economic recovery,

and explain why many Americans believed that the programs of the

New Deal gave too much power to the government.

10. Use a safe internet search to research an individual from this era that

faced challenges and created a plan to overcome those challenges.

Find or create an image of the individual to accompany your findings.



This unit contains the following assessments. Make sure that you work with

your student to ensure that your student is ready to complete each

assessment before taking the assessment.

1. The Progressive Era Quick Check

2. Inequality for African Americans Quick Check

3. Fight for Women’s Rights Quick Check

4. A Voice from the Harlem Renaissance Quick Check

5. World War I Quick Check

6. The End of World War I Quick Check

7. The Roaring Twenties Quick Check

8. The Great Depression Quick Check

9. The New Deal Quick Check

10. Good Times and Hardships Test

Spark


Challenges People Face

1. Read the information about what problems people faced with your

student.

2. Discuss the rights citizens have in this country. Explain the importance

of freedom and equality.

3. Watch the video with your student. Discuss the topics shown in the

video.


1. Ask your student to think about the topics shown in the video. Have

your student fill in the first column of the chart with the causes. Talk

through the example in the text.

2. Tell your student that the last column of the chart will be filled in while

learning about events.

How I Feel

Explain

1. Have your student read the story and the information about David’s emotions. Ask your student to describe how Cory helped David.

2. Ask your student to think about how David’s emotions changed over

the course of the short story.

3. Encourage your student to think about emotions.

Check-In



check the answers.

2. If your student doesn’t know what it means to “name your feeling,” explain that it means understanding your own thoughts and emotions.

3. Guide your student to make the connection to understanding emotions

and reacting to them.

Practice

1. Guide your student to think about the different emotions your student

may have felt.

2. Discuss how emotions can change quickly or more slowly over a day.

3. Guide your student to read and respond to the On Your Own activity.

Discuss the situations and the emotions that were expressed.


Lesson: The Progressive Era LCG The Progressive Era: Narrative

Explain

1. Review the boldfaced words with your student before reading the text.

Tell your student the Progressive Era was a time of reform, or change.

The words boycott, strike, and strikebreaker relate to unions and

hardships for workers. Tell your student the word labor means

workers. Explain that in the Progressive Era, unions began to form to

help workers fight for fair pay, shorter work hours, and better working

conditions. Tell your student in the early 1900s, factory workers were

expected to work 12-hour days six days a week with only a 20-minute

break for lunch.

2. Have your student read the text alone or take turns reading it

together.

3. Stop now and then to ask questions to be sure your student

understands the text.

4. Listen to the podcast with your student. Answer any questions your

student might have about poor working conditions children had to

endure.

5. Some questions to ask to check for understanding: How did unions try

to solve worker problems? (Answer: Unions used strikes and boycotts

to help solve worker problems.) Why did people call President

Theodore Roosevelt the trust buster? (Answer: President Roosevelt

broke up more than 40 trusts, or corporations.) What other name

would you give to President Roosevelt for the things he did during his

presidency? (Possible answer: The Conservation President)

Check-In

1. Guide your student to answer the questions in writing.

2. Review the answers.

3. Point out the problem of having people with mental disabilities placed

within prisons. Explain that the mentally disabled could not complain

about being harmed or poorly fed. Dorothea Dix brought awareness to

the problem. When people found out about what went on in prisons,

they were willing to make changes to help provide hospitals for the

mentally disabled and better conditions for criminals.

Practice


1. Make sure your student understands the reform efforts of the

Progressive Era, especially relating to child labor and the meatpacking

industry.

2. Have your student look back at the photograph taken by Lewis Hine of

child workers in a coal mine. Ask your student to speculate how Hine’s photographs may have contributed to people becoming more aware of

the conditions of child workers.

3. Review your student’s answers to the questions. Correct any

misconceptions.

The Progressive Era: Peer Model

Explain

1. Go over vocabulary words that may be unfamiliar to your student.

2. Ask your student to watch the video and take notes about the main

ideas.

3. Review your student’s notes. Hold a discussion by asking these

questions: What were some of the problems reformers tackled in the

Progressive Era? (child labor, unsafe working conditions) Who reported

some of the problems found in workplaces? (journalists called

muckrakers) What were two ways workers could protest work

problems? (strike, boycott)

Check-In

1. Guide your student to draw a T-chart on a separate sheet of paper.

2. Review the answers in the T-chart.

3. Correct any misconceptions your student might have. For example, if

your student confuses the accomplishments of Mother Jones and

Dorothea Dix, have your student review the video again and restate

the correct accomplishments for each person.

Practice

1. Have your student read the paragraph about unsafe conditions in

workplaces. Clarify any misconceptions.

2. Review your student‘s answer. If there is time, you can discuss what

your student knows about the National Park System today to connect

Roosevelt’s actions in the early 1900s to the system today.

The Progressive Era: 21st Century

Explain

1. Review the boldfaced words with your student.


2. Point out the images. Have your student read the captions.

3. Read the text together. Make sure your student understands unions

were organized to have a more powerful voice in getting employers to

listen to workers’ complaints. Unions had methods, such as strikes or

boycotting businesses, to force employers to react to workers’ needs.

4. Discuss with your student that bringing together different ideas from

different people is as effective today as it was in the Progressive Era.

Check-In

1. Review your student’s answers about how the boys came together as a

group and how a group’s ideas can be pooled together to come up with

the best plan.

2. Review your student’s answer about the strike in Lawrence,

Massachusetts. Reinforce that people from different backgrounds all

came together to get results.

Practice

1. Guide your student to write the steps a union could use to work

together effectively to get better working conditions. Review the steps.

2. Have your student read the sentence about what makes an effective

team. If necessary, have your student review the last section of the

text, Work Together.

Lesson: Inequality for African Americans LCG Inequality for African Americans: Narrative

Explain

1. Direct your student to read the narrative text.

2. Have your student give the definitions of the bold-faced words. Make

sure your student understands civil rights are those rights that are

guaranteed by the Constitution. Every citizen who is 18 years old is

able to vote. The Constitution says every citizen is guaranteed a free

and fair trial. The right to vote and the right to a fair trial are civil

rights.

3. Discuss why segregation under Jim Crow laws was unfair to African

Americans.

Check-In

1. Review the answers to the True/False activity with your student.


2. Clarify any misconceptions. For example, the Great Migration was a

movement away from the South to Northern cities that promised

better jobs.

Practice


2. Guide your student to see that having the experience and skills of

being teachers helped each of the leaders to explain their ideas to

others. They wrote or spoke out about unfair and unequal treatment of

African Americans in the United States, hoping people would stop the

discrimination.

Inequality for African Americans: Peer Model

Explain

1. Have your student watch the video.

2. Discuss the meaning of the term Great Migration. Remind students the

word migrate means to move away or to something. The term Great

Migration refers to the thousands of African Americans who moved

from the South to the North.

3. Have your student discuss with you why Jim Crow Laws were so

harmful to African Americans in the South, and how these laws and

their effects helped prompt the Great Migration.

4. Draw attention to the quote by W. E. B. Du Bois. Have your student

explain what the words mean. Explain the term political ideals as goals

Americans have based on the Declaration of Independence and the

Constitution. The words “All men are created equal” appear in the

Declaration of Independence. Du Bois felt African Americans should

have the political ideal or goal to be equal with all others.

Check-In


2. Tell your student the term Jim Crow came from the name of a minstrel

act in 1828 called Jump Jim Crow. Explain that in the performances

white people made fun of African Americans. The term Jim Crow has a

negative meaning because the minstrel shows were a form of cruel

discrimination. Explain that Jim Crow laws separated African

Americans from whites. The laws made life difficult for African

Americans living in the South.

3. Help your student visualize the geography of the Great Migration. Point

out the Northern cities of Chicago, Detroit, Philadelphia, and New York


on a U.S. map. Have your student select a city from a Southern state

such as Mississippi, Alabama, or Georgia and note the distance

between each Southern city and one of the Northern cities.

Practice


2. Ask your student why African American leaders chose to write

newspapers, magazines, and books to communicate their ideas.

Explain that written communication before the days of telephones, cell

phones, and computers was the best way to spread ideas to many

thousands of people. African American leaders wanted others to know

about how discrimination of African Americans was unfair and often

cruel.

Inequality for African Americans: 21st Century

Analyze Media

Explain

1. Have your student read the title. Talk about the words communication

and media. Define communication as the exchange of ideas from one

person to another. Explain that media today includes both print and

online digital newspapers, magazines, and blogs. Television and radio

have a place in the media mix from which people get information and

entertainment.

2. Explain the word to analyze means to look closely to determine the

parts or relationship among parts of something. In order to analyze

media, your student will need to use the tips listed in the text.

3. Also explain the definition of the word analysis to your student. While

the word analyze is a verb, the word analysis is a noun. It means to

summarize your findings of something.

4. Have your student read the text.

Check-In


2. Point out that the media in the early 1900s was limited mostly to

newspapers and magazines. Radio had been invented in the late 1890s

but was not yet found in most homes. Television had not been

invented.

Practice


1. Read the worksheet directions with your student. Then have your

student read the fictional blog news report. Encourage your student to

use what your student learned about how to analyze media to answer

the questions.

2. Check that your student has used the tips from the text in your

student’s oral analysis.

3. Help your student make the connection between analyzing current

media and media African American leaders used in the early 1900s.

4. Review your student’s answer together and discuss as needed.

Lesson: Fight for Women's Rights LCG Fight for Women's Rights: Narrative

Explain


understand the key words.

2. Discuss with your student what causes the women who were

suffragists were involved in before they were suffragists. Explain that

fighting for the rights of enslaved people planted seeds for fighting for

rights for women.

3. Discuss with your student why temperance was also a problem women

were willing to fight for. Explain that women’s main sphere of influence

was the family. They saw firsthand the problems alcohol played on the

family. They knew they could play a role in bringing about this change.

4. Discuss with your student what roles Elizabeth Cady Stanton, Lucretia

Mott, and Susan B. Anthony had in the women’s suffrage movement.

Discuss the methods these women used to communicate the

importance of giving women the right to vote. Discuss why these

forms of communication were effective.

5. Ask your student why it was important to have a national group, the

National American Woman Suffrage Association (NAWSA), working

towards the goal of women’s voting rights. Discuss the two goals of

NAWSA: gain the right to vote for women at the state level and

convince President Woodrow Wilson and Congress to change the

Constitution.

6. Discuss why Jeanette Rankin is important to the women’s suffrage

movement. Ask your student how Rankin’s earning her spot in

Congress helped the movement gain momentum.

7. Discuss with your student how World War I gave women the

opportunity to show the country how they helped in a difficult time.


8. Ask your student how the Nineteenth Amendment changed the voice

of American women.

Check-In




Practice

1. Show your students the Venn diagram. Read the directions with your

student.

2. Guide your student to compare and contrast the women’s suffrage

movement with the temperance movement. Ask your student to reflect

on the purpose, people involved, and outcome of these movements.

3. After your student completes the Venn diagram, review the answers.

Fight for Women's Rights: Peer Model

Explain

1. Watch the video with your student. Review the names of the leaders

who helped the suffragists’ cause succeed, namely Elizabeth Cady

Stanton, Susan B. Anthony, and Jeanette Rankin. Discuss what other

important causes these women were trying to make in our country.

2. Review the peaceful methods these women used to communicate their

ideas. For additional support, watch the video again and generate a

timeline to document the key events.

Check-In

1. Allow time for your student to answer the first question. Make sure

your student understands who Sojourner Truth was and the

contributions she made to several causes to change social and

economic conditions in the United States.


Make sure your student understands that it took a long time to fight

for women’s right to vote. The Women’s Rights Convention in Seneca

Falls convention was held in 1848, and Congress did not pass the

Nineteenth Amendment, granting women the right to vote, until 1919-

-71 years later.

Practice




2. Have your student complete the sequence chart to show key events

that took place during the women’s suffrage and temperance

movements.

Fight for Women's Rights: 21st Century

Explain

1. Read the information on communicating clearly with others with your

student. Discuss what it means to communicate clearly to express

one’s thoughts and ideas. Point out that in the study of social studies

and in many kinds of tasks in life, your student will be working with

different kinds of people. Being able to communicate clearly will help

your student work better with others and provide a better overall

experience.

2. Review the example with your student. Discuss how in this example

Abbey did not communicate clearly with her parents. She was angry

and let her emotions take over. Stress that if she had expressed her

ideas clearly to her parents without letting emotion take over, her

parents might have changed her rules about bedtime.

Check-In

1. Allow time for your student to read the directions. Remind your

student of what it means to communicate clearly with others.

2. Have your student tell why it was so important for the suffragists to

communicate their message clearly.

Practice

1. Read the directions with your student. Suggest your student think

back to what was learned about how the NAWSA and the work it did

for women.

2. Have your student prepare a short speech about the need for states to

give women the right to vote. Discuss how communicating clearly will

help to express thoughts and ideas clearly.

Lesson: A Voice from the Harlem Renaissance LCG A Voice from the Harlem Renaissance: Narrative

Explain


1. Discuss the problems former enslaved people faced in the South after

the Civil War. Then, play the podcast.

2. After the podcast, ask your student to summarize the causes of the

Great Migration and how discrimination and Jim Crow laws in the

South contributed to it. Encourage your student to reference notes as

needed.

3. Ask your student why crop failure was a problem for farm workers in

the South. Have your student look at the photograph of the farm

workers and describe the kind of work the farm workers do.

