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Launching the New Nation 51
Foreign Affairs Trouble the Nation
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 190
InstructRead the section ■■ PE, pp. 190–196
■■ Unit 2 In-Depth Resources: Guided Reading, p. 35 ■■ Building Vocabulary, p. 38
Discuss key questions ■■ TE, pp. 190, 192
One American’s Story: Gouverneur Morris ■■ PE, p. 190
Infographic: Politics and Style ■■ PE, p. 191
Map: British Forts on U.S. Land, 1783–1794 ■■ PE, p. 192
Tracing Themes ■■ TE, pp. 191, 192
More About: Jefferson’s Resignation, ■■ TE, pp. 191, 193Little Turtle, The Battle of Fallen Timbers
Analyzing Political Cartoons: ■■ PE, p. 195"The Paris Monster"
Differentiating InstructionLess Proficient Readers: Analyzing Causes ■■ TE, p. 192
and Effects ■■ Reading Study Guide, pp. 67–68
Students Acquiring English/ ESL: Investigating ■■ TE, p. 191Key Terms ■■ Access for Students Acquiring English, p. 68 ■■ Spanish Reading Study Guide, pp. 67–68
Section 2 Objectives
1. Summarize the nation’s developing foreign policy with France, Great Britain, and Spain.
2. Explain how the United States dealt with Native Americans and with British interests west of the Appalachians.
3. Identify some of the deep divisions between Federalists and Republicans.
CHAPTER Section 2 (pages 190–196)
Name Date
6 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01 ,1.02, 1.03, 2.01, 2.03
Skills Competency Goals
1.01, 1.04, 1.06, 1.08, 3.01, 3.04, 3.05
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52 Chapter 6, Section 2
Lesson Plan for Foreign Affairs Trouble the Nation continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Test Generator ■■ Section 2 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 2 Assessment ■■ PE, p. 196
Section 2 Quiz ■■ Formal Assessment, p. 105
Reteaching Activity ■■ TE, p. 196 ■■ Unit 2 In-Depth Resources, p. 41
Block Scheduling OptionsCooperative Learning: Negotiating a Treaty ■■ TE, p. 193
■■ Integrated Assessment Book
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Launching the New Nation 53
Jefferson Alters the Nation’s Course
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 197
InstructRead the section ■■ PE, pp. 197–201
■■ Unit 2 In-Depth Resources: Guided Reading, p. 36 ■■ Building Vocabulary, p. 38
Discuss key questions ■■ TE, pp. 197–199
Historical Spotlight: Burr and Hamilton Duel ■■ PE, p. 198
Map: Lewis and Clark Expedition, 1804–1806 ■■ PE, p. 200
More About: Thomas Jefferson, Judicial ■■ TE, pp. 198–201Review, The Lewis and Clark Expedition, Sacajawea
Cooperative Learning: Writing About ■■ TE, p. 200Exploration and Recovery ■■ Integrated Assessment Book
Primary Sources: Presidential Campaign Song, ■■ Unit 2 In-Depth Resources, pp. 46–48from The Journals of Lewis and Clark, Botanical Drawings
Geography: The Wilderness Road ■■ Geography Transparency GT6
Literature: Burr, by Gore Vidal ■■ Unit 2 In-Depth Resources, pp. 50–52
Cross-Curricular LinksLanguage Arts: Writing a Eulogy to John ■■ TE, p. 199
Marshall ■■ Integrated Assessment Book
Geography: The Louisiana Purchase ■■ Unit 2 In-Depth Resources, pp. 44–45
Section 3 Objectives
1. Identify some of the significant changes brought about during the early years of Jefferson’s presidency.
2. Provide examples of the declining power of the Federalists.
3. Summarize the importance of the Louisiana Purchase and the Lewis and Clark expedition.
CHAPTER Section 3 (pages 197–201)
Name Date
6 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.03, 2.01, 2.02, 2.04
Skills Competency Goals
1.01, 1.02, 1.06, 3.01, 3.05, 4.06
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54 Chapter 6, Section 3
Lesson Plan for Jefferson Alters the Nation’s Course continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers ■■ Reading Study Guide, pp. 69–70
Students Acquiring English/ ESL ■■ Access for Students Acquiring English, pp. 69, 72–73 ■■ Spanish Reading Study Guide, pp. 69–70
Integrate TechnologyAmerican Stories Video Series: Recruited ■■ Videocassette Volume 1
by Lewis and Clark
Electronic Teacher Tools
Electronic Library of Primary Sources ■■ from Louisiana Purchase Treaty
Test Generator ■■ Section 3 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 3 Assessment ■■ PE, p. 201
Section 3 Quiz ■■ Formal Assessment, p. 106
Reteaching Activity ■■ TE, p. 201 ■■ Unit 2 In-Depth Resources, p. 42
Block Scheduling OptionsCooperative Learning: Creating a Jefferson ■■ TE, p. 198
Exhibit ■■ Integrated Assessment Book
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Launching the New Nation 55
The War of 1812Section 4 Objectives
1. Explain the events that led to the War of 1812.
2. Summarize the course of the war.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 202
InstructRead the section ■■ PE, pp. 202–205
■■ Unit 2 In-Depth Resources: Guided Reading, p. 37 ■■ Building Vocabulary, p. 38
Discuss key questions ■■ TE, pp. 202, 204
More About: Impressment, Tecumseh, ■■ TE, pp. 202, 203, 205Andrew Jackson
Tracing Themes ■■ TE, pp. 203, 204
Map: The War of 1812 ■■ PE, p. 204Expedition, 1804–1806
Primary Sources: Dolley Madison’s Letter ■■ Unit 2 In-Depth Resources, p. 49to Her Sister
American Lives: Tecumseh Letter to Her Sister ■■ Unit 2 In-Depth Resources, p. 54
Cooperative Learning: Writing ■■ TE, p. 204About Patriotic Songs
Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 71–72
Gifted and Talented Students: ■■ TE, p. 203Writing a Biography ■■ Integrated Assessment Book
Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 70 ■■ Spanish Reading Study Guide, pp. 71–72
CHAPTER Section 4 (pages 202–205)
Name Date
6 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.03, 2.01, 2.03, 2.04
Skills Competency Goals
1.01, 1.02, 1.06, 2.02, 2.03, 2.06, 3.01
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56 Chapter 6, Section 4
Lesson Plan for The War of 1812 continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Test Generator ■■ Section 4 Quiz ■■ Chapter Test
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 4 Assessment ■■ PE, p. 205
Section 4 Quiz ■■ Formal Assessment, p. 107
Reteaching Activity ■■ TE, p. 205 ■■ Unit 2 In-Depth Resources, p. 43
Chapter 6 Assessment ■■ PE, pp. 206–207
Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 108–119
Block Scheduling OptionsCooperative Learning: Writing ■■ TE, p. 204
About Patriotic Songs ■■ Integrated Assessment Book
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Balancing Nationalism and Sectionalism 57
Regional Economies Create Differences
RESOURCESIntroduce the Chapter
Interpreting the Painting: The Port of New ■■ PE, pp. 210–211Orleans
Chapter Time Line ■■ PE, pp. 210–211 ■■ TE, p. 210 Time Line Discussion
Interact with History ■■ PE, p. 211
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 212
InstructRead the section ■■ PE, pp. 212–218
■■ Unit 2 In-Depth Resources: Guided Reading, p. 55 ■■ Building Vocabulary, p. 59
Discuss key questions ■■ TE, pp. 212, 215, 216
One American’s Story: Eli Whitney ■■ PE, p. 212
Science & Technology: A New England ■■ PE, p. 214Textile Mill
Now & Then: Agriculture and Migration ■■ PE, p. 215
Science & Technology: The Cotton Gin ■■ PE, p. 216
Map: Major Roads, Canals, and Railroads, 1840 ■■ PE, p. 217
Tracing Themes ■■ TE, p. 213
More About: Slater, Mill Life, The Cotton Gin, ■■ TE, pp. 213–218Henry Clay, The Erie Canal, The Tariff of 1816
Connections Across Time ■■ TE, p. 214
American Lives: Henry Clay ■■ Unit 2 In-Depth Resources, p. 76
Critical Thinking: Industrial Revolution; Cotton ■■ Critical Thinking Transparencies CT7, CT41Production and Exports, 1800–1860