4. Discuss with your student what hopes African Americans had in

migrating to cities in the North.

5. Review with your student that Harlem is a part of New York City, our

country's largest city. Discuss with your student how new opportunities

gave African Americans the freedom to express themselves creatively.

6. Review how cultures are often different within a country and in places

around the world. Discuss the term Renaissance, and how it relates to

the time in Harlem when African American culture was "reborn" and

seen differently.

7. Discuss how many people contributed to this "rebirth” and how writers

such as Du Bois and Hughes shared their experiences in books; artists

such as Douglas showed African elements in their work; actors and

actresses such as Robeson and Baker in the roles they portrayed; and

musicians such as Smith, Holliday, Armstrong, and Ellington had in the

music they performed for large audiences. Ask your student how these

different types of creative expressions helped change the public

attitude towards African Americans.

8. Discuss the purpose of the NAACP and how it was trying to help gain

rights for all African Americans. Explain that it helped pave the way for

the Civil Rights Movement.

Check-In


incorrect choice, read the hint. Direct your student to the podcast or

the text for additional support.


Practice

1. Show your student the concept web. Read the directions together.

2. Guide your student to record the accomplishments of the four leaders

of the Harlem Renaissance. After your student completes the concept

web, review the answers.


A Voice from the Harlem Renaissance: Peer Model

Explain

1. Watch the video with your student. Review the reasons why former

enslaved people headed to cities in the north and saw opportunities to

express themselves creatively.

2. Review the leaders who helped cause the rebirth of the African

American culture during the Harlem Renaissance. If needed, review

the term culture with your student. Remind students culture is the

collective traditions and ways of doing things a group of people has in

a specific place.

3. For additional support, watch the video again and generate a list of

names and the roles they played in the movement.

Check-In


student provide three leaders of the Harlem Renaissance. Review your

student’s answer.

2. Have your student read and answer the second question. Make sure

your student understands that years of slavery made it very difficult to

have time or freedom to express themselves. Review your student’s answer.

Practice



2. Have your student answer the questions to build knowledge of reasons

for and contributors to the Harlem Renaissance.

3. If your student struggles to answer the questions, watch the video

again and review the key content.

A Voice from the Harlem Renaissance: 21st Century

Explain

1. Read the information on ways to think creatively with your student.

Discuss what it means to think creatively, to express one’s unique

thoughts and ideas to solve problems. Point out that in social studies

and in many kinds of tasks in life, your student will be faced with

solving problems, and the ability to think creatively will be helpful.

Being able to think creatively will help your student generate new

solutions to diverse problems.


2. Review the example with your student. Discuss how a solution was

arrived at by thinking creatively.

Check-In

1. Have your student read each question and review your student’s answers.

2. If needed, revisit the text together and discuss the Harlem

Renaissance and its importance.

Practice


back to what your student learned about thinking creatively.

2. If your student is having trouble with the assignment, also review the

Harlem Renaissance and its significance.

3. Have your student write their paragraph and share it with you. If

possible, discuss some other possible responses that would relate to

the time of the Harlem Renaissance.

Lesson: World War I LCG World War I: Narrative

Explain

1. World War I, or the Great War, began in Europe. As your student

reads the introduction, explain that the United States remained neutral

at the start of the war, but Americans finally came to feel the country

had to go to war.

2. You may want to explain that until World War I, America had

historically adhered to its policy of isolationism.

3. Begin the podcast with your student.

4. As your student listens, pause to review terms that are defined at

point of use as well as key vocabulary. Ask your student to take notes

about how rivalries impacted the war.

5. After the podcast, ask your student to summarize the notes they took

about how rivalries and strong feelings impacted the war. Explain that

in the situations leading up to and surrounding the war, the rivalries

were fierce.

6. Review the terms nationalism, imperialism, and militarism. Explain

that these terms are connected. Nationalism created a sense one

country was better than another. Countries wanted to prove they were

the best. Nationalism fed imperialism. Imperialism created competition


as nations desired to grow bigger and more powerful. Militarism was a

way for countries to achieve imperialism.

7. Pause to go over the alliances, the Central Powers and Allied Powers.

Explain there were many different allies in place before World War I.

Guide your student to understand the war was viewed as the first

world war because there were so many major powers and countries

involved.

8. Ask your student to name other jobs they thought women may have

done while men were at war. Conduct a safe internet search to explore

this further. Point out women worked outside the home already, but

there were certain jobs they were not permitted to do.

9. Have your student describe how African Americans were affected by

the war. Explain that African Americans did not receive recognition or

more rights after their service, but they developed a stronger desire to

fight for civil rights.

Check-In

1. Ask your student to read the instructions for the activity. Have your

student paraphrase how to complete the activity. It may help to review

that a rivalry is a competition.

2. After your student completes the activity, review your student’s answers. If your student misses a response, play the podcast again

and pause when one of the words is mentioned so your student can

review its meaning.

Practice

1. Before your student answers, review what impact means. Explain that

it means to have a strong effect. Have your student use the word in a

sentence to ensure understanding. If your student needs additional

support, model one response, such as “Militarism had an impact on the

war because countries built up weapons and strong militaries.” 2. Have your student answer the questions.

3. Your student should understand how the war affected the lives of

American women and African Americans.


response, ask your student to refer to the podcast. Have your student

pause and paraphrase a response verbally before writing it.

World War I: Peer Model

Explain


1. You may want to explain that at the start of the 20th century,

countries were in an arms race to build up the strongest military and

the most weapons. Germany and Great Britain had powerful navies.

Germany and Russia had governments that focused on making the

military stronger.

2. Have your student read the introduction before watching the video.

Review what the word rivalries means. Point out the word fierce to

help your student understand the intensity of the competition between

countries. Have your student use the word in a sentence to ensure

understanding.

3. Review the boldface and key words with your student. Have your

student write them in a notebook. Ask your student to define them as

the video plays.

4. After the video, ask your student to summarize the rivalries and strong

feelings that impacted the war. Then have your student describe how

the war affected Americans, especially women and African Americans.

If your student needs support, model one example such as “Women

and African Americans took jobs that weren’t open to them in the

past.” Use questions to prompt your student such as, “Did African

Americans serve in the war? What was that like for them?” 5. If your student needs additional support, watch the video a second

time.

6. Have your student explain what each of the key words mean. Ask your

student to explain how the key words connect to the war.

7. Show your student a world map and help your student identify the

Allied and Central powers. Explain there were many different allies in

place before World War I.

Check-In

1. Work with your student on completing the interactive multiple-choice

questions. Have your student complete the interactivity.

2. Your student should understand the alliances that developed and how

the war affected the lives of people at home.

3. Review your student’s answers. Have your student explain any missed

responses and review the correct responses with you.

Practice

1. Before completing the activity, review the key and boldface terms.

2. Have your student answer the questions using information from the

video.

3. Check your student’s answers together.



material in the video.

World War I: 21st Century

Explain

1. Ask your student to study the image of women working and read the

caption. Explain that women were in the workforce before World War I,

but the jobs they were able to take changed when so many men went

to war. Help your student understand in the early 20th century,

women didn’t do certain jobs. Explain that women who stayed at home

also had important jobs in taking care of their families during a

stressful time when food was limited.

2. Before your student reads the text, talk about what health literacy

means. Explain this term means eating nutritious food and staying

healthy. It includes understanding national health goals, which was

important during the war. Explain that food was rationed, or limited,

because soldiers needed it.

3. Review what the word rivalries means.

4. Read the rest of the text with your student. Have your student list the

rivalries and strong feelings that impacted the war in a notebook or

graphic organizer and summarize each. Ask your student to orally

describe how the war affected Americans.

5. Review the boldfaced and key words with your student.

6. Explain that the U.S. government had a special group that managed

food supplies during the war. The U.S. Food Administration asked

families to eat less meat and wheat, so these foods could be sent to

troops. People learned to can food and survive on less food. Food was

sent overseas.

7. Discuss what health literacy looks like for your student. If your student

needs support, provide examples such as eating healthy food,

exercise, or spending time with friends to keep stress levels down.

Check-In

1. Have your student answer the questions using information from the

lesson.

2. Check your student’s answers together.

3. If your student needs additional support with question 1, have your

student find each of the -ism words in the lesson and explain it to you.

4. If your student needs additional support with question 2, have your

student find the section of the lesson that talks about the countries


that were part of the Allied Powers and those that were part of the

Central Powers. Have your student read the section aloud.

5. Your student should understand what Victory Gardens were and why

they were needed.

Practice

1. Have your student read the instructions and write responses in a

notebook.

2. If your student needs support, ask your student to talk through ideas

with you first.

3. If your student needs additional support, review the lesson material

section-by-section, focusing on the role women took on and how the

war affected African Americans during the war.

4. Review your student’s responses together.

Lesson: World War I Comes to an End LCG The End of World War I: Narrative

Explain

1. Have your student study the image and read the caption. Explain that

the Treaty of Versailles got its name from the location of the peace

talks and finalization of the treaty. Mention that the peace conference

lasted six months.

2. Before your student begins reading, define treaty as a formal

agreement between parties. Explain that the Treaty of Versailles was a

formal agreement by all nations involved in World War I.

3. After your student reads about the Treaty of Versailles, explain that

though many nations were present, Great Britain, France, the United

States, and Italy had the most influence. Representatives from these

countries became known as the “Big Four.” 4. Pause to discuss Germany. You may want to explain that the Treaty of

Versailles included a “War Guilt Clause,” a statement saying Germany

was responsible for starting the war.

5. Show your student maps of Europe before and after World War I to

illustrate the impact of the border changes.

6. Your student may be familiar with the word league, as in a group of

sports teams that play against each other. Tell your student that

similarly, the League of Nations was a group of nations who came

together for a purpose: to solve disputes or arguments between

nations peacefully.


7. Point out the connection between the words isolate and isolationism to

help your student understand the meaning of isolationism. Explain that

President Wilson supported the League of Nations, but Congress did

not want the United States to join.

Check-In

1. Ask your student to read the instructions for the interactive activity.

Have your student explain and demonstrate how to complete the

activity.

2. After your student completes the activity, review your student’s answers.

3. For each missed answer, ask your student to identify the key event or

detail in each sentence. Have your student write it down and then

search for it in the text. Ask your student to find the correct response.

4. To extend learning, have your student explain why the original

response was incorrect.

Practice

1. Have your student read the instructions about writing a paragraph to

explain the details of the Treaty of Versailles.

2. Before your student begins writing, review the three main conditions

of the treaty: ending the war, creating the League of Nations, and

making Germany pay heavy fines. Name each condition and have your

student tell you an important detail about the condition.

3. Have your student write the paragraph and read it aloud.

4. Prompt your student if any important details are missing. For example,

“You mention the Treaty of Versailles created the League of Nations,

but what did the League of Nations do?”

The End of World War I: Peer Model

Explain

1. Before watching the video, review all the boldface terms with your

student.


3. Ask your student to summarize the three main conditions of the Treaty

of Versailles: ending the war, creating the League of Nations, and

making Germany pay heavy fines. If your student has trouble

remembering the important points, watch the video a second time.

4. Explain that the Treaty of Versailles included a “War Guilt Clause,” a

statement saying Germany was responsible for starting the war. Tell


your student that the word damages in the video means an amount of

money a person or group has to pay because they hurt another party

or treated another party unfairly.

5. Conduct a safe internet search with your student to find songs about

the League of Nations. Review these primary sources and discuss

which were for the League and which were against.

6. Return to the video and pause to study the map of Europe after World

War I. Show your student a map of Europe before the war and

compare the differences.

7. Explain that the United States never ratified, or gave formal approval

of, the Treaty of Versailles. President Wilson was in support of ratifying

it, but the Senate would not agree.

Check-In

1. Have your student read the instructions and complete the activity.

2. Review your student’s answers. For each incorrect answer, re-watch

relevant portions of the video. Have your student self-correct

responses based on the video.

3. To reinforce learning, ask your student to read each statement aloud.

Have your student change each false statement to make it true.

Practice

1. Have your student read and respond to the question.

2. Check your student’s answers together. If your student left out

important details, ask prompting questions such as, “You wrote that

Germany paid fines, but how much did they pay and why?” 3. For each incorrect response, have your student find the correct

response in the video.

The End of World War I: 21st Century

Explain

1. Before your student begins reading, define the term treaty as a formal

agreement between parties. Explain that the Treaty of Versailles was a

formal agreement by all nations involved in World War I.

2. Remind your student that the Allied Powers and the Central Powers

fought against each other in World War I.

3. After your student reads about the Treaty of Versailles, explain that

though many nations were present, Great Britain, France, the United

States, and Italy had the most influence. Representatives from these

countries became known as the “Big Four.”


4. Explain that the Treaty of Versailles included a statement saying

Germany was responsible for starting the war. You may want to

mention that some historians believe the harsh treatment of Germany

in the treaty contributed to the next war, World War II.

5. Direct your student’s attention to the map of Europe after World War I.

If possible, show your student a map of Europe before World War I to

illustrate the impact of the border changes. Discuss what it would be

like if someone changed the borders of your student’s neighborhood,

home, or yard. Explain that countries were protective of their space

and their borders.

6. Ask your student if league is a familiar term. Discuss how your student

has heard this word used. Connect this to the League of Nations as a

group of nations who came together for a purpose: to solve disputes

or arguments between nations peacefully.