Section 1 Objectives
1. Describe the effects of the Industrial Revolution on the United States.
2. Explain how two different economic systems developed in the North and South.
3. Summarize the American System, a plan devised to unite the country.
CHAPTER Opener; Interact with History; Section 1 (pages 210–218)
Name Date
7 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 1.03, 2.01, 2.03, 2.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 4.01, 4.05
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58 Chapter 7, Section 1
Lesson Plan for Regional Economies Create Differences continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Geography: Creating a Transportation Map ■■ TE, p. 216 ■■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Analyzing Causes ■■ TE, pp. 215, 217
and Effects; Clarifying ■■ Reading Study Guide, pp. 75–76
Students Acquiring English/ESL: Building ■■ Access for Students Acquiring English, p. 76Vocabulary ■■ Spanish Reading Study Guide, pp. 75–76
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from A Narrative of the Life and Adventures of Charles Ball, a Black Man, by Charles Ball
Test Generator ■■ Section 1 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 1 Assessment ■■ PE, p. 218
Section 1 Quiz ■■ Formal Assessment, p. 120
Reteaching Activity ■■ TE, p. 218 ■■ Unit 2 In-Depth Resources, p. 61
Block Scheduling OptionsCooperative Learning: Writing Letters ■■ TE, p. 214
to the Editor ■■ Integrated Assessment Book
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Balancing Nationalism and Sectionalism 59
Nationalism at Center Stage
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 219
InstructRead the section ■■ PE, pp. 219–223
■■ Unit 2 In-Depth Resources: Guided Reading, p. 56 ■■ Building Vocabulary, p. 59
Discuss key questions ■■ TE, pp. 219, 220, 222
One American’s Story: Robert Fulton ■■ PE, p. 219
Map: U.S. Boundary Settlements, 1803–1819 ■■ PE, p. 221
Map: The Missouri Compromise, 1820–1821 ■■ PE, p. 223
Tracing Themes ■■ TE, p. 220
More About: John Marshall, The Monroe ■■ TE, pp. 220–222Doctrine, James Tallmadge
American Lives: James Beckwourth ■■ Unit 2 In-Depth Resources, p. 77
Differentiating InstructionLess Proficient Readers: Asking Questions ■■ TE, p. 220
■■ Reading Study Guide, pp. 76–77
Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 77, 80 ■■ Spanish Reading Study Guide, pp. 76–77
Section 2 Objectives
1. Discuss how the federal government asserted its jurisdiction over state governments.
2. Explain how foreign affairs were guided by national self-interest.
3. Summarize the issues that divided the country as the United States expanded its borders.
CHAPTER Section 2 (pages 219–223)
Name Date
7 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 2.01, 2.02, 2.03, 2.04
Skills Competency Goals
1.01, 1.02, 1.06, 3.01, 4.01, 4.08
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60 Chapter 7, Section 2
Lesson Plan for Nationalism at Center Stage continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Test Generator ■■ Section 2 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 2 Assessment ■■ PE, p. 223
Section 2 Quiz ■■ Formal Assessment, p. 121
Reteaching Activity ■■ TE, p. 223 ■■ Unit 2 In-Depth Resources, p. 62
Block Scheduling OptionsSkillbuilder Lesson: Synthesizing ■■ TE, p. 221
■■ Integrated Assessment Book
Cooperative Learning: Presenting a Skit ■■ TE, p. 222About Pioneer Life ■■ Integrated Assessment Book
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Balancing Nationalism and Sectionalism 61
The Age of Jackson
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 224
InstructRead the section ■■ PE, pp. 224–229
■■ Unit 2 In-Depth Resources: Guided Reading, p. 57 ■■ Building Vocabulary, p. 59
Discuss key questions ■■ TE, pp. 224–226
One American’s Story: John Adams ■■ PE, p. 224
Key Player: Andrew Jackson ■■ PE, p. 226
Map: Effects of the Indian Removal Act, ■■ PE, p. 2271830s–1840s
Point/Counterpoint ■■ PE, p. 228
Now & Then: Native American Lands ■■ PE, p. 229
More About: Jefferson and Adams, ■■ TE, pp. 225, 226, 227The Cherokee, Jackson and Native Americans
Tracing Themes ■■ TE, p. 228
Outline Map: The Indian Removal Act of 1830 ■■ Unit 2 In-Depth Resources, pp. 67–68
Primary Sources: Political Cartoon; from ■■ Unit 2 In-Depth Resources, pp. 69–70"The Cherokee Nation’s Appeal to theAmerican People"
Cross-Curricular LinksCivics: Writing a Letter to President Jackson ■■ TE, p. 226
■■ Integrated Assessment Book
Geography: Jackson Finally Becomes ■■ Unit 2 In-Depth Resources, pp. 65–66President
Literature: from The President’s Lady, by ■■ Unit 2 In-Depth Resources, pp. 73–75Irving Stone