7. Write the words isolate and isolationism side-by-side to help your

student understand the meaning of isolationism. Ask, “If I isolate

myself, what does it mean?” 8. Explain that President Wilson came up with the idea for the League of

Nations, but Congress did not want the United States to join.

9. Ask your student to share times your student has had to reason

effectively. If needed, model an example: “I manage a food pantry.

Some of the volunteers only want to pack boxes. They don’t want to

interact with people who come in. Other volunteers want to do both.

There was an argument about this. I made a schedule that worked for

both groups of volunteers. It was complicated to make the schedule,

but in the end—the people coming to the pantry were helped, and the

volunteers were happy.” 10. Tell your student that even though President Wilson supported the

treaty, it was never ratified by the United States because the Senate

didn’t approve it. Their main objection was the League of Nations. Use

this to explain that even when someone reasons effectively, the

outcome may not make all parties happy.

Check-In

1. Before your student begins the activity, have a review. Have your

student summarize the main points of the Treaty of Versailles.


together.

3. If your student makes an incorrect response, prompt self-correction

using questions such as, “What does the text say about the League of

Nations? What did the league do? What was their main purpose?”


Practice


paraphrase them to ensure understanding.

2. If needed, review with your student the information about the impacts

of the Treaty of Versailles.

3. If your student needs support about how to make a plan, review the

information about how to Reason Effectively.

4. Read your student’s paragraph. Together, discuss how the plan uses

the steps for reasoning effectively.

Lesson: The Roaring Twenties LCG The Roaring Twenties: Narrative

Explain



2. Explain that World War I ended in 1918. The war had far-reaching

political, economic, and social effects. The United States was one of

the countries that won the war. When normal life resumed, Americans

went back to work and began a new era of consumerism.

3. Discrimination against African Americans was an ongoing problem in

the United States in the 1920s. It was still so rampant in southern

states that many African Americans fled north for new opportunities

and the hope of equality.

4. While many things have changed since the Roaring Twenties, some

have stayed the same. Ask your student to briefly point out some

similarities and some differences between then and now.

Check-In

1. Read the questions with your student. Have your student provide

complete answers.

2. Make sure your student understands what was involved in the

consumer culture of the 1920s.

3. Discuss with your student that not all Americans had more money to

spend and used their money to survive--not to buy extra goods--in the

1920s.

4. Discuss any important points your student missed.

Practice

1. Have your student read the question. Make sure your student

understands how to complete a Venn diagram.


2. Have your student complete the graphic organizer. Then, work with

your student to clear up any misconceptions about similarities and

differences between the consumer culture of the 1920s and today.

The Roaring Twenties: Peer Model

Explain


2. Explain to your student that many industries and much of life changed

for Americans during the 1920s.

3. Have your student paraphrase the important points such as how the

assembly line affected mass production and how advertising changed

the way people consumed goods. If your student is having trouble

remembering the important points, watch the video a second time.

Check-In

1. Explain that consumerism has undergone changes between the 1920s

and today.

2. Read the prompt with your student and then have your student

complete the multiple- choice question.

3. Go over any misconceptions your student might have.

4. Make sure your student understands that some areas of consumerism

have remained the same since the 1920s, although these areas

continue to improve.

Practice


complete answer.

2. Encourage your student to think about how these two groups of

people—those taking part in a consumer culture and people such as

migrant workers—impact each other.

3. Make sure your student understands there is still a disparity today

between people who can buy more than they need and those who can

only afford what they need.

The Roaring Twenties: 21st Century

Explain

1. Read this section with your student.

2. Discuss an innovation that has occurred in your student’s lifetime and

how it impacted your lives.


3. Discuss new technologies that continue to change people’s lives today,

such as more powerful computers, cell phones that are increasingly

“smarter,” and cars with built-in technology capabilities.

Check-In

1. Allow time for your student to read the directions. Have your student

provide complete answers.

2. Make sure your student understands the differences between people

who had money to buy extra goods and those who did not in the

1920s.


content.

Practice


understands that writing a journal entry is an opportunity to express

thoughts and feelings about what is happening in your life.

2. Have your student write the two journal entries. Then, work with your

student to clear up any misconceptions about similarities and

differences between the consumer culture of the 1920s and today.

Lesson: The Great Depression LCG The Great Depression: Narrative

Explain



2. Explain that during the 1920s, the United States saw unprecedented

growth. People were able to buy things they wanted and did not

necessarily need. Chain stores and advertising drove sales of products.

Production increased, and the economy grew. The decade is called the

“Roaring Twenties” because the economy was doing so well.

3. The Great Depression changed life not just in the United States, but

across the world. Have a brief discussion with your student about how

much life changed for Americans between the 1920s and 1930s.

Check-In

1. Read the questions with your student.

2. If your student has difficulty answering the first question, focus your

student’s thinking on what a stock market is and how it works. Ask

your student to give you examples of how a product on the stock


market might have value as a stock. Then, discuss with your student

what led to the causes of the stock market crash. If needed, review

the text together.

3. For question 3, remind your student that many farmers made a living

in the Midwestern region on the Great Plains. Review the meaning of

the word drought and ask your student how drought affected farms on

the Great Plains during the 1930s. Have your student make the

connection between drought and the Dust Bowl.

Practice

1. Read the prompt with your student. Have your student provide a

complete answer.

2. After your student completes the question, discuss the ripple effects of

the Dust Bowl era on the United States. Ask your student to think

about how it affected the economy as well as the everyday lives of

Americans.

The Great Depression: Peer Model

Explain


2. Have your student paraphrase the important points such as what led

to the stock market crash of 1929 and how Americans coped with its

aftermath.

3. If your student needs help understanding what the stock market is and

how it works, remind your student that companies sell shares, called

stocks, of their company. These stocks are then traded and sold for

investors and the company to make money.

Check-In

1. Read the questions with your student and make sure your student

understands how to complete the two-column chart.

2. If your student is having difficulty completing the information in the

two-column chart relating to the stock market crash of 1929, start by

reviewing the definition of the term stock market with your student.

Then, ask your student to explain how the stock market works. This

will help your student understand when the value of goods and their

stocks fall, then the stock market starts to do badly. If too many

stocks drop in value rapidly, this can lead to a stock market crash

3. Review the term drought with your student. Lead your student to

understand how the drought across the Great Plains in the 1930s


caused massive crop failure. The drought also hindered farmers from

planting new crops.

Practice


complete answer.

2. If your student needs help with the question, rewatch the video to

listen for how unemployment during the Great Depression affected the

American people and economy. Discuss how unemployment rose

during the Great Depression.

3. Review your student’s answer and clear up any misconceptions your

student might have.

The Great Depression: 21st Century

Explain

1. Read this section with your student. Discuss how the Great Depression

came about. If your student needs help in understanding what led to

the stock market crash of 1929, then review the term stock market

and discuss how it works.

2. Discuss with your student the catastrophe of the Dust Bowl. Remind

your student that farmers on the Great Plains plowed their fields

continually in order to plant crops. They often planted the same fields

over and over again with the same crop. Explain how this practice

weakened the land. Then, when drought hit the area in the 1930s, this

weakened land turned into fields of dry soil. Winds across the plains

blew this dirt and dust around the area turning it into a dust bowl.

3. Explain to your student that today’s knowledge of farming methods

and environmental practices drew on the disaster of the Dust Bowl

years. Farmers in the Midwestern region now rotate crops and do not

plant fields continually. In addition, farmers have learned how to

irrigate areas so in the event of drought, they will still be able to grow

crops.

Check-In

1. Allow time for your student to read each question.

2. If your student has difficulty understanding the idea behind credit,

then use an example of how you can buy a good today using a credit

card. Using a credit card enables you to buy something now using

credit. However, in the following months you will need to pay off a


portion of the price each month on the credit card or you can pay off

the entire cost at one time.

3. For question number 2, discuss with your student the fact that many

Americans lost their homes after the stock market crash. This led them

to be homeless. Explore with your student what homelessness means

4. After the stock market crash of 1929, many Americans did not have

enough money to buy food. This led charitable organizations to open

soup kitchens where the food was free. People often stood in line for

hours to get free food during the depression.

Practice


understands the answer to the question should be written in the form

of a letter.

2. After your student writes the letter, review it together. Make sure your

student has included some information about the benefit of rotating

crops and not over-plowing the soil. There should also be information

about how cattle must not be allowed to graze in one place. If needed,

review the text again with your student and point out some of these

practices.

Lesson: The New Deal LCG The New Deal: Narrative

Explain

1. Read the first two paragraphs. Ask your student about prior knowledge

of the Great Depression. Emphasize that the term is capitalized,

signaling not only that it was important in American history but that

the word “great” signals the severity of the problem. Point out the key

term: New Deal. Ask your student what the word “new” implies.

2. Draw your student’s attention to the image that accompanies the text.

Discuss with your student how the illustration helps further

understanding of the text or provide a visual frame of reference. Ask

your student to draw a conclusion based on how Roosevelt and Hoover

look in the photograph.

3. As you read on, focus on the remaining key words—First Hundred

Days and Social Security. Use the context of the narrative to discuss

the meanings of the key words.


correct any misunderstandings.

Check-In


1. Point out to your student that the main idea of the lesson is listed in

the center of the concept map. Tell your student to list facts and

details in the outer parts of the map.




Practice


text as necessary. Have your student answer the questions about the

New Deal.

2. Have your student share the answers with you. Discuss any points that

were omitted or areas of interpretation that were incorrect.

The New Deal: Peer Model

Explain


2. You might ask your student to take notes as the video is played and

then refer to those notes. There were a lot of programs enacted in the

First Hundred Days. Your student does not need to memorize each of

the programs but should get a sense that all the programs fall into one

of these categories--relief, recovery, reform.

3. If your student loses focus or needs knowledge refreshed, watch the

video a second time.

Check-In

1. Guide your student in answering the questions about reforms under

Franklin Delano Roosevelt’s New Deal.

2. Discuss with your student that the Social Security Act of 1935 was the

most lasting of the reforms from the Second New Deal. It is still in

existence to this day.

3. The relief, recovery, and reform programs, known as the three Rs,

were introduced by Franklin Roosevelt during the Great Depression to

address the problems of mass unemployment and the economic crisis.


Practice


activity.


2. Your student can pick any three programs mentioned in the video.

Your student may wish to refer to the notes taken during the video.


information on which the answer should be based.

4. Have your student share the answer.

The New Deal: 21st Century

Explain

1. Draw your student’s attention to the title. Read the first paragraph of

text with your student and discuss the key terms. Read the rest of the

text with your student.

2. Discuss the text with your student. Ask your student to paraphrase the

text. Ask your student to offer an example of creative thinking.

3. Discuss the idea of a “Brain Trust” and see if your student can

determine what the term means. In FDR’s administration, a group of

advisors played a key role in shaping the policies of the New Deal.

4. Point out the image and how it shows a group of people who may be

brainstorming about a problem.

Check-In

1. Have your student respond to the questions.

2. Discuss the concept of brainstorming. Make sure your student

understands that trading ideas from different sources can lead to

creative solutions.

3. Make sure your student understands not everyone bought into

Roosevelt’s New Deal.

4. Discuss your student’s responses. Make references to the context of

the lesson.

Practice

1. Read the prompt with your student.

2. Your student should be able to name one of the programs instituted

during the New Deal. Make sure your student also understands the

problem that program was meant to solve.


Lesson: Cooperation and Conflict LCG Political Divisions in the US: Narrative

Explain




2. Ask your student if they have heard of the Democrats and/or

Republicans. If they have, ask them what they know about each party.

Discuss their responses with them.

3. Discuss with your student some of the reasons smaller parties do not

have more power. Explain there have been two major parties for the

entire history of the United States. It is difficult for small parties to

compete. They simply have fewer members, less money, and less

power.

Check-In

1. Read the questions and answer choices together with your student.

2. If your student is struggling, have them review the definitions of key

words.

Practice

1. Read the prompt together with your student. Have your student

brainstorm ideas and make an outline before writing their response.

2. There is not one single correct answer to the question. Consider

correct any response that is supported by evidence in the text.

3. If your student is struggling, have them review the section titled “Why

Only Two Parties?” Guide them to look for evidence of conflict and

cooperation in the text.

Economic Divisions in the U.S.: Narrative

Explain



2. Explain to your student the class divisions described in this lesson are

not rigid. They can vary by region and change over time. The

information in the lesson is intended to provide a general overview of

socioeconomic classes in the United States.

3. Discuss with your student how socioeconomic class refers to more than

just how much money people have. Ask your student to consider what

opportunities might or might not exist for each class.

4. For the section titled “Competition,” discuss how business competition

can have both positive and negative effects.

5. For the section titled “Upper Class Cooperation,” ask your student to

explain how this information illustrates why it is so difficult for


someone who is a member of a lower class to become a member of

the upper class.

Check-In

1. Read the questions and the answer choices with your student. Have

your student write the answers on a separate sheet of paper.

2. If your student is struggling with the first question, guide your student

to review the first two sentences describing each class, which indicate

the percentage of the population each class represents. If your student

is struggling with the second question, have your student review the

section titled “Upper Class Cooperation.” 3. Review and discuss your student’s answers.

Practice

1. Read the writing prompt with your student. Give your student time to

write a response on a separate sheet of paper.

2. If your student is struggling, ask guiding questions such as, “Who are

the members of the upper class working with/working against? If the

candidate is elected, will the wealth of the upper classes/lower class’s likely increase or decrease?”