Section 3 Objectives
1. Describe the expansion of suffrage and Jackson’s appeal to the common citizen.
2. Explain the spoils system as practiced by Jackson.
3. Summarize the effects of the Indian Removal Act of 1830.
CHAPTER Section 3 (pages 224–229)
Name Date
7 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.01, 2.03, 2.04
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.06, 3.01, 4.02, 4.04, 4.05, 4.07
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62 Chapter 7, Section 3
Lesson Plan for The Age of Jackson continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: Setting a Purpose ■■ TE, p. 225 ■■ Reading Study Guide, pp. 79–80
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 78 ■■ Spanish Reading Study Guide, pp. 79–80
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from "A Message to Congress on the Indian Policy," by Andrew Jackson
Test Generator ■■ Section 3 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 3 Assessment ■■ PE, p. 229
Section 3 Quiz ■■ Formal Assessment, p. 122
Reteaching Activity ■■ TE, p. 229 ■■ Unit 2 In-Depth Resources, p. 63
Block Scheduling OptionsCooperative Learning: Creating a Trail of ■■ TE, p. 227
Tears Exhibit ■■ Integrated Assessment Book
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Balancing Nationalism and Sectionalism 63
States’ Rights and the National Bank
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 132
InstructRead the section ■■ PE, pp. 230–235
■■ Unit 2 In-Depth Resources: Guided Reading, p. 58 ■■ Building Vocabulary, p. 59
Discuss key questions ■■ TE, pp. 230, 232, 234
One American’s Story: Daniel Webster ■■ PE, p. 230
Key Players: John C. Calhoun and ■■ PE, p. 231Daniel Webster
Analyzing Political Cartoons: "King Andrew ■■ PE, p. 233the First"
Now & Then: Political Advertisements ■■ PE, p. 234
More About: The Hayne-Webster Debates, ■■ TE, pp. 231, 233, 235The Bank of the United States, The Election of 1840
Tracing Themes ■■ TE, p. 232
Connections Across Time ■■ TE, pp. 234
Primary Source: from "The Hayne-Webster ■■ Unit 2 In-Depth Resources, pp. 71–72Debates"
Section 4 Objectives
1. Explain how the protective tariff laws raised the issue of states’ rights.
2. Summarize how Jackson destroyed the Bank of the United States.
3. Identify some of Jackson’s economic policies and their impact on his successor.
CHAPTER Section 4 (pages 230–235)
Name Date
7 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.02, 2.03, 2.04
Skills Competency Goals
1.02, 1.04, 1.06, 3.04, 3.05, 4.06
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64 Chapter 7, Section 4
Lesson Plan for States’ Rights and the National Bank continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Humanities: General Jackson ■■ Humanities Transparency HT33
Differentiating InstructionLess Proficient Readers: Taking Notes; ■■ TE, p. 231, 234
Analyzing Causes and Effects ■■ Reading Study Guide, pp. 81–82
Gifted and Talented Students: Creating a ■■ TE, p. 233Political Cartoon
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 79 ■■ Spanish Reading Study Guide, pp. 81–81
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from “Address to the People of the United States,” by John C. Calhoun
Test Generator ■■ Section 4 Quiz ■■ Chapter Test
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 4 Assessment ■■ PE, p. 235
Section 4 Quiz ■■ Formal Assessment, p. 123
Reteaching Activity ■■ TE, p. 235 ■■ Unit 2 In-Depth Resources, p. 64
Chapter 7 Assessment ■■ PE, pp. 236–237
Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 124–125
Block Scheduling OptionsCooperative Learning: Writing and ■■ TE, p. 232
Performing a Dialogue
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Reforming American Society 65
Religion Sparks ReformSection 1 Objectives
1. Describe the new religious movements that swept the United States after 1790.
2. Explain the new philosophy that offered an alternative to traditional religion.
3. Characterize the nature of utopian communities.
4. Describe the reforms demanded in schools, mental hospitals, and prisons.
RESOURCESIntroduce the Chapter
Interpreting the Engraving: Textile Mill ■■ PE, pp. 238–239
Chapter Time Line ■■ PE, pp. 238–239 ■■ TE, p. 238 Time Line Discussion
Interact with History ■■ PE, p. 239
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 238
InstructRead the section ■■ PE, pp. 240–247
■■ Unit 2 In-Depth Resources: Guided Reading, p. 78 ■■ Building Vocabulary, p. 82
Discuss key questions ■■ TE, pp. 240, 242–244, 247
One American’s Story: Charles Grandison Finney ■■ PE, p. 238
Now & Then: Modern Revivalism ■■ PE, p. 241
Another Perspective: Hawthorne at Brook Farm ■■ PE, p. 243
Another Perspective: McGuffey’s Readers ■■ PE, p. 245
American Literature: The Literature of the ■■ PE, pp. 246–247Transcendentalists
More About: Charles Finney, Henry David ■■ TE, pp. 241, 243, 244, 246, 247Thoreau, Dorothea Dix, Margaret Fuller, Ralph Waldo Emerson
Tracing Themes ■■ TE, p. 242
Primary Source: from Dorothea Dix’s Plea on ■■ Unit 2 In-Depth Resources, p. 90Behalf of the Mentally Ill
Critical Thinking: Increasing School Enroll- ■■ Critical Thinking Transparency CT42ments, 1840–1860
CHAPTER Opener; Interact with History; Section 1 (pages 238–247)
Name Date
8 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.05, 2.06
Skills Competency Goals
1.02, 1.04, 1.06., 2.02, 2.03, 2.06, 3.05, 4.01, 4.03
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66 Chapter 8, Section 1
Lesson Plan for Religion Sparks Reform continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Humanities: “Religious Camp Meeting” ■■ Humanities Transparency HT8
Differentiating InstructionLess Proficient Readers: Comparing Move- ■■ TE, p. 242
ments and Groups ■■ Reading Study Guide, pp. 85–86
Gifted and Talented: Researching the African ■■ TE, p. 241Methodist Episcopal Church ■■ Integrated Assessment Book
Students Acquiring English/ESL: Examining ■■ TE, p. 243Context Clues ■■ Access for Students Acquiring English, p. 87 ■■ Spanish Reading Study Guide, pp. 85–86
Integrate TechnologyElectronic Teacher Tools
Test Generator ■■ Section 1 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 1 Assessment ■■ PE, p. 245
Section 1 Quiz ■■ Formal Assessment, p. 136
Reteaching Activity ■■ TE, p. 245 ■■ Unit 2 In-Depth Resources, p. 84
Block Scheduling OptionsCooperative Learning: Conducting a Survey ■■ TE, p. 244
of Education Reform ■■ Integrated Assessment Book
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Reforming American Society 67
Slavery and Abolition
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 248
InstructRead the section ■■ PE, pp. 248–253
■■ Unit 2 In-Depth Resources: Guided Reading, p. 79 ■■ Building Vocabulary, p. 82
Discuss key questions ■■ TE, pp. 248, 250, 252
One American’s Story: James Forten ■■ PE, p. 248
Tracing Themes ■■ TE, p. 249
Infographic: Southern Plantations ■■ PE, p. 251
Graph: African Americans in the South,1860 ■■ PE, p. 251
Historical Spotlight: Slave Revolts ■■ PE, p. 252
World Stage: Slavery in the Americas ■■ PE, p. 253
More About: Frederick Douglass, The North ■■ TE, pp. 249–252Star, Urban Slavery, Nat Turner
Primary Sources: Propaganda Images; from ■■ Unit 2 In-Depth Resources, pp. 91–92Appeal to the Christian Women of the South
Literature: from The Confessions of Nat Turner ■■ Unit 2 In-Depth Resources, pp. 94–96
American Lives: Frederick Douglass ■■ Unit 2 In-Depth Resources, p. 97
Cross-Curricular LinksLanguage Arts: Analyzing a Speech ■■ TE, p. 250
Literature: Reading Historical Fiction: The ■■ TE, p. 252Confessions of Nat Turner ■■ Integrated Assessment Book