3. Read and discuss your student’s response.

The French and Indian War: Narrative

Explain

1. Before your student begins reading, present the KWLH chart on the

Check-In page. Read the headings of the chart aloud so your student

is aware of the categories: “What I Know,” “What I Want to Know,” “What I Learned,” and “How I Can Learn More.”

2. Tell your student to fill in the first column with details your student

already knows about the French and Indian War.

3. Tell your student to fill in the second column with any details your

student would like to know about the French and Indian War. Suggest

your student write these details in the form of Who, What, Where,

When, Why, and How questions.

4. Read the paragraphs of text with your student. Then, have your

student study the image and read the caption. Explain that George

Washington was in charge of the troops that built and defended Fort

Necessity. A defeat for the British, the Battle of Fort Necessity was the

only time George Washington ever surrendered.

Check-In


1. Read the directions with your student. Tell your student to fill in the

third column of the KWLH chart with details your student has learned

about the French and Indian War. Then, tell your student to fill in the

fourth column with ideas about how your student’s knowledge of the

topic can be expanded.

2. When your student has finished the third and fourth columns, review

these columns with your student. Possible answers are provided, but

your student’s answers may vary. For the third column, accept all

answers that include accurate facts about the French and Indian War.

For the fourth column, accept all reasonable responses that would help

your student learn more about the French and Indian War.

Practice

1. Read the directions with your student. Suggest your student jot down

ideas before writing the paragraph.

2. Review the finished paragraph with your student. If your student had

difficulty answering the question, suggest your student reread the

second paragraph of the text.

Lesson: Challenges and Opportunities Apply LCG Challenges and Opportunities Portfolio Apply

Show What You Know

1. Have your student discuss online searches your student has

completed.

2. Discuss with your student the best practices for conducting effective

internet searches. Explain that at the end of the lesson, your student

will be conducting an internet search to research an individual from

the late 1800s and early 1900s.

3. Have your student complete the interactive activity to order the steps

to conducting an effective internet search.

Assess how successful your student was in completing the interactive

activity by considering the following:

Very Successful – My student completed the activity with little or no

help.

Moderately Successful – My student completed the activity but listed a

step in the wrong order.

Less Successful – My student needs to review the steps for conducting

an effective online search.

Conduct Research


1. Read the text with your student. Make sure your student understands

how to do a key word search.

2. Have your student answer the questions based on the chart. Review

your student’s answers and clarifying any misconceptions as needed.

Try This


understands the assignment is to create a presentation about an

individual from the U.S. in the late 1800s and early 1900s who has

overcome challenges. Your student may choose a person from the list

or select another individual your student is interested in learning more

about.

2. Use the example chart in the text to guide your student to create a

chart in a notebook or on a sheet of paper. Explain that your student

will be conducting a safe internet search and taking notes using the

chart.

3. Review the rubric your student will use as a guide to create the

presentation. Make sure your student understands how the

presentation will be graded.


activity.

Less Successful – Complete an online search with your student,

guiding by example. Then help your student organize the search

results. Allow the Try This presentation to be created independently.

Moderately Successful – Have your student tell you how the online

search proceeded before allowing the Try This presentation to be

created independently.

Very Successful – Have your student complete the Try This activity

independently.

Review your student’s presentation. Keep in mind that the results of online

searches can vary, and they will include many results from reliable sites.

Review with your student the reasoning that went into choosing which sites

to use and which not to use.

Reflect on the Portfolio

Guide your student through the Reflect questions. Help your student

articulate ideas while answering the questions. Ask guiding questions about

what your student has learned.

Possible Reflect Answers:


1. I thought about the person I wanted to research. First, I used what I

know about this person as my key words. Then, as I learned more, I

tried to phrase my ideas as precisely as I could think of.

2. I looked for websites that ended with .edu, .gov, and .org.

3. I found a lot of information about the person I researched. The difficult

part was deciding which details were most important.

Lesson: Good Times and Hardships Review LCG Good Times and Hardships Review and Reflect

Review

1. Have your student review the list of topics from the unit. Remind your

student that the Progressive Era was a time of political reform in

America.

2. Review with your student what your student has learned about each

topic.

3. Determine your student’s confidence level with each topic. Then

identify any topics with which your student needs more practice. It


goal (e.g., 1 = Got this! 2 = Not sure. to 3 = No idea.).


test.

Reflect


student that it is necessary to reflect on what you have read to help

you remember important information.





following list:

a. rereading for better understanding

b. completing activities

c. connecting new material to previously learned material

d. sharing information with others

e. reading the text closely

f. identifying cause and effect using a chart

g. working independently

h. watching videos

i. comparing how groups worked for change


3. Guide your student to write a reflection using three sentence starters

provided. If your student has trouble identifying an area of difficulty or

an area where more practice is needed, refer back to earlier practice

activities and scored assignments.

Example Reflection

The Nineteenth Amendment says that women have the right to vote. For

many years, people in the women’s movement called for women’s suffrage.

They wanted to make sure that all women would have a say in government.

One leader of the women’s movement was Susan B. Anthony. Anthony

helped fight to stop slavery and get women the right to vote. She gave

speeches, wrote articles, and published books.

The Treaty of Versailles was important because it ended World War I. The

treaty set rules for Germany. It also changed the borders of some nations

and created some new nations.

Study Tips

1. Read the study tips with your student. Discuss how flash cards, the

Venn diagram, and the cause-and-effect chart can all be helpful.

2. Have your student think of other study tips to add to the list. Ask your

student to use the study tips to review what your student has learned.


unit test.

Unit 5: American Research Report Portfolio Lesson: American Research Portfolio Introduction LCG American Research Report Portfolio Intro

Learning Goals

In this unit, your student will practice finding, assessing, and using historical

sources. There are 10 learning goals for this unit:

1. Identify a compelling question and supporting questions to guide

research.

2. Identify different types of sources.

3. Determine the kinds of sources that will be helpful in answering

compelling and supporting questions, and explain how different

historical sources are used.


4. Use information about a historical source, including the maker, date,

place of origin, intended audience, and purpose, to judge the extent to

which the source is useful for studying a particular topic.

5. Gather relevant information from multiple sources while using the

origin, structure, and context to guide the selection.

6. Evaluate sources for facts and opinions to determine the credibility.

7. Identify evidence that draws information from multiple sources in

response to compelling questions, and use that evidence to develop

claims in response to the compelling question and supporting

questions.

8. Construct explanations using details with relevant information and

data.

9. Use MLA to cite sources.

10. Present a summary of arguments and explanations to others using

print and oral technologies (e.g., posters, essays, letters) and digital

technologies (e.g., internet, social media, digital documentary).



Spark

1. Read the information about research with your student. Discuss any

research your student has done and ask your student to describe the

process that was followed or what sources were used in the research.

2. Listen to the podcast with your student. Discuss the different reasons

why people conduct research. Share a topic you would like to

research.


1. Discuss different people and events in United States history.

2. Have your student identify people or events from U.S. history that

your student would like to learn more about and write them on the

bubble web.

3. Review the bubble web with your student.

Make Smart Goals Portfolio

Explain

1. Have your student read the information about setting goals. Discuss

what it means to make smart goals. Then ask your student to describe

the difference between a realistic and an unrealistic goal.


2. Encourage your student to stop and notice the words in bold (specific,

measure, achievable, realistic, and time limit). Ask your student to

think about what the words mean based on the information in the

sentences. If necessary, help your student look up the meaning of the

words online or in a dictionary.

3. Encourage your student to think about a smart goal your student

would like to make.

Check-In



check the answers.

2. If your student doesn’t know why it’s important to set goals, review

that goals will guide and help your student accomplish important

tasks.

3. To help your student understand smart goals, review the information

in the second paragraph.

4. Review with your student that a realistic goal is something that can be

accomplished. An unrealistic goal is a goal that, most likely, will not be

achieved.

Practice

1. Have your student read Maya’s goal. Guide your student to think about

each characteristic of making a SMART goal.

2. Discuss your student’s answers. Have your student describe why there

can be many steps needed to meet Maya’s goal.

On Your Own

1. Guide your student to read and respond to the On Your Own activity.

2. Have your student discuss your student’s end goal with you. Ask your

student whether the goal is a smart goal. Discuss whether the goal is

achievable and realistic.

Lesson: Using Questions to Guide Research LCG Using Questions to Guide Research Portfolio: Narrative

Explain

1. Ask your student to read the information about compelling questions.

Review the definitions for compelling questions and supporting

questions, as well as any other terms that are unfamiliar.


2. Review the bullets identifying the characteristics of an effective

compelling question. Ask your student to summarize the information.

Correct any misperceptions.

3. Then review the bullets identifying the characteristics of effective

supporting questions. Look at the image of the stool. Use the picture

to emphasize the importance of having good supporting questions.

Explain that they are critical to the success of the research project.

4. Review the examples of how to refine a compelling question. Then

review the strategy that James uses to identify and refine his

compelling question and to identify supporting questions. Encourage

your student to ask questions about the strategy and the example.

Check for Understanding

1. Review the activity with your student. Make sure your student knows

what to do.

2. Review the answers. Use the examples to reiterate what makes a good

compelling research question.

3. Review the supporting questions your student has identified for each

correct compelling question. Compare these questions to the checklist

provided in the text. If a supporting question does not meet the items

in the checklist, discuss how to revise it to better align.

4. Compare your student’s supporting questions to the sample answers.

Emphasize that one compelling question will have several supporting

questions.

Practice

1. Suggest that your student review United States history topics. Suggest

that your student think about what topics aroused curiosity or

questions.

2. Set a timer for your student to write down potential topics or

compelling questions. Your student should record ideas for at least this

long but can take longer if desired.

3. Have your student use the information in the narrative section to

evaluate potential topics and compelling questions. Work with your

student to find appropriate websites to read about one or two potential

topics.

4. Help your student to evaluate the compelling question your student

has chosen. Encourage your student to tweak the question so that it is

neither too narrow nor too broad.


Lesson: Choosing Sources Day 1 LCG Choosing Sources Portfolio: Peer Model

Explain

1. Watch the video with your student. Then have your student read the

text.

2. Ask your student to summarize the difference between primary and

secondary sources, and give examples of each.

3. Show your student various types of sources, such as a newspaper

article, a biography, an online encyclopedia, and an audio clip of a

speech or a video clip of a historical event found at an online source.

Have your student identify which are primary sources and which are

secondary sources.

4. Discuss the relative advantages of different types of sources and how

they might be used in researching the answer to a compelling question

about United States history.


1. Have your student complete the interactive activity.

2. Discuss your student’s responses to the questions about primary and

secondary sources.

3. If your student needs additional support, watch the video again and

reread the text.

Practice

1. Review the assignment with your student. Make sure your student

understands to list examples of types of sources to use and not to

gather the actual sources.

2. Review your student’s compelling question and supporting questions.

Encourage your student to think of primary and secondary sources

that might have answers to these questions.

3. Help your student access the T-chart. Allow time for your student to

add ideas to the T-chart.

4. Review the primary and secondary sources that your student has

listed. If there are any that are listed in the wrong column, discuss

why they should be listed as a primary or secondary source. Discuss

also how the sources on the list relate to the compelling question.

5. Review the suggested answers. Point out that these are generic

sources that don’t relate to any one compelling question. Encourage

your student to reflect on whether any of the examples might help


provide answers to the compelling question identified for the research

portfolio.

Lesson: Choosing Sources Day 2 LCG Helpful Sources Portfolio: Narrative

Explain

1. Read the introductory paragraphs with your student. Review these key

terms: sources, primary sources, secondary sources, historical

sources.

2. Watch the video with your student. Ask your student to summarize the

video and give examples of the historical sources that were

mentioned.

3. Go back to the video and freeze it on the painting. Ask your student to

describe the painting. Then freeze the video on the photograph. Use

the discussion to discuss what you can learn from a visual. Point out

that paintings, photographs, and other visuals can show how people

lived, dressed, and so forth.

4. Ask your student to read the rest of the lesson. Point out that

secondary sources, such as textbooks or history books, may be a good

place to find primary sources, such as photographs or excerpts from

letters or speeches. Remind your student that research can be done at

a library or online and that a librarian is often a great resource for

anyone engaging in a research project.

5. Discuss the relative advantages of different types of historical sources

and how they might be used in researching the answer to a compelling

question.


1. Have your student complete the activity in writing or orally.

2. Compare your student’s responses to the sample answers.

3. Encourage your student to relate these sources to your student’s compelling question by thinking about what types of speeches,

paintings, or other materials might be useful.

Practice


knows what to do.

2. Suggest that your student begins by reviewing the types of sources in

the lesson. Encourage your student to look back at the text and the

video and take notes on the sources that are mentioned.


3. Then allow your student time to think about how these sources might

relate to the compelling question your student has chosen for the

portfolio. Encourage your student to create a list or use a word web to

note possible sources.

4. Review the historical sources that your student has listed. Discuss also

how the sources on the list relate to the compelling question.

Lesson: Making Sure Sources are Reliable LCG Making Sure Sources are Reliable Portfolio: Peer Model

Explain

1. Read the introductory paragraphs with your student. Discuss what it

means to be reliable. Encourage your student to give examples of

what makes a person or text reliable. Define bias and discuss how this

relates to reliability.

2. Ask your student to summarize the relative advantages and

disadvantages of finding sources in a library compared to the internet.

Point out that books and other print sources in the library may be

more reliable, but the internet has far more information that is readily

accessible. That is why it is important to be able to judge the reliability

of sources.

3. Watch the video with your student. Encourage your student to take

notes about the information to look for when considering whether to

use a source.

4. Review the key terms together.

5. Work with your student to identify a reliable source that is aligned with

the compelling question your student has identified. Ask your student

to find the date and maker, or author. Then discuss the audience and

purpose of the possible source. Ask your student to explain why the

source would be a good source to use.


1. Make sure your student understands the directions for the interactive

activity.

2. After your student has answered the question, review the correct and

incorrect answers.

3. Encourage your student to explain why the correct answers are correct

and the incorrect answers are incorrect.

Practice


1. Review the questions with your student. Have your student compare

responses to the sample answers.

2. Then allow your student time to think about the reliability of the

historical sources your student has seen in books or online. Guide your

student as needed to determine any sources that may not be reliable.

3. After your student has finished, review the responses. Encourage your

student to clarify anything that is unclear. Correct misperceptions if

needed.

Lesson: Gathering Sources LCG Gathering Sources Portfolio: Narrative

Explain

1. Have your student read the text. Review key terms.

2. Ask your student to explain why it is important for information to be

relevant to the topic and how to look for relevant sources.

3. Ask your student to discuss the relative advantages and disadvantages

of a library versus the internet.

4. Discuss whether your student will be doing research at the library, on

the internet, or both.

5. Reread the paragraph on key words. To demonstrate, have your

student type each of these phrases into a search bar: “U.S.

immigration”; “Irish immigration to the United States”; and “Irish

immigration to the United States, mid-1800s.” Have your student

compare results. If desired, repeat with terms related to your

student’s research topic.


1. Make sure your student understands the directions for the interactive

activity.

2. After your student has answered the question, review the correct

answers.

3. Use the activity to discuss why it is important to find relevant and

reliable sources. Discuss also things to look for in a source.

4. Practice by looking at a website. Help your student find information on

the site that can help show whether it is relevant and reliable.

Practice


knows what to do.


2. Allow your student time to gather sources. Provide assistance as

needed. Remind your student to use the compelling question and

supporting questions to guide the research.

3. Review the list of sources your student has gathered. Ask your student

how to know whether these are reliable sources and relevant to the

research topic.

Lesson: Evaluating Sources LCG Evaluating Sources Portfolio: Peer Model

Explain

1. Read together the text and watch the video.

2. Review key terms. Check understanding by stating a fact about the

weather, such as “It is raining today.” Then state an opinion about the

weather, such as, “I love rainy days.” Ask your student whether each

is a fact or an opinion. Then have your student state another fact and

opinion about the weather.

3. Review the tips for figuring out how to differentiate between facts and

opinions. Review with your student the words and phrases that might

introduce a fact or opinion. Point out the two questions that your

student can ask to check whether a statement is a fact.

4. Discuss why it is important to be able to differentiate between facts

and opinions when doing research. Help your student make the

connection between facts and the reliability and credibility of a source.

Ask your student to explain why it is important to have reliable and

credible sources for a research paper.


1. Prompt your student to complete the interactive activity.

2. Allow your student time to decide whether each statement is a fact or

an opinion.

3. Review the answers with your student. Extend the learning by

challenging your student to turn the facts into opinions or vice versa.

4. Review your student’s answer to the follow-up questions.

Practice

1. Review the assignment with your student. Work with your student to

choose a resource for the assignment. Make sure that the source will

have information relevant to the compelling question your student has

written. Choose a short reading so that the assignment is manageable.


2. Allow your student time to read the source and identify facts and

opinions.

3. Then review your student’s responses. Check to make sure that the

facts and opinions are in the correct columns and correct any

misperceptions. Review the difference between facts and opinions if

needed.

4. Ask your student whether the source is reliable and credible. Have

your student explain why or why not. Encourage your student to

reflect on the list of facts and opinions (the source should have more

facts). Review the other factors that can be used to assess reliability

and credibility from the previous lessons, including the origin of the

source.

Lesson: Answering the Compelling Question LCG Answering the Compelling Question Portfolio: Narrative

Explain

1. Ask your student to share past experience with finding evidence,

taking notes, and organizing notes. Use this information to help assess

the level of support your student will need.

2. Have your student read the text. Review key terms. Make sure your

student understands what evidence means “in the context of

researching a paper.” 3. Ask your student to summarize each part of the text. Use the

summary to correct misperceptions and emphasize main ideas and

steps taken during this phase of the research process.


1. Allow your student time to complete the activity. Review the answers

together to verify your student can effectively identify evidence.

2. Prompt your student to answer the question about Brett’s evidence.

3. Review the answer with your student. If your student is confused

about the types of evidence to look for or how to record notes about

the evidence, review the text and/or provide extra support during the

Practice activity.

Practice

1. Review the four steps of the assignment. Make sure your student

knows what to do.

2. Work with your student to choose a note-taking strategy. Check in

after your student has taken notes from one source to see if the


approach is working and answer any questions your student has.

Review the notes your student has taken to make sure the notes are

relevant. Recommend changes, if appropriate.

3. If your student is struggling, work with your student to find evidence

in another source or check the notes for each source as your student

works through them.

4. Help your student organize the notes according to the supporting

questions your student answers. If there are notes that don’t fit a

supporting question, work with your student to find a new “category.” 5. Have your student create an outline, using the graphic organizer

shown in this lesson.

Lesson: Putting it Together LCG Putting It Together Portfolio: Narrative

Explain

1. Have your student read the information.

2. Review each of the key terms with your student.

3. Ask your student to summarize how to go about writing a research

paper to answer the compelling question.

4. Explain that your student will make a claim about the topic to answer

the compelling question. Your student will also need to provide

explanations and reasons that support this claim. Evidence, such as

facts, examples, and other details, will be used to support the

explanations and reasons. Review the example in the text. Check

understanding by having your student share a claim about the topic

your student is exploring. Then have your student orally share an

explanation and evidence or details to support the claim.

5. Define the word sequence. Explain that your student will need to put

the report in a sequence that makes sense. Usually, this will be the

order in which events happened.

6. Explain also that the report will need to have a beginning, middle, and

end. The first paragraph will introduce the topic and the claim that

answers the compelling question. The middle of the report will provide

explanations and details. The end will sum up these key ideas.


1. Have your student answer the first two questions. Make sure your

student understands Kaia’s explanations. Encourage your student to

listen to the podcast one more time to clarify as needed.


2. Have your student think of the compelling question your student has

written. Discuss any claims your student has thought of. Prompt your

student to review the sources your student has found.

3. Review the answers to this activity together. Use the answers to

discuss how your student supported the explanations with relevant

information.

Practice

1. Review the assignment. Ask your student to share some of the

explanations and the details that support them.

2. Make sure your student knows what to do. If your student has not

created an outline or you have not reviewed it, work on it together

before your student undertakes writing a rough draft.

3. Help your student download the graphic organizer. The first page is for

the introductory paragraph. Each of the other pages will focus on one

paragraph of the report, which should connect to one of the topics on

the outline.

4. Allow your student time to write the rough draft. If possible, have your

student write the introductory paragraph in your presence. This will

allow you to assess how your student is doing and provide assistance

as needed.

5. After your student writes a rough draft, have your student review it

and highlight the explanations in yellow before you read it. Discuss

how to revise the draft to clarify ideas or make stronger connections

between the explanations and the relevant information.

Lesson: Finalizing LCG Finalizing Portfolio: Narrative

Explain

1. Have your student read the information about revising and editing.

2. Discuss what it means to revise a report.

3. Review the rough draft with your student, using the questions in this

lesson as a guide. Focus first on things that your student did well.

These parts of the paper will not need to be revised. Then, discuss

possible revisions that should be made.

4. Review the information on citing sources. Make sure your student

understands that there are two ways sources should be cited. A

separate page at the end, the bibliography, is used to cite all sources.

If there is quoted material in the report, it is cited with an in-text

citation. An in-text citation is short, so that it doesn’t interrupt the


text. All that is needed is the name of the author, the date of the book

or other publication, and the page number.

5. Answer any questions your student has about revising, editing, and

citing sources.


1. Have your student read each statement and decide whether it is true

or false. Allow your student to answer in writing or orally.

2. If the statement is false, have your student explain why it is false

and/or rewrite it as a true statement. Compare your student’s explanation to the answers provided.

Practice

1. Review the instructions for citing sources.

2. Make sure your student has a list of the sources used for the report.

Help your student identify the information needed for citation.

3. Citing sources can be tricky because there are so many possible types

of sources. If your student is unsure of how to cite a unique source,

help your student find a reference source with specific information on

using MLA citation. Look for a source designed for elementary school

students and that offers an example for the type of source your

student is citing.

Lesson: American Research Report Portfolio LCG American Research Report Portfolio Review and Reflect

Reflect


student that your student should use many different sources when

writing a research paper.





following list:



c. sharing information with others

d. reading the text closely

e. identifying the steps in a process

f. working independently


3. Guide your student to write a reflection using three sentence starters

provided. If your student has trouble identifying an area of difficulty or

an area where more practice is needed, refer back to earlier practice

activities and scored assignments.

Example Reflection

A good compelling question is important because it helps guide my research.

As I research, I will think of supporting questions too. I will look for

information to support my claim.

In order to determine if a source is useful, I should look for historical

sources. These sources will tell me more about the person or event I’m

writing about. These sources include documents, artifacts, photographs, and

even diaries.

Citing MLA sources involves listing information in a certain way. In a

bibliography, you list important information such as the author, the

publisher, and the date it was written. Listing your sources helps others

know where you found your research.

Unit 6: Modern American History Lesson: Modern American History Introduction LCG Modern American History Intro

Learning Goals

In this unit, your student will make connections between events from

modern American history and historical documents associated with those

events. There are eleven learning goals for this unit.

1. Analyze causes of World War II, the roles of the Allied and Axis

powers, and the involvement of the United States, both at home and

abroad.

2. Draw conclusions about the global human and economic costs of World

War II, including the Nazi practice of genocide against Jews and other

people during the Holocaust, and the decision of U.S. President Harry

S. Truman to use the atomic bomb against Japan.

3. Explain how the United States sought to stop the spread of

communism through the Berlin airlift, the Korean War, and the North

Atlantic Treaty Organization, and explain the origin and meaning of the

term “Iron Curtain.” 4. Summarize the social and economic developments that took place in

the United States during the Cold War, including consumerism, mass


media, the growth of suburbs, expanding educational opportunities,

new technologies, the expanding job market and service industries,

and changing opportunities for women in the workforce.

5. Examine how Cold War events impacted the U.S., including the arms

race, the Berlin Wall, the Cuban Missile Crisis, and the Space Race,

and analyze American citizens’ reactions to the Vietnam War and to

other Cold War events, as well as the influence of public opinion on

policy.

6. Identify policy decisions that affected African Americans’ civil rights

and explain the reasons individuals took risks to participate in civil

rights protests.

7. Identify the leaders of the Civil Rights Movement and list the events in

the desegregation of schools, athletics, the military, public

transportation, and public places.

8. Use the central claim in a secondary work of history to explain

President Lyndon Johnson's belief in the power of government to

support social programs.

9. Evaluate the role that people's responsible participation plays in

political parties and voting, and define contributing factors, including

the role of political parties, to modern elections.

10. Identify a political, social, economic, or environmental challenge faced

by the United States, and develop a strategy people could work

together to address the challenge.

11. Describe a challenge faced by the United States and explain a strategy

people could employ to address the challenge.



This Unit contains the following assessments. Make sure you work with your

student to ensure they are ready to complete each assessment before taking

the assessment.

1. World War II Quick Check

2. Theaters of War Quick Check

3. A Dangerous World Quick Check

4. Postwar America Quick Check

5. The Cold War Continues Quick Check

6. The Civil Rights Movement Quick Check

7. The Fight for Civil Rights Continues Quick Check

8. The Great Society Quick Check

9. Political Party Quick Check


10. Modern American History Test

Spark

Understanding Historical Events

1. Look at the image of Pearl Harbor with your student. Explain that until

the attack on Pearl Harbor, most Americans were opposed to getting

involved in the war in Europe. Discuss with your student how the

attack on Pearl Harbor might have changed their minds about entering

World War II.

2. Listen to the podcast about using words from the time of a historical

event to better understand the event. Ask your student to summarize

the key points in the podcast.

3. Read the paragraphs with your student. Help your student understand

that the events in modern history are a web of events with cause and

effect relationships. Make sure your student understands one event

caused other events and so on.


1. Discuss the historical events from the podcast and the Spark with your

student.

2. Read the last paragraph previewing the unit lessons. Then, have your

student start the timeline.

3. Discuss responses with your student.

Building My Self-Confidence

Explain

1. Ask your student to read the story about Alexis.

2. After reading, discuss the words in bold with your student. Ask your

student to think about what the words mean in the context of the

story.

3. Encourage your student to think about how Alexis used her strengths

to build self-confidence.

Check-In

1. Ask your student to read the first Check-In question. Review the


2. If your student is not sure what self-confidence is, reread the dialogue

between Alexis and Deion. Then reread the caption under the image

for the definition of self-confidence.


3. Ask your student to read the second Check-In question. Review the


4. If your student is not sure what it means to recognize strengths,

reread the dialogue between Alexis and Deion. Then reread the

definition of recognizing strengths. Point out that Alexis recognized she

is good at skating. Make sure your student understands that the good

feeling Alexis gets by skating well helps her build self-confidence.