Geography: Distribution of Slaves, 1790 ■■ Geography Transparency GT8and 1860
Section 2 Objectives
1. Identify some of the key abolitionists.
2. Describe the experience of slaves in rural and urban areas.
3. Summarize the slavery debate in the South.
CHAPTER Section 2 (pages 219–223)
Name Date
8 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.05, 2.06
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 3.02
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Lesson Plan for Slavery and Abolition continued
RESOURCESDifferentiating Instruction
Less Proficient Readers ■■ Reading Study Guide, pp. 87–88
Gifted and Talented: Writing an Article for ■■ TE, p. 249The Liberator ■■ Integrated Assessment Book
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 88 ■■ Spanish Reading Study Guide, pp. 87–88
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from Declaration of Sentiments, by the American Anti-Slavery Society; from Question of Negro Slavery
Test Generator ■■ Section 2 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 2 Assessment ■■ PE, p. 253
Section 2 Quiz ■■ Formal Assessment, p. 137
Reteaching Activity ■■ TE, p. 253 ■■ Unit 2 In-Depth Resources, p. 85
Block Scheduling OptionsCooperative Learning: Comparing and ■■ TE, p. 251
Contrasting ■■ Integrated Assessment Book
Homework Assignments Other Teaching Materials
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Reforming American Society 69
Women and Reform
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 254
InstructRead the section ■■ PE, pp. 254–258
■■ Unit 2 In-Depth Resources: Guided Reading, p. 80 ■■ Building Vocabulary, p. 82
Discuss key questions ■■ TE, pp. 254, 257
One American’s Story: Elizabeth Cady Stanton ■■ PE, p. 254
Key Player: Lucretia Mott ■■ PE, p. 255
Key Player: Sojourner Truth ■■ PE, p. 258
More About: Sarah and Angelina Grimke, ■■ TE, pp. 255, 256Elizabeth Blackwell
Connections Across Time ■■ TE, p. 256
Tracing Themes ■■ TE, p. 257
Cooperative Learning: Interviewing Women ■■ TE, p. 256Reformers ■■ Integrated Assessment Book
Primary Source: from the Seneca Falls ■■ Unit 2 In-Depth Resources, p. 93“Declaration of Sentiments”
American Lives: Elizabeth Cady Stanton ■■ Unit 2 In-Depth Resources, p. 98
Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 89–90
Students Acquiring English/ESL: Identifying ■■ TE, p. 257Main Ideas ■■ Access for Students Acquiring English, p. 89 ■■ Spanish Reading Study Guide, pp. 89–90
Section 3 Objectives
1. Explain why women’s opportunities were limited in the mid-1800s.
2. Identify the reform movements in which women participated.
3. Describe the progress of the expanding women’s rights movement.
CHAPTER Section 3 (pages 254–258)
Name Date
8 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.05, 2.06
Skills Competency Goals
1.01, 1.02, 1.06, 4.06
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70 Chapter 8, Section 3
Lesson Plan for Women and Reform continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Electronic Library of Primary Sources ■■ "Disappointment is the Lot of Women,” by Lucy Stone
Test Generator ■■ Section 3 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 3 Assessment ■■ PE, p. 258
Section 3 Quiz ■■ Formal Assessment, p. 138
Reteaching Activity ■■ TE, p. 258 ■■ Unit 2 In-Depth Resources, p. 86
Block Scheduling OptionsSkillbuilder Lesson: Identifying Problems ■■ TE, p. 255
■■ Integrated Assessment Book
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Reforming American Society 71
The Changing WorkplaceSection 4 Objectives
1. Demonstrate how new manufacturing techniques shifted the production of goods from home to factory.
2. Describe the conditions female employees endured in factories.
3. Summarize the attempts of factory workers to organize unions.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 259
InstructRead the section ■■ PE, pp. 259–267
■■ Unit 2 In-Depth Resources: Guided Reading, p. 81 ■■ Building Vocabulary, p. 86
Discuss key questions ■■ TE, pp. 259, 260, 263, 267
Map: Northern Cities and Industry, 1830–1850 ■■ PE, p. 261
Now & Then: From the Ashes ■■ PE, p. 262
Economic Background: "Irish Immigrants ■■ PE, p. 264Strike"
Daily Life: Working at Mid-Century ■■ PE, pp. 266–267
More About: Working at Home, Factory Life, ■■ TE, pp. 260, 262–267The Haymarket Riot, Irish Immigrants, Labor Unions Field Labor, The Industrial Revolution
Tracing Themes ■■ TE, p. 260
Connections Across Time ■■ TE, pp. 261
Cross-Curricular LinksEconomics: Creating a Business Plan ■■ TE, p. 261
■■ Integrated Assessment Book
Geography: The Dramatic Rise of Immigration ■■ Unit 2 In-Depth Resources, pp. 88–89
CHAPTER Section 4 (pages 259–267)
Name Date
8 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.05
Skills Competency Goals
1.01, 1.04, 1.06, 2.06, 3.01, 4.01, 4.06
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72 Chapter 8, Section 4
Lesson Plan for The Changing Workplace continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: Analyzing Effects; ■■ TE, pp. 260, 262Comparing and Contrasting ■■ Reading Study Guide, pp. 91–92
Gifted and Talented Students: Exploring ■■ TE, p. 264 Local Immigration ■■ Integrated Assessment Book
Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 90, 92–93 ■■ Spanish Reading Study Guide, pp. 91–92
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from “Pleasures of Factory Life,” by Sarah Bagley
Test Generator ■■ Section 4 Quiz ■■ Chapter Test
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 4 Assessment ■■ PE, p. 265
Section 4 Quiz ■■ Formal Assessment, p. 139
Reteaching Activity ■■ TE, p. 265 ■■ Unit 2 In-Depth Resources, p. 87
Chapter 8 Assessment ■■ PE, pp. 268–269
Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 140–157
Block Scheduling OptionsCooperative Learning: Writing a List of ■■ TE, p. 263
Demands
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Expanding Markets and Moving West 73
The Market RevolutionSection 1 Objectives
1. Describe how industrialization and capitalism impacted the U.S. economy.
2. Identify the inventions that enhanced people’s lives and helped fuel the country’s economic growth.
3. Explain how improved transportation and communication systems helped to link America’s regions and make them interdependent.
RESOURCESIntroduce the Chapter
Interpreting the Painting: ■ ■ PE, pp. 272–273Settlers on the Way West
Chapter Time Line ■ ■ PE, pp. 272–273 ■ ■ TE, p. 272 Time Line Discussion
Interact with History ■ ■ PE, p. 273
Focus & MotivateDiscuss Main Idea and Terms& Names ■ ■ PE, p. 274
InstructRead the section ■ ■ PE, pp. 132–139
■ ■ Unit 3 In-Depth Resources: Guided Reading, p. 1 ■ ■ Building Vocabulary, p. 5
Discuss key questions ■ ■ TE, pp. 274, 276, 278
One American’s Story: Samuel F. B. Morse ■ ■ PE, p. 274
Economic Background: Goodyear as Entrepreneur ■ ■ PE, p. 275
Now & Then: From Telegraph to Internet ■ ■ PE, p. 276
World Stage: Britain’s Cotton Exports ■ ■ PE, p. 278
More About: Samuel F. B. Morse, ■ ■ TE, pp. 274, 277–279Robert Fulton, The Erie Canal, The National Road, Cyrus McCormick
Tracing Themes ■ ■ TE, p. 275
Primary Source: Advertisement ■ ■ Unit 3 In-Depth Resources, p. 13
Name Date
CHAPTER Chapter Opener; Interact with History; Section 1 (pages 272–279)9
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.01, 2.04
Skills Competency Goals
1.01, 1.04, 1.06, 2.02, 2.03, 4.01, 4.06
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74 Chapter 9, Section 1
Lesson Plan for The Market Revolution continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Literature: Examining Views ■ ■ TE, p. 278of the Railroad ■■ Integrated Assessment Book
Geography: American Cities: 1820, 1860 ■ ■ Geography Transparency GT9
Differentiating InstructionLess Proficient Readers ■ ■ Reading Study Guide, pp. 95–96
Gifted and Talented Students: ■ ■ TE, p. 276Writing About Historical Figures ■ ■ Integrated Assessment Book
Students Acquiring English/ESL: ■ ■ TE, p. 275Understanding Inventions and Improvements ■ ■ Access for Students Acquiring English, p. 96 ■ ■ Spanish Reading Study Guide, pp. 95–96
Integrate TechnologyElectronic Teacher Tools
Test Generator ■ ■ Section 1 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 1 Assessment ■ ■ PE, p. 279
Section 1 Quiz ■ ■ Formal Assessment, p. 158
Reteaching Activity ■ ■ TE, p. 279 ■ ■ Unit 3 In-Depth Resources, p. 7
Block Scheduling OptionsCooperative Learning: Researching ■ ■ TE, p. 277
the Electronics Revolution ■ ■ Integrated Assessment Book
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Expanding Markets and Moving West 75
Manifest DestinySection 2 Objectives
1. Summarize the reasons American settlers headed west during the mid-1800s.
2. Describe the impact of westward expansion on Native Americans.
3. Identify the westward trails and some of the people who used them.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■ ■ PE, p. 280
InstructRead the section ■■ PE, pp. 280–287
■■ Unit 1 In-Depth Resources: Guided Reading, p. 2 ■■ Building Vocabulary, p. 5
Discuss key questions ■■ TE, pp. 280–282, 287
Now & Then: The Oglala Sioux ■ ■ PE, p. 282
Map: American Trails West, 1860 ■ ■ PE, p. 283
Chart: Americans Headed West to . . . ■ ■ PE, p. 285
Geography Spotlight: Mapping ■ ■ PE, pp. 286–287the Oregon Trail
More About: Black Hawk, Traveling ■ ■ TE, pp. 281, 283, 284, 286the Santa Fe Trail, Life and Death on the Oregon Trail, The Oregon Trail
Tracing Themes ■ ■ TE, p. 282
Connections Across Time ■ ■ TE, p. 284
Primary Sources: Black Hawk’s Farewell ■ ■ Unit 3 In-Depth Resources, pp. 14–15Speech; On the Oregon Trail
Cross-Curricular LinksLiterature: from Roughing It ■ ■ Unit 3 In-Depth Resources, pp. 17–19
CHAPTER Section 2 (pages 280–287)
Name Date
9 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.01, 2.03, 2.04
Skills Competency Goals
1.01, 1.04, 1.06, 3.01, 4.03
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76 Chapter 9, Section 2
Lesson Plan for Manifest Destiny continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: Clarifying Ideas ■ ■ TE, p. 282 ■ ■ Reading Study Guide, pp. 97–98
Gifted and Talented Students: Writing ■ ■ TE, p. 284a Journal on the Trail ■ ■ Integrated Assessment Book
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, pp. 97, 100 ■ ■ Spanish Reading Study Guide, pp. 97–98
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■ ■ from The Discovery of the Oregon Trail, 1812, by Robert Stuart
Test Generator ■ ■ Section 2 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 2 Assessment ■ ■ PE, p. 285
Section 2 Quiz ■ ■ Formal Assessment, p. 159
Reteaching Activity ■ ■ TE, p. 285 ■ ■ Unit 3 In-Depth Resources, p. 8
Block Scheduling OptionsSkillbuilder Lesson: ■ ■ TE, p. 281
Analyzing Assumptions ■ ■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 5
Cooperative Learning: ■ ■ TE, p. 283Interviewing Settlers ■ ■ Integrated Assessment Book
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Expanding Markets and Moving West 77
Expansion in TexasSection 3 Objectives
1. Explain why Mexico encouraged settlement in Texas.
2. Describe how Texas gained its independence.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 288
InstructRead the section ■■ PE, pp. 288–292
■■ Unit 3 In-Depth Resources: Guided Reading, p. 3 ■■ Building Vocabulary, p. 5
Discuss key questions ■■ TE, pp. 288, 290
One American’s Story: Stephen F. Austin ■■ PE, p. 288
Now & Then: Tejano Culture ■■ PE, p. 289
Key Player: Santa Anna ■■ PE, p. 290
Map: War for Texas Independence, ■■ PE, p. 2911835–1836
Key Player: Sam Houston ■■ PE, p. 292
Tracing Themes ■■ TE, pp. 289, 291
American Lives: Lorenzode Zavala ■■ Unit 3 In-Depth Resources, p. 20
Differentiating InstructionLess Proficient Readers: Analyzing ■■ TE, pp. 289, 290
Causes, Recognizing Effects; Following ■■ Reading Study Guide, pp. 99–100Chronological Order
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 98 ■■ Spanish Reading Study Guide, pp. 99–100
CHAPTER Section 3 (pages 288–292)
Name Date
9 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.01, 2.03, 2.04
Skills Competency Goals
1.01, 1.04, 1.06, 3.01
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78 Chapter 9, Section 3
Lesson Plan for Expansion in Texas continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Electronic Library of Primary Sources ■ ■ “Alamo Massacre,” by Andrea Castanon Villanueva
Test Generator ■ ■ Section 3 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 3 Assessment ■ ■ PE, p. 292
Section 3 Quiz ■ ■ Formal Assessment, p. 160
Reteaching Activity ■ ■ TE, p. 292 ■ ■ Unit 3 In-Depth Resources, p. 9
Block Scheduling OptionsCooperative Learning: Creating ■ ■ TE, p. 291
a Pictorial Essay of the Alamo ■ ■ Integrated Assessment Book
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Expanding Markets and Moving West 79