5. Ask your student to read the third Check-In question. Review the


6. If your student is not sure what it means to create a sense of self-

efficacy, reread the definition of self-efficacy. Point out to your student

that Alexis does not yet have a sense of self-efficacy because she still

doubts herself and many of her abilities. Explain to your student Alexis

can develop a sense of self-efficacy as she continues to build her self-

confidence.

Practice

1. Ask your student to read the Practice scenario and questions. Remind

your student that building self-confidence involves recognizing one’s strengths. Then, review the answers with your student.

2. Have your student complete the On Your Own activity. Discuss the

responses with your student.

Lesson: World War II LCG World War II: Narrative

Explain

1. Review the vocabulary in boldfaced print before reading the text.

2. Share the reading of the text, stopping to answer your student’s questions.

3. You may want to show your student historical maps that show the

countries of Europe before World War I and after World War I. Note

the countries that disappear after the war due to the provisions of the

Versailles Treaty.

4. As your student reads the chart about events leading up to World War

II, make sure your student understands the results of each event.

Check-In


2. You may want to show your student a T-chart in which you list the

Allied Powers and the Axis Powers.


3. Then, have your student find those countries on a world map.

Practice

1. Your student should understand that the effects of the war extended to

the home front as well.

2. The role of women and the rationing of certain goods were part of a

larger effort on the home front to contribute to the cause.


World War II: Peer Model

Explain


2. Discuss the meaning of the words harsh and reparations. Ask your

student to use the words in sentences to check understanding. Review

other vocabulary from the video.

3. Have your student take notes of dates and events associated with the

war while watching the video.

Check-In


2. Discuss the Japanese internment in the United States. Ask whether

your student agrees or disagrees with the actions of sending Japanese

Americans to the camps. Point out most of the Japanese people who

were put into the prison camps were citizens of the United States.

3. You may want to tell how a Japanese citizen challenged the

government’s action in a Supreme Court case in 1944. He did not win

his case. The Supreme Court determined the camps were necessary

during a time of war. In 1988, Congress finally gave $20,000 to every

Japanese American sent to an internment camp. Each person also

received a letter of apology from President George Bush.

Practice

1. Have your student use the notes taken while watching the video to fill

in the timeline information.

2. Correct any inaccuracies.

3. Discuss each date and event. Ask your student to explain why this war

was called a world war. Your student should understand that many

countries from different parts of the world were involved in the action.

World War II: 21st Century


Explain

1. Review the vocabulary words from the text.

2. Read the text together.

3. Have your student compare what Marta did to find a book about the

causes of World War II to what your student has done to find books on

topics. Review the most efficient ways to find books in a library

setting.

4. Have your student watch the video about evaluating information to

find the most reliable sources about World War II.

Check-In


2. Point out that economic conditions throughout the world due to the

Great Depression made dictators’ appeals to nationalism popular

among people of Germany, Italy, and Spain.

3. Review with your student how to find a book at the public library or at

the library online site, using topic words, titles, or authors to start the

search.

Practice

1. Ask your student to re-read the text to find information on ways

Americans at home faced challenges during the war.

2. Discuss what the term rationing means and what that must have felt

like to families during the war.

3. Direct your student to cite evaluation tips mentioned in the video.

Lesson: Theaters of War LCG Theaters of War: Narrative

Explain

1. Review the vocabulary words for this lesson. Have your student look at

the headings. Point out the definition of theater as used in the text.

2. Take turns reading the text with your student. Stop now and then to

answer any questions or to clarify any misconceptions.

3. Have your student identify Europe, North Africa, and the Pacific Ocean

on the map. You may wish to show a political map of Europe. Point out

the countries of Czechoslovakia, Austria, and Poland.

4. You may want to discuss some of the horrible costs of the war, in

economic and human terms. The cost was terribly high and affected

many countries around the world.


Check-In

1. Have your student write the answers to the questions.

2. Review the answers. Point out that in World War II there were two

ways that people lost their lives. Millions of soldiers died in the

fighting. Millions of Jewish people were killed in the concentration

camps run by the German government under Hitler’s orders.

3. Point out that the development of the atomic bomb was going on for

several years before it was used in Japan. The test done in the

southwest desert of the United States shook the ground so much that

people living miles away could feel the shock.

4. Explain that some people argue that it was not necessary to use the

atomic bomb. Once the bomb was used, other nations raced to have

their own nuclear weapons. After World War II, there was a nuclear

buildup of these powerful weapons.

Practice


2. The horror of Hitler’s “final solution” of mostly Jewish people became

known as Allied troops liberated the people in the camps. Even the

toughest soldiers were shocked by what they saw.

3. You may want to explain how important the code talkers were to the

U.S. forces. Because Native American languages are not used by

people living in the rest of the world, it was a clever solution to create

codes using Native American languages that two Native Americans

fighting on the Allied side could understand but the enemies could not.

These codes enabled the Americans to send important secret

information without the enemy knowing the content of the messages.

Theaters of War: Peer Model

Explain


2. Discuss any vocabulary words that may be unfamiliar.

3. You could point out that the words war crimes relate to international

laws and customs of war that have evolved since the Civil War in the

U.S. Over time, especially after World War II, the laws of war have

been expanded to include crimes against peace: a country increasing

its military forces without a threat; war crimes: murder, ill-treatment,

and deportation of people from a country; and crimes against

humanity: racial, ethnic, religious persecution.


4. You may wish to review the timeline of events discussed in the video

by watching the video a second time.

Check-In

1. Review your student’s answers to the interactive chart.

2. Point out any misconceptions that your student may have.

3. You may want to use a map of Europe and the Pacific region to show

the theaters where the war was fought.

Practice

1. Review the written answers with your student.

2. Explain that the Allies did punish many Nazi leaders for the terrible

crimes they committed. War crimes trials were held in Nuremberg,

Germany, from 1945 to 1946.

3. You may wish to point out some of the islands that were involved in

the island-hopping operations: Wake Island, Midway, Iwo Jima, Guam

among many others. The American forces wanted to take Japanese-

held islands, moving in a path to the main island of Honshu, Japan.

Theaters of War: 21st Century

Explain

1. Invite your student to read the text. You may want to take turns

reading it together.

2. Review bold-faced vocabulary words.

3. Discuss with your student the utter devastation caused by World War

II and the economic and human toll.

4. Be sure your student understands that global awareness requires

taking some actions such as reading or viewing information about

current events around the world to know more about global issues,

working with others from other cultures collaboratively, and learning to

respect different points of view and customs.

Check-In

1. Guide your student to answer the questions in writing.


3. Discuss any questions your student may have about Hitler’s discrimination against the Jews in Germany in World War II.

4. Remind your student that there are many Holocaust memorials around

the world. People who lived through the horror of the Holocaust want


everyone living to remember the evil of Hitler’s actions and the huge

loss of lives so this type of action could never happen again.

Practice

1. Give your student time to read and think about the questions.

2. Make sure your student understands that Hitler’s actions were a result

of his belief that people who were not “pure” Germans were inferior.

3. Then discuss your student’s answers. Give your insight as needed, to

clarify the value of having global awareness. You could mention that

being globally aware includes making an effort to understand others’ ideas and respect their customs.

Lesson: A Dangerous World LCG A Dangerous World: Narrative

Explain

1. Read the first section of text. Ask your student about prior knowledge

of World War II, emphasizing that the United States and the Soviet

Union were allies during the war. Point out the key term: Cold War.

Ask your student what the word “cold” implies. Review the additional

key words and discuss their meanings. Draw your student’s attention

to the image that accompanies the text. Ask your student to draw

conclusions based on the image.

2. Listen to the podcast with your student. The podcast goes into more

detail about the beginnings of the Cold War, a period of tensions that

lasted for nearly 50 years.

3. Make sure your student understands an Iron Curtain was an imaginary

border.

4. As you read the rest of the text, focus on the remaining key words—McCarthyism and propaganda. Use the context of the narrative to

discuss the meanings of the key words.


correct any misunderstandings.

Check-In

1. Point out to your student that the main idea is listed in the center of

the concept map. Tell your student to list facts and details in the outer

parts of the map.





Practice


text as necessary. Have your student write the paragraph.

2. Your student should understand the differences between capitalism

and communism and how each side wanted to spread their own

system across the world.

3. Your student should understand the meaning of the term “Iron

Curtain.” 4. Your student should understand why NATO was formed, a pact in

which the United States, Canada, and most of western Europe

promised that if one nation were attacked, the others would come to

its aid.

A Dangerous World: Peer Model

Explain


2. The video has a lot of details. Your student may want to take notes

about certain topics, such as the Berlin Airlift and the formation of

NATO.

3. If your student loses focus or needs knowledge refreshed, watch the

video a second time.

Check-In

1. The notes your student took may help in answering the questions of

some of the conflicts that occurred during the Cold War.

2. If your student has trouble remembering some of the details of the

video, you may wish to watch it a second time.

3. Your student should understand the importance of the Berlin Airlift,

and how the United States pushed back against the Soviet decision to

cut off supply routes to West Berlin.

4. Your student should be able to define both an arms race and a space

race, which were competitions between the two superpowers during a

time of tension.

Practice


activity.


information on which the paragraph should be based.


3. The topic your student chooses should highlight some aspect of how

the United States tried to stop the spread of communism and how that

affected American life.


A Dangerous World: 21st Century

Explain

1. Draw your student’s attention to the title. Have a discussion about

accessing and evaluating information. Suggest to your student that

people access and evaluate information every day. For example, when

you want to find out if a particular movie is playing, you access a

newspaper or a website to find out if it’s playing and at what times and

where. Then, you evaluate whether you will be able to go see the

movie based on the information you accessed.

2. Your student will access information about the Cold War and its effects

in the United States.

3. Emphasize that accessing and evaluating information is a process that

is connected. Tell your student that during the beginning of the

reading, text is being accessed. As your student reads, suggest that

evaluating what is being accessed be kept in mind.

Check-In

1. Allow time for your student to read the directions.

2. Suggest your student keep in mind what was read about accessing and

evaluating information. Remind your student the Check-In questions

are asking for illustrations of the concepts.

3. Discuss your student’s responses.

Practice


text as necessary. Have your student write the paragraph.

2. Explain that your student will not be actually writing a research report

about the Cold War at this time but will describe the process required

for accessing and evaluating information.

3. As an extension, you may choose to assign a research report about

one aspect of the Cold War.


points that may have been made in error or other areas that were

incorrect.


Lesson: Post War America LCG Postwar America: Narrative

Explain

1. Read over the text with your student. Discuss with your student the

feelings many Americans had after the victory in World War II. Despite

changes, many had a positive outlook.

2. Ask students how the photograph shows the feelings of many

Americans after the war ended.

3. Discuss with your student some of the challenges veterans may have

faced when they returned home after fighting in the war such as life

during peacetime and return to work.

4. Discuss with your student the reason the G.I. Bill was created and the

benefits it gave to the veterans. List those benefits and review why the

bill helped with higher education and home purchases.

5. Review what the changes in the job market looked like (fewer jobs

making goods, more jobs providing services). Have your student list a

few jobs that provide services. Review how the G.I. Bill helped

veterans compete for these new types of jobs.

6. Point out that women workers were also affected by veterans returning

after the war. They had fewer opportunities at first because men

replaced them, but as the population grew there were more jobs

created. And with new gadgets and products to buy some families

relied on having two working parents to support their desired lifestyle.

7. Discuss with your student how money provided to veterans to

purchase homes changed cities and created the need for suburbs. Use

the photograph of the suburban housing development to support your

instruction.

8. Review with your student the purpose of suburbs. Discuss how the first

housing development began and how it kept costs lower for first-time

home buyers.

9. Ask your student to explain how the baby boom developed and how it

impacted family life. Point out that it caused the need for more

housing than cities could provide.

10. Point out the photograph of the interstate highway system. Then

discuss with your student how this transportation network helped

people in the suburbs get to work or stores in the city faster.

11. Discuss how radio and television were similar and different. Ask: Why

was television more popular? Explain that TV shows included

advertisements. Discuss what impact these ads had on the people who


watched TV. Review what consume means. Discuss how consumerism

plays a part in the American lifestyle.

12. Ask your student to explain the purpose of the credit card. Discuss

with your student the positive and negative aspects of using a credit

card. Point out how it has changed the way Americans shop for goods

and services.

Check-In

1. Have your student read each question.

2. Make sure your student understands how important the G.I. Bill was to

the returning veterans.

3. Your student should understand the impact of new technologies on the

lives of working women. Among the new technologies that made life

easier were the microwave, washing machines, and refrigerators. Ask

your student what life would have been like without these appliances

we now take for granted.


Practice

1. Show your student the two-column chart. Read the directions with

your student.

2. Guide your student to write the effects of each of the five changes to

U.S. society or the economy that took place in postwar America listed

in the chart.

3. After your student completes the two-column chart, review the

answers.

4. If your student has trouble listing the effects for each cause, have your

student review the appropriate portions of the text.

Postwar America: Peer Model

Explain

1. Watch the video with your student. Review the definitions of the key

words.

2. Review the changes that occurred in American society and the

economy after World War II. Discuss how these changes developed

and how they impacted the other changes in society. For additional

support, watch the video again and create a list of the social and

economic changes that took place after the war.

Check-In



student explain how the suburbs developed. Review your student’s answer.


Make sure your student explains how credit cards changed lifestyles

after the war. Review your student’s answer.

Practice



2. Have your student create a sequence chart that shows the order of

events that took place in postwar America. The first event is "The G.I.