The War with MexicoSection 4 Objectives
1. Summarize the conflicting attitudes on waging war with Mexico.
2. Describe key battles that helped the United States win the war with Mexico.
3. Identify U.S. territories gained from Mexico.
4. Explain the impact of the discovery of gold in California on the development of the West.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 293
InstructRead the section ■■ PE, pp. 293–299
■■ Unit 3 In-Depth Resources: Guided Reading, p. 4 ■■ Building Vocabulary, p. 5
Discuss key questions ■■ TE, pp. 293, 294, 297
One American’s Story: Robert E. Lee ■■ PE, p. 293
Map: War with Mexico, 1846–1848 ■■ PE, p. 296
Another Perspective: Los Niños Heroes ■■ PE, p. 297
Analyzing Political Cartoons: ■■ PE, p. 298“The Way They Go to California”
More About: Zachary Taylor, Stephen Kearny, ■■ TE, pp. 294–296, 299The Republic of California, Winfield Scott, French Miners, San Francisco, Mining in California
Connections Across Time ■■ TE, p. 294
Primary Source: from President Polk’s Speech ■■ Unit 3 In-Depth Resources, p. 16on War with Mexico
American Lives: Robert E. Lee ■■ Unit 3 In-Depth Resources, p. 21
Critical Thinking: Westward Movement ■■ Critical Thinking Transparency CT9
Cross-Curricular LinksHumanities: General Winfield Scott ■■ Humanities Transparency HT9
Geography: Mexico Cedes Land ■■ Unit 3 In-Depth Resources, pp. 11–12to the United States
CHAPTER Section 4 (pages 293–299)
Name Date
9 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.01, 2.03, 2.04, 3.01
Skills Competency Goals
1.01, 1.02, 1.04, 1.06
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80 Chapter 9, Section 4
Lesson Plan for The War with Mexico continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: Summarizing ■■ TE, p. 296 ■■ Reading Study Guide, pp. 101–102
Gifted and Talented Students: Comparing ■■ TE, pp. 295, 297and Contrasting Different Viewpoints; ■■ Integrated Assessment BookResearching Mining Techniques
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 99 Spanish Reading Study Guide, pp. 101–102
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ The Golden Frontier, by Herman Francis Reinhart
Test Generator ■■ Section 4 Quiz ■■ Chapter Test
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 4 Assessment ■■ PE, p. 299
Section 4 Quiz ■■ Formal Assessment, p. 161
Reteaching Activity ■■ TE, p. 299 ■■ Unit 3 In-Depth Resources, p. 10
Chapter 9 Assessment ■■ PE, pp. 300–301
Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 162–173
Block Scheduling OptionsCooperative Learning: Supporting ■■ TE, p. 294
or Opposing the War with Mexico ■■ Integrated Assessment Book
Cooperative Learning: Creating a ■■ TE, p. 298Newspaper About the Gold Rush ■■ Integrated Assessment Book
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The Union in Peril 81
The Divisive Politics of SlaverySection 1 Objectives
1. Describe the growing differences between the North and South in their economies and ways of life.
2. Explain why the Wilmot Proviso failed to pass and why the issue of California statehood became so important.
3. Analyze how the efforts of Clay, Webster, and Douglas produced the Compromise of 1850 and a temporary halt to talk of secession.
RESOURCESIntroduce the Chapter
Interpreting the Painting: ■■ PE, pp. 302–303John Brown’s Arrest
Chapter Time Line ■ ■ PE, pp. 302–303 ■ ■ TE, p. 302 Time Line Discussion
Interact with History ■ ■ PE, p. 303
Focus & MotivateDiscuss Main Idea and Terms & Names ■ ■ PE, p. 302
InstructRead the section ■ ■ PE, pp. 304–309
■ ■ Unit 3 In-Depth Resources: Guided Reading, p. 22 ■ ■ Building Vocabulary, p. 26
Discuss key questions ■ ■ TE, pp. 304, 306, 307
One American’s Story: John C. Calhoun ■ ■ PE, p. 304
History Through Architecture: ■ ■ PE, p. 305Greek Revival Architecture
Chart: Membership in House ■ ■ PE, p. 306of Representatives
Infographic: The Compromise of 1850 ■ ■ PE, p. 308
Key Player: Stephen A. Douglas ■ ■ PE, p. 309
Tracing Themes ■ ■ TE, p. 305
More About: Railroads; The Wilmot Proviso; ■ ■ TE, pp. 305–308Henry Clay; Calhoun, Clay, and Webster;John C. Calhoun
American Lives: John C. Calhoun ■ ■ Unit 3 In-Depth Resources, p. 41
Critical Thinking: Compromise of 1850 ■ ■ Critical Thinking Transparency CT10
Name Date
CHAPTER Chapter Opener; Interact with History; Section 1 (pages 302–309) Lesson Plan10
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.01, 2.02, 2.03, 2.04, 3.01, 3.02
Skills Competency Goals
1.01, 1.04, 1.06, 2.02, 2.03, 3.02, 3.05, 4.01, 4.08
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82 Chapter 10, Section 1
Lesson Plan for The Divisive Politics of Slavery continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Geography: Slave Populations ■ ■ Unit 3 In-Depth Resources, pp. 32–33in the United States
Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 305
Using Prior Knowledge ■ ■ Reading Study Guide, pp. 105–106Gifted and Talented Students: ■ ■ TE, p. 308
Writing a Story
Students Acquiring English/ESL: ■ ■ TE, p. 306Understanding Vocabulary ■ ■ Access for Students Acquiring English, p. 105 ■ ■ Spanish Reading Study Guide, pp. 105–106
Integrate TechnologyElectronic Teacher Tools
Test Generator ■ ■ Section 1 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 1 Assessment ■ ■ PE, p. 309
Section 1 Quiz ■ ■ Formal Assessment, p. 174
Reteaching Activity ■ ■ TE, p. 309 ■ ■ Unit 3 In-Depth Resources, p. 28
Block Scheduling OptionsCooperative Learning: ■ ■ TE, p. 307
Planning a Debate ■ ■ Integrated Assessment Book
Critical Thinking: Population ■ ■ Critical Thinking Transparency CT44Growth: 1820–1860
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The Union in Peril 83
Protest, Resistance, and ViolenceSection 2 Objectives
1. Describe the provisions of the Fugitive Slave Law and how abolitionists and the Underground Railroad succeeded in defying this law.
2. Explain how Douglas’s desire for a northern transcontinental railroad route helped destroy the Missouri Compromise and the Compromise of 1850.
3. Describe the violence that occurred in Kansas in the fight over establishing slavery in the territory.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 310
InstructRead the section ■■ PE, pp. 310–317
■■ Unit 1 In-Depth Resources: Guided Reading, p. 23 ■■ Building Vocabulary, p. 26
Discuss key questions ■■ TE, pp. 310, 312, 315
One American’s Story: Charlotte Forten ■ ■ PE, p. 310
Key Player: Harriet Beecher Stowe ■ ■ PE, p. 312
Map: The Underground Railroad, 1850–1860 ■ ■ PE, p. 313
Map: Free and Slave States and Territories, ■ ■ PE, p. 3141820–1854
Key Player: John Brown ■ ■ PE, p. 316
Tracing Themes ■ ■ PE, p. 311
More About: The Underground Railroad, ■ ■ TE, pp. 311–317Harriet Tubman, Uncle Tom’s Cabin, The Underground Railroad, Stephen Douglas and Popular Sovereignty, The Kansas-Nebraska Act, Border Ruffians, Sumner and Brooks
Skillbuilder Lesson: Analyzing Causes ■ ■ TE, p. 314and Effects ■ ■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 27
Primary Source: The Underground Railroad ■ ■ Unit 3 In-Depth Resources, p. 34
American Lives: Harriet Tubman ■ ■ Unit 3 In-Depth Resources, p. 42
CHAPTER Section 2 (page 310–317)
Name Date
10 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.05, 3.01, 3.02
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 3.01
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84 Chapter 10, Section 2
Lesson Plan for Protest, Resistance, and Violence continued
Homework Assignments Other Teaching Material
RESOURCESCross-Curricular Links
World History: Escaping to Freedom ■■ TE, p. 311 ■■ Integrated Assessment Book
Civics: Considering Slavery and Democracy ■ ■ TE, p. 315
Literature: from Uncle Tom’s Cabin ■ ■ Unit 3 In-Depth Resources, pp. 38–40
Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 316
Identifying Key Players ■■ Reading Study Guide, pp. 107–108
Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 106, 109 ■■ Spanish Reading Study Guide, pp. 107–108
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■ ■ “On Slavery,” by Harriet Tubman
Test Generator ■ ■ Section 2 Quiz
America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 2 Assessment ■ ■ PE, p. 317
Section 2 Quiz ■ ■ Formal Assessment, p. 175
Reteaching Activity ■ ■ TE, p. 317 ■ ■ Unit 3 In-Depth Resources, p. 29
Block Scheduling OptionsCooperative Learning: Responding to ■ ■ TE, p. 312
Uncle Tom’s Cabin ■ ■ Integrated Assessment Book
Cooperative Learning: Exploring ■ ■ TE, p. 313the Underground Railroad ■ ■ Integrated Assessment Book
Humanities: No. 10 Harriet Tubman Series ■ ■ Humanities Transparency HT10by Jacob Lawrence
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The Union in Peril 85
The Birth of the Republican PartySection 3 Objectives
1. Identify the political parties that emerged as the North and the South forged new political alliances.
2. Explain the reasons that led voters to align with a particular party and why Buchanan won the election of 1856.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p.318
InstructRead the section ■■ PE, pp. 318–323
■■ Unit 3 In-Depth Resources: Guided Reading, p. 24 ■■ Building Vocabulary, p. 26
Discuss key questions ■■ TE, pp. 318, 323
One American’s Story: Horace Greeley ■■ PE, p. 318
Chart: Major Political Parties 1850–1860 ■■ PE, p. 320
Tracing Themes: States’ Rights ■■ PE, pp. 322–323
More About: Franklin Pierce, ■■ TE, pp. 319–323John C. Fremont, James Buchanan, States’ Rights, Little Rock
Tracing Themes ■■ TE, p. 319
Cross-Curricular LinksCivics: Campaign Platforms ■ ■ TE, p. 320
■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 319
Focused Reading ■ ■ Reading Study Guide, pp. 109–110
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 107 ■ ■ Spanish Reading Study Guide, pp. 109–110
CHAPTER Section 3 (pages 318–323)
Name Date
10 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.01, 3.02
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.01, 2.02, 2.05, 2.06, 3.02, 4.02
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86 Chapter 10, Section 3
Lesson Plan for The Birth of the Republican Party continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Test Generator ■ ■ Section 3 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 3 Assessment ■ ■ PE, p. 321
Section 3 Quiz ■ ■ Formal Assessment, p. 176
Reteaching Activity ■ ■ TE, p. 321 ■ ■ Unit 3 In-Depth Resources, p. 30
Block Scheduling OptionsCivics: Campaign Platforms ■ ■ TE, p. 320
■ ■ Integrated Assessment Book
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The Union in Peril 87
Slavery and SecessionSection 4 Objectives 1. Explain the impact of the Dred Scott decision and the
Lecompton Constitution on the political crisis over slavery. 2. Explain why Douglas believed that popular sovereignty was
the key to eliminating slavery and why Lincoln believed Free-Soil legislation was required for voters to remove slavery.