Bill is passed giving benefits to veterans.” Your student should be able

to sequence the other events that occurred after this main event.

3. If your student struggles to fill in the chart, watch the video again and

review the key content.

Postwar America: 21st Century

Explain

1. Read the information on ways to adapt to change with your student.

Discuss how we can adapt to change effectively. Point out that in the

study of social studies, and in many kinds of tasks in life, your student

will need to deal with changes, and the ability to adapt well to these

changes will be helpful. Being able to adapt to change will help your

student be confident and successful during life's challenging times.


Matthew needed to make changes to adapt to his dad being away

during the week. He needed to change some of his daily habits, so he

had time to talk with his dad when he called at the end of the day.

Discuss his ability to adapt to change.

Check-In


2. Your student should understand that moving to the suburbs meant

people needed a way to get to the city for work or for shopping.

3. Your student should also understand that changes affected women’s lives in the workforce.

4. Advertising had a big impact on consumerism. Make sure your student

understands the term.

Practice



back to the benefits of the G.I. Bill.

2. Have your student write a short paragraph describing the changes that

would have taken place with a dad returning from World War II. Your

student should mention the change in job opportunities for the dad

and mom and how buying a house and moving to the suburbs would

impact the family.

Lesson: The Cold War Continues LCG The Cold War Continues: Narrative

Explain

1. Discuss with your student the disagreements the Allied powers had

about dividing up Germany after the war. Was the division into four

sections a fair solution to the problem? Include in your discussion the

differences between communism and democracy and the need for

divisions.

2. Review with your student what life was like for people living in the

western sections of Germany. List some of the freedoms those people

had. Ask your student to compare what life was like for people living in

the eastern section of Germany. What freedoms were they denied that

their neighbors to the west enjoyed?

3. Discuss with your student why so many people were leaving East

Germany to live in West Germany. Include the problems this mass

movement of people caused for the leaders of East Germany.

4. Ask your student why the Berlin Wall was built. Look at the photo of

the wall and discuss the feelings that the wall would cause someone to

feel as they saw this new restraint in their lives.

5. Discuss with your student why the Soviets wanted to build up their

store of weapons to expand communism across the globe. Include the

United States response to this buildup by trying to keep pace with the

Soviets. Review with your student the new types of weapons both

countries developed. How were these weapons more dangerous?

Discuss with your student the purpose of amassing so many weapons

that were not used in warfare. Include how most Americans felt the

need to be prepared for an unknown nuclear attack.

6. Have your student find Cuba on a map. Show your student how close

Cuba is to the coast of Florida. Discuss why a Soviet presence there

would make Americans feel unsafe. Review with your student who

Fidel Castro is and how he came to power, including his relationship

with Soviet leader Khrushchev.


7. Ask your student to explain how a proxy war is different from other

kinds of war. Discuss the word diplomacy and why it is preferable to

war when two countries do not agree on how to solve a problem.

8. Discuss with your student why there was a space race, including the

desire for both countries to prove the advances in technology each of

them had. Ask your student why the successful launch of the Soviet

satellite Sputnik I affected Americans. Also mention the goal that

President Kennedy made to put a man on the moon by the end of the

decade. Discuss how this goal impacted our nation.

9. Point to the photo of the Apollo 11 launch and discuss with your

student how this event carried with it the hopes and dreams of many

Americans.

10. Have your student locate Vietnam on a map. Compare the location of

Vietnam to the location of both the U.S.S.R. and the U.S. Review again

why this would be considered a proxy war.

11. Discuss with your student why most Americans were initially in favor

of supporting South Vietnam in this conflict. Discuss with your student

how American protests to the Vietnam War helped change the

government’s policies in the war. Successful protests were tools used

to begin the process of bringing home the soldiers who were fighting in

this conflict.

Check-In


incorrect choice, read the hint. Direct your student back to the text for

additional support.


Practice

1. Show your student the concept web. Read the directions with your

student.

2. Guide your student to see that the term in the center of the web is

Cold War Events. Ask your student to record four events that took

place in the Cold War (between 1947–1973) in the outer squares. Your

student should also write in each square two details for each event

that show understanding of the event and its impact on the Cold War.

3. After your student completes the concept web, review the answers.

The Cold War Continues: Peer Model

Explain


1. Watch the video with your student. Review how the Cold War

developed and the differences between communist and democratic

beliefs.

2. Discuss the three Cold War events described in the video: the Berlin

Wall, the Cuban Missile Crisis, and the space race. For additional

support, watch the video again and generate a list of events and

important details for each event.

Check-In


student describe the reaction of the U.S. and other Western countries

to the building of the Berlin Wall. Review your student’s answer.


Make sure your student understands the goal of the space race.

Review your student’s answer.

Practice

1. Remind your student that the video showed many of the key events

that took place during the Cold War.

2. Explain that in the interactivity your student will read some of the

events of the Cold War and put them in sequential, or chronological,

order of when each event occurred.

3. Instruct your student that the first thing your student should do is to

carefully read each event. Then explain that your student will drag

each event to place it in the correct order. When completed, all events

should be sequenced correctly.

4. Review your student’s answers. If needed, have your student watch

the video for a second time.

The Cold War Continues: 21st Century

Explain

1. Have your student read the information on ways to solve problems.

Discuss what it means to brainstorm possible solutions and evaluate

which option is the best one to try. Point out that in the study of social

studies and in many kinds of tasks in life, your student will be faced

with solving problems, and the ability to think through options and

choose wisely will be helpful. Being able to solve problems will help

your student generate new solutions to diverse problems.


Tyler knew he needed to ask for help and think of several ways to find


his lost dog. Discuss his ability to think through possible options to

solve this problem.

Check-In

1. Allow time for your student to read each question.

2. If your student needs remediation, have your student reread the text.

Practice


understands that there are possible solutions to every problem.

2. Review with your student the steps for finding solutions to problems.

3. Suggest that your student think about NASA’s purpose in the space

race. Encourage your student to think creatively about how to answer

the question.

4. Review your student’s paragraph together. Discuss the benefits and

challenges of your student’s ideas.

Lesson: Civil Rights LCG The Civil Rights Movement: Peer Model

Explain

1. Ask your student to share any prior knowledge of the civil rights

movement. Review the definition of civil rights.

2. Look at the picture with your student. Ask your student to analyze the

picture, or tell what the picture shows. Explain that the picture is from

the March on Washington, which was organized in 1963 and drew

some 200,000 people. Discuss some of the signs and what they

suggest about the causes of the civil rights movement. (Note that the

marchers’ demands include integrated schools, decent housing, equal

rights, jobs, freedom.)

3. Help your student access the KWLH graphic organizer. Help your

student record things your student already knows in the first column.

Your student should also record at least one question or something

your student wants to know in the second column.

4. Watch the video with your student.

5. After watching the video, have your student write down things that

your student learned from watching the video. If desired, have your

student return to the question(s) in the W column that were not

answered and consider how to find answers to the question(s).

Check-In


1. Allow your student time to read and answer the questions.

2. Note that not all the words in the list will be used.

3. Check your student’s answers. If your student is unsure of any

answers, watch the video again.

Practice


understands what to do. Point to the key words to be used in the

paragraph: civil rights, discrimination, Freedom Rides, integration, sit-

in.

2. Allow your student time to organize and write a paragraph.

3. Review your student’s paragraph. With your student, compare the

paragraph to the sample answer. Discuss the types of discrimination

African Americans experienced and how this prompted individuals to

take risks to participate in civil rights protests.

The Civil Rights Movement: 21st Century

Explain

1. Read the narrative with your student. Review the types of media that

provide people with news and information. Discuss some of the

advantages and disadvantages of various media outlets. Point out that

news organizations may provide news both in print (newspapers) and

online. Written materials may provide more in-depth coverage than

televised news. On the other hand, television has videos that can show

what is happening.

2. Review the paragraphs that discuss how to analyze media coverage.

Check that your student understands the difference between facts

(which can be proven) and opinions (which cannot be proven and with

which some people might disagree).

3. Discuss also the meaning of the word tone. Speak in a warm, kind

tone and then in a harsh tone to demonstrate meaning. Guide your

student to recognize that news reports and opinion pieces—regardless

of the media—have a tone. News reporters generally seek to have an

objective tone; that is, they seek to present facts in an unbiased way.

4. Ask your student to read the information under The Media and the Civil

Rights Movement head. Review key terms.

5. Listen to the podcast with your student.

Check-In


1. Have your student read and respond to each question orally or in

writing. Help your student find sections of the text where answers can

be found.

2. Make sure your student understands how discrimination and

segregation were the driving forces behind the civil rights movement.

3. Use student responses to discuss the importance of the civil rights

movement in this country.

Practice

1. Review the introductory paragraph and the questions that will be

answered following the podcast.

2. Have your student answer each question orally or in writing.

Encourage your student to listen to the podcast again, pausing as

needed.

3. Your student should pay particular attention to the words the reporter

uses.

4. Compare your student’s responses to the answers that are provided.

Sharecroppers: Narrative

Explain

1. Read the first paragraph with your student. Focus on the promise

made to slaves during the Civil War. Ask your student what President

Johnson breaking the promise to the freedmen tells about attitudes

toward African Americans at the time.

2. Read the rest of the passage with your student. Focus on the bolded

terms.

3. Ask your student in what ways the sharecropping system was similar

to the slave system it replaced.

4. Read the caption under the photo. How would destroyed crops hurt

both the farmers and the landowner?

5. Read the last sentence again with your student. Why might some

sharecroppers be successful and eventually buy land of their own?

Were all landowners alike? Does your student think some landowners

might have treated their tenants fairly?

Check-In

1. Read the directions with your student.

2. Allow your student to review the passage if needed.

3. Review the completed web. Answers may vary but should reflect the

passage.


Practice

1. Read the questions with your student.

2. Suggest your student jot down a few ideas before writing.

3. Encourage your student to use the ideas from the Check-In concept

web. Explain it often helps to complete an organizer such as a concept

web before writing a paragraph or paper on a topic.

4. Review the response with your student. If needed, review the passage

with your student for clarification.

Lesson: Civil Rights Leaders LCG The Fight for Civil Rights Continues: Narrative

Explain


movement. Remind your student that the civil rights movement was a

time when minorities fought for equal rights.

2. Ask your student to read the text and listen to the podcast. Suggest

that your student note any new or unfamiliar words.

3. Review key terms. Work with your student to look up other unfamiliar

words in a dictionary or other reference source.

4. Ask your student to summarize the information in the text and

podcast. Have your student share at least one thing learned from the

text and one thing learned from the podcast.

5. Ask your student to reflect on the last paragraph. Discuss any

examples of injustice your student thinks of. Point out that injustice

does not only happen to African Americans but to other minorities.

Check-In

1. Help your student access the interactive activity. Allow your student

time to match the person or people with their accomplishment.


Practice

1. Help your student access the graphic organizer timeline. Make sure

your student knows what to do. Read through the list of events given.

2. Allow your student time to complete the activity and fill in. If your

student is unsure of answers, suggest that your student review the

text.


The Fight for Civil Rights Continues: Peer Model


Explain


movement.

2. Read the introductory paragraphs and watch the video with your

student. Stop at key points to encourage your student to ask questions

or summarize the text.

3. Ask your student to define the word discrimination. Then ask whether

your student has ever witnessed discrimination. Lead a discussion of

discrimination that may still exist today and why. Point out that the

discrimination that existed prior to the civil rights movement was

different because it was legal—laws no longer allow people to be

discriminated against on the basis of race, sex, color, or other

characteristics.

Check-In

1. Have your student write the correct answers on a separate sheet of

paper.

2. Check your student’s answers. Use your student’s responses to lead a

discussion about civil rights leaders and events.

Practice



2. Help your student think of events that might be included on a timeline.

If your student is struggling to come up with ideas, watch the video

again. (Examples might include milestones, such as Brown v. Board of

Education, the Civil Rights Act, and the Voting Rights Act, as well as

the steps protesters took to accomplish these milestones, such as the

Montgomery bus boycott, the Greensboro sit-in, the Freedom Rides,

and the March on Washington.)

3. Have your student share the timeline with you. Use responses to

discuss the people, events, and accomplishments of the civil rights

movement.

The Fight for Civil Rights Continues: 21st Century

Explain

1. Read the text with your student. Review the meaning of the key terms

in bold. Have your student identify other unfamiliar words. Work with

your student to look these up in an online or print reference source.


2. Review with your student the term civil rights. Discuss why civil rights

are important.

3. Have your student discuss some of the ways civil rights leaders called

attention to their cause. Discuss whether these are similar to or

different from actions taken today.

4. Apply the civil rights movement to issues your student might

experience. For instance, you may ask about bullying. Ask: Why is it

important to stand up to bullies? What is the best method to get

bullies to change? How did civil rights activists stand up to their

bullies—the people that wanted to intimidate them? Was it effective?

Why or why not?

5. Remind your student that the actions of civil rights leaders and

activists led to school desegregation as well as the pushing forward of

the Civil Rights Act of 1964. Discuss with your student how this act

desegregated many areas in society, including the military, public

places, and transportation.

Check-In

1. Have your student read and respond to each question.

2. Review your student’s responses. After each question, pause to

discuss the gains of the civil rights movement and the people who led

the movement.

Practice

1. Read the list of leaders and events and help your student choose a

topic to research.

2. Help your student conduct a safe internet search to learn more about

the civil rights activist or event.

3. Help your student think about what to include in the paragraph. If

desired, read the sample response about Rosa Parks. Then allow your

student time to write the paragraph.

4. Review the paragraph with your student. Ask your student to explain

why this person was a good citizen.

Lesson: From the Great Society to Reagan LCG The Great Society: Narrative

Explain

1. Read the first section with your student. Discuss the meaning of the

term secondary source. Discuss with your student the difference

between a primary source and a secondary source. Explain that


primary sources such as photographs, letters, interviews, and

speeches are sources that capture an event or are written by a person

to tell what happened at an event. A secondary source like a magazine

or textbook are examples of sources that use the original information

to write or tell about something.

2. Explain to your student that the next section is an example of a

secondary source. It is an article based on facts about the Johnson

presidency and the Great Society.

3. Explain that the country was shocked and saddened when President

John Kennedy was assassinated. President Johnson was sworn in as

president just hours after Kennedy died. Johnson decided to follow a

path similar to what Kennedy had planned for the country. He wanted

to end poverty and promote equality.

4. In the second section, your student will learn what a central claim is.

Make sure your student can articulate what the central claim in the

secondary source article is.

Check-In

1. Read the two question prompts with your student and then have your

student complete the interactive True/False questions.

2. Your student should understand that, although Johnson worked hard

to end poverty and discrimination in the United States, both problems

exist to this day.

3. For question number 2, remind your student that Johnson pushed

forward Affirmative Action policies to help support those who were

discriminated against. These Affirmative Action policies fostered

government programs in housing, education, and jobs. For example,

the Affirmative Action policies in jobs included programs to train and

recruit minority candidates for open positions. Many states today still

have such programs.

Practice

1. Read the prompt with your student. Have your student determine

which statements support the central claim and which do not.

2. If a statement does not support the central claim, have your student

rewrite the statement to turn it into one that does.

3. If your student needs more support, have your student go back and

re-read the sections of the text that discuss these statements.

The Great Society: Peer Model

Explain



2. Make sure your student understands the key words in the video.

3. Have your student paraphrase the important points such as why

President Johnson believed the government has the authority to

support social programs.

Check-In


complete answer.

2. Discuss that the student in the video cited Article I, section 8 in the

U.S. Constitution. The student in the video felt this Article gave Lyndon

Johnson the power to use government funds for people living in

poverty. You may want to read that Article together. You may also

want to discuss with your student that the term welfare in Section 8

refers to the general well-being or health of the nation and its people.

3. Explain to your student that, in addition to the “welfare” of the nation

and of the American people, Article 1, Section 8 also describes actions

such as tax collection to pay for debts the nation incurs as well as

common defense of the nation in the event of outside attacks to its

security.

Practice


complete answer.

2. You may want to have your student re-read sections of the text to

remember the goal of the Great Society and some of the methods

Johnson used to achieve that goal.

3. Talk about any misconceptions your student may have.

The Great Society: 21st Century

Explain

1. Read the text with your student. This lesson contains a secondary

source article based on facts about the Johnson presidency and the

Great Society.

2. Make sure your student knows the difference between a primary

source and a secondary source.

3. After reading the text, discuss the central claim, or main idea, of the

article with your student.

Check-In



2. Have your student read the summary of the central claim of the

article.

3. Make sure your student understands that although President Johnson

came up with solutions to address the problems of minority groups,

these solutions did not totally eradicate discrimination and poverty.

4. Discuss with your student that both poverty and discrimination exist to

this day. Johnson’s solutions were not a cure.


content.

Practice

1. Have your student read the question.

2. You may need to remind your student that the central claim is the

author’s main idea or main argument.

3. Your student may have to go back to the article to find details or

explanations of the article’s central claim.

4. The central claim of the article is that President Johnson believed that

government had the power to improve life for everyone.

5. Discuss your student’s response. Make sure your student is able to find

details in the article.

Lesson: Political Party LCG Political Party: Narrative

Explain

1. Read the text with your student. Focus on helping your student


2. Explain that there are several political parties in the United States.

Some of the others besides Democrat and Republican are the

Libertarian Party, the Constitution Party, and the Green Party.

3. Remind your student that our nation’s capital is a district, not a state.

Make sure your student understands the initials in Washington, D.C.

stand for District of Columbia. As a follow-up activity, your student

may wish to research how Washington D.C. was established and the

difference between this District and the other states.

4. After reading about the electoral college, discuss the pros and cons

with your student. Encourage your student to share an opinion about

whether the system should be changed.

Check-In


1. Read all three questions with your student.

2. For question number one, remind your student that, while the two

main political parties are the Democratic and Republican parties, there

are several other parties in the United States. Among these is the

Progressive party as well as the Green Party. You may wish to have

your student investigate some of these other political parties and

discuss them with you.

3. If your student is having difficulty understanding the Electoral College

system in question number three, have your student reread the text.

Discuss the benefits of using the Electoral College system

4. Explain to your student there are many people today who would like to

abandon the Electoral College system in favor of other systems. One is

the popular vote. Discuss this with your student and explain that the

popular vote is one vote per citizen. Ask your student to explain how

the popular voting system would be different from the Electoral

College system.

Practice

1. Read the directions with your student about writing a paragraph about

the Electoral College system.

2. Review your student’s answer. If needed, have your student return to

the text and review the concept of the Electoral College.

3. Point out to your student that the Electoral College system has been in

place since 1787 when it was approved during the Constitutional

Convention. However, in 1787 the term Electoral College was not

used. Rather, the members of the Convention used the term electors

to describe the system. It was not until 1845 that the Electoral College

was generally used to describe the system and all the electors.

Political Party: Peer Model

Explain


2. Have your student review the first charts showing the differences

between Democrats and Republicans. Review each of the key points

with your student. Ask your student to point out why these are major

differences. Use the example of the government intervening in the

economy and hold a discussion with your student about the different

beliefs. Cite an example of how the government could intervene, such

as requiring all banks to give out loans of no more than a certain

amount of money to businesses.


3. Review the chart about voting in a presidential election and ask your

student to point out any information that is unclear. Review this

together.

4. With your student, review the chart about the Electoral College

System. Have your student paraphrase the key pros of this system.

Remind your student how each state has a number of electors who

actually cast their votes for a candidate. Then, read the part of the

chart that lists the cons of the Electoral College system. After

discussing the cons, ask whether your student thinks the Electoral

College is a worthwhile system to keep in the 21st century or whether

it should be replaced.

Check-In

1. Have your student answer the questions.

2. If your student is uncertain how the number of electors is chosen in

each state, have your student watch the video again.

3. Further the discussion about how each state has a different number of

electors. Ask your student to voice an opinion about whether this

system seems to be a fair one.

Practice

1. Read the directions with your student and make sure your student

understands how to complete the Venn Diagram.

2. Review your student’s answers on the Venn Diagram together.

3. Point out the main differences between the parties involve three key

areas among others: government involvement in the economy;

government involvement at the federal, state, and local levels; and

government involvement in people’s personal lives.

Political Party: 21st Century

Explain

1. Explain to your student that the United States has two main political

parties but there are other parties as well. The two main parties,

Republican and Democratic, have been around since 1787. Other

parties were formed after that time.

2. Discuss how a president and vice-president are elected in this country.

Examine with your student the Electoral College system of voting. Ask

your student to paraphrase the important features of this system of

voting.


3. Review the term civic literacy and how it relates to government today.

Remind your student that all citizens need to stay informed and active

in government issues so they can have a voice in the political process.

As they reach the age of 18, it will be very important for them to

register to vote in elections whether they be at the local, state, or

national levels.

4. As a follow-up, you might want to have your student research the

voting process and how it works in your state. Review the number of

voting stations, what they look like, and whether ballots are cast using

pen and paper or electronically using machines.

Check-In

1. Have your student read each question and answer it.

2. Discuss your student’s responses. If your student has trouble

understanding the difference between liberal beliefs and conservative

beliefs, discuss the differences together. Use an example to showcase

the differences--such as how Democrats and Republicans might each

view an issue about what clothing you should wear in public places.

Practice

1. Have your student read the question and write a paragraph.

2. Review your student’s paragraph together.

3. Discuss how being involved in local politics prepares citizens to be

well-informed voters. Also discuss how voting has a direct correlation

to the policies and actions that elected officials will enact and how

these decisions impact the lives of people in the community, state, or

nation as a whole.

Lesson: Looking Toward the Future Day 1 Portfolio Apply LCG Looking Toward the Future Portfolio Apply 1

Show What You Know

1. Have your student read the text. Ask your student to think about the

different categories of challenges faced by the United States: political,

social, economic, and environmental. Ask your student to explain each

type in your student’s own words.

2. Have your student name an example of each type of challenge. If your

student struggles, guide your student to name the example given in

the text. Discuss that example with your student and then guide your

student to make your student’s own choice.

3. Have your student explain what a strategy is.


4. Ask your student to offer a strategy for each type of challenge. Your

student may reference the examples in the text.

Challenges Faced by the U.S.

1. Review the directions for the matching activity.

2. After your student has completed the activity, check your student’s activity for accuracy.

3. Have your student listen to the podcast. Before answering the four

questions, have your student tell you what the challenge was and what

the strategy was in the podcast.

4. Ask your student to think of safe ways to reuse different plastic, glass,

or metal things.

5. If necessary, guide your student in answering the additional questions

about recycling.

Assess how successful your student was in completing the matching activity

and answering the questions by considering the following:

Very Successful – My student was able to complete the matching

activity and answer the additional questions with little or no help.

Moderately Successful – My student was able to complete most of the

matching activity without help and answered the questions with some

assistance.

Less Successful – My student needs to review basic concepts of the

different types of challenges facing the U.S. and examples of them.

Try This


understands the assignment is to develop a strategy people could use

to address a challenge faced by the U.S. Your student may choose a

challenge from the list or another challenge of their choice.

2. Explain that your student will be conducting a safe internet search

about the issue. Then your student will propose a strategy that people

could use to help solve the issue.

3. Review the rubric your student will use as a guide to identify a

challenge and strategy to solve it. Make sure your student understands

how the work will be graded.


activity.

Less Successful: Guide your student in conducting research on a

challenge in the nation. Help your student identify whether it is a


political, social, economic, or environmental challenge. Then support

your student in a brainstorming session about strategies to address

the challenge. Ask your student to take notes as you brainstorm. Then

have your student use the notes to complete your student’s written

assignment.

Moderately Successful: Your student will have an opportunity to apply

the information learned about political, social, economic, or

environmental challenges by researching an example of a challenge in

the nation.

Very Successful: Your student will have an opportunity to research and

apply knowledge about political, social, economic, or environmental

challenges by completing the Try This activity. Your student will then

discuss with you an idea for a strategy to address the challenge.

Review your student's work and discuss. Keep in mind that answers may

vary. It is most important that your student chooses a good example of a

challenge in the nation, correctly identifies it as a political, social, economic,

or environmental challenge, and then proposes and explains a strategy to

address the challenge.

Reflect on the Portfolio

Guide your student through the Reflect questions. Help your student

articulate ideas while answering the questions. Ask guiding questions about

what your student has learned.

Sample Reflect Answers

1. The challenge I chose was political. I want national leaders to work

together better. I think people in the U.S. aren’t trusting government

leaders to solve problems anymore.

2. It was difficult to think of a strategy that would directly address the

challenge. I decided writing letters and emails would be the best

strategy to reach the most leaders.

3. I could get people to support my strategy by talking to friends and

neighbors to gain support. Then I could ask adults to think about the

challenge and my strategy when they vote. I think adults will be able

to make the most impact in voting.

Lesson: Modern American History Review LCG Modern American History Review and Reflect

Review


1. Have your student review the unit topics. Remind your student that

the events are all related to modern American history.

2. Talk about the topics with your student. Discuss what your student has

learned.

3. As you discuss each topic, ask about your student’s confidence level. It


goal (e.g., 1 = Got this! 2 = Not sure. to 3 = No idea.). Identify any

skills your student needs more practice in.


test.

Reflect


student that people reinforce learning in many different ways.

2. Review each learning goal. Ask your student to summarize the main

points. Encourage your student to think about the strategies that were

most helpful in learning the new skills. If your student needs

prompting, use examples from the following list:



c. using a graphic organizer

d. examining photos

e. discussing the answer to a question

f. working independently

g. sharing information with others

h. watching videos

3. Guide your student to write a reflection using three of the sentence


difficulty or an area where more practice is needed, refer to earlier

practice activities and scored assignments.

Example Reflection

To understand the social and economic developments that took place in the

United States during the Cold War, I can think about what I learned about

the growth of suburbs. I remember life in the suburbs was all new. There

were new houses and new roads. There were changes in the work people

did. People also had new things in their homes, like TVs and refrigerators.

One way I can understand how Cold War events impacted the U.S.

(including the arms race, the Berlin Wall, the Cuban Missile Crisis, the Space


Race, and reactions to the Vietnam War) is by reviewing the lesson and the

Concept Web I completed.

To remember the leaders of the Civil Rights Movement and what they did, I

can make a two-column table. In one column I can list the person's name,

such as Rosa Parks and Martin Luther King, Jr. Then in the next column, I

can write how they worked for civil rights.

Study Tips

1. Read the study tips with your student and discuss which ones your

student thinks would be most helpful.

2. Work with your student to think of any other study tips that could help

your student with the specific areas to review.


unit test.

Documents

Social Studies 5 Semester B Learning Coach Guide