3. Describe the events at Harpers Ferry and their effect on the North and South.
4. Describe the events that led to Lincoln’s election and the establishment of the Confederate States of America.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 324
InstructRead the section ■■ PE, pp. 324–333
■■ Unit 3 In-Depth Resources: Guided Reading, p. 25 ■■ Building Vocabulary, p. 26
Discuss key questions ■ ■ TE, pp. 324, 325, 327, 328, 330, 333
One American’s Story: Abraham Lincoln ■ ■ PE, p. 324
Now & Then: Political Debates ■ ■ PE, p. 327
History Through Art: John Brown ■ ■ PE, p. 328Going to His Hanging
Analyzing Political Cartoons: “A Political Race” ■ ■ PE, p. 329
Map: Election of 1860 ■ ■ PE, p. 330
Historical Spotlight: Secession ■ ■ PE, p. 331and the Border States
Historical Decisions of the Supreme Court: ■ ■ PE, pp. 322–323Dred Scott v. Sandford (1857)
More About: Dred Scott, Roger B. Taney, ■ ■ TE, pp. 325–327, 329, 332, 333The Lincoln-Douglas Debates, Reporting On Political Events, John Brown’s Raid, William H. Seward, Roger B. Taney, Justice John McLean’s Dissent
Tracing Themes ■ ■ TE, p. 330
Cooperative Learning: Mock Convention ■ ■ TE, p. 328 ■ ■ Integrated Assessment Book
Primary Sources: from The Lincoln-Douglas ■ ■ Unit 3 In-Depth Resources, pp. 35–37Debates; John Brown’s Last Speech
American Lives: John C. Calhoun ■ ■ Unit 3 In-Depth Resources, p. 41
Critical Thinking: Compromise of 1850 ■ ■ Critical Thinking Transparency CT10
CHAPTER Section 4 (pages 324–333)
Name Date
10 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.01, 3.02
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.01, 2.02, 2.03, 2.06, 3.01, 3.04, 3.05, 4.01, 4.02, 4.06
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88 Chapter 10, Section 4
Lesson Plan for Slavery and Secession continued
RESOURCESCross-Curricular Links
Humanities: Writing on the Brink of War ■ ■ TE, p. 330 ■ ■ Integrated Assessment Book
Geography: Slave Populations ■ ■ Unit 3 In-Depth Resources, pp. 32–33in the United States
Geography: Presidential Elections, 1856, 1860 ■ ■ Geography Transparency GT10
Differentiating InstructionLess Proficient Readers ■ ■ Reading Study Guide, pp. 111–112
Gifted and Talented Students: Analyzing ■ ■ TE, pp. 325, 329the Dred Scott Case; Charting ■ ■ Integrated Assessment Bookthe Election of 1860
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 108 ■ ■ Spanish Reading Study Guide, pp. 111–112
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from “The Inaugural Address of The President of the Provisional Government,” by Jefferson Davis, 1861
Test Generator ■ ■ Section 4 Quiz ■ ■ Chapter Test
America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 4 Assessment ■ ■ PE, p. 331
Section 4 Quiz ■ ■ Formal Assessment, p. 177
Reteaching Activity ■ ■ TE, p. 331 ■ ■ Unit 3 In-Depth Resources, p. 31
Chapter 10 Assessment ■ ■ PE, pp. 334–335
Chapter Test, Forms A, B, and C ■ ■ Formal Assessment, pp. 178–189
Block Scheduling OptionsCooperative Learning: Understanding ■ ■ TE, p. 326
the Power of the Press ■ ■ Integrated Assessment Book
Cooperative Learning: Researching ■ ■ TE, p. 327John Brown’s Motives ■ ■ Integrated Assessment Book
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The Civil War 89
The Civil War BeginsSection 1 Objectives
1. Explain how the Civil War started.
2. Explain Northern and Confederate shortsightedness about the duration of the war.
3. Identify the Northern generals and their initial campaigns in the West.
4. Describe new weapons and other changes in warfare.
5. Explain Northern and Southern military strategies to capture their opponent’s capital.
RESOURCESIntroduce the Chapter
Interpreting the Painting: Civil War troops ■ ■ PE, pp. 336–337
Chapter Time Line ■ ■ PE, pp. 336–337 ■ ■ TE, p. 336 Time Line Discussion
Interact with History ■ ■ PE, p. 337
Focus & MotivateDiscuss Main Idea and Terms & Names ■ ■ PE, p. 338
InstructRead the section ■ ■ PE, pp. 338–345
■ ■ Unit 3 In-Depth Resources: Guided Reading, p. 43 ■ ■ Building Vocabulary, p. 48
Discuss key questions ■ ■ TE, pp. 336, 340, 342–344
Graphs: Northern and Southern Resources, ■ ■ PE, p. 3391861
Map: Civil War, 1861–1862 ■ ■ PE, pp. 340–341
Historical Spotlight: Picnic at Bull Run ■ ■ PE, p. 341
Historical Spotlight: Boys in War ■ ■ PE, p. 344
Tracing Themes ■ ■ PE, pp. 339, 343
More About: Fort Sumter, Military and ■ ■ TE, pp. 339, 340, 342–344Political Leadership, Grant and Lincoln, Grant’s Victories, Battle of the Ironclads,Lincoln and McClellan
Skillbuilder Lesson: Following Chronological ■ ■ TE, p. 342Order ■ ■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 49
Outline Map: The States Choose Sides ■ ■ Unit 3 In-Depth Resources, pp. 57–58
American Lives: David Glasgow Farragut ■ ■ Unit 3 In-Depth Resources, p. 66
Name Date
CHAPTER Chapter Opener; Interact with History; Section 1 (pages 336–345) Lesson Plan11
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.03, 3.05
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 4.01, 4.06, 4.08
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90 Chapter 11, Section 1
Lesson Plan for The Civil War Begins continued
RESOURCES
Cross-Curricular LinksGeography: Resources of North and South ■■ Unit 3 In-Depth Resources, pp. 55–56
Geography: Union and Confederacy: 1861; ■ ■ Geography Transparencies GT11, GT37Slavery and the Civil War
Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 343
Analyzing Effects ■ ■ Reading Study Guide, pp. 115–116
Gifted and Talented Students: ■ ■ TE, p. 344Creating a Political Cartoon ■ ■ Integrated Assessment Book
Students Acquiring English/ESL: ■ ■ TE, p. 339Understanding Vocabulary ■ ■ Access for Students Acquiring English, pp. 112–113, 114, 119, 120–121, 122–123 ■ ■ Spanish Reading Study Guide, pp. 115–116
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■ ■ Letters to His Family, by Robert E. Lee
Test Generator ■ ■ Section 1 Quiz
America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861; Track 11: “We Are Coming Father Abra’am,” 1862
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 1 Assessment ■ ■ PE, p. 345
Section 1 Quiz ■ ■ Formal Assessment, p. 190
Reteaching Activity ■ ■ TE, p. 345 ■ ■ Unit 3 In-Depth Resources, p. 50
Block Scheduling OptionsCooperative Learning: Designing ■ ■ TE, p. 340
a Military Strategy ■ ■ Integrated Assessment Book
Cooperative Learning: Researching ■ ■ TE, p. 341the Battle of Bull Run ■ ■ Integrated Assessment Book
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The Civil War 91
The Politics of WarSection 2 Objectives
1. Explain why Britain remained neutral.
2. Explain Lincoln’s motives for issuing the Emancipation Proclamation and the document’s effects.
3. Identify the political dilemmas facing the North and South.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 346
InstructRead the section ■■ PE, pp. 346–350
■■ Unit 3 In-Depth Resources: Guided Reading, p. 44 ■■ Building Vocabulary, p. 48
Discuss key questions ■■ TE, pp. 346, 347, 349
One American’s Story: William Yancey ■■ PE, p. 346
Key Players: Abraham Lincoln ■■ PE, p. 348and Jefferson Davis
Another Perspective: The Cherokee ■■ PE, p. 349and the War
Tracing Themes ■■ TE, p. 347
More About: The Trent Affair, British Reaction ■■ TE, pp. 347–350to the Emancipation Proclamation, Lincoln and Dissent, The New York Draft Riots
Primary Sources: Emancipation Proclamation; ■■ Unit 3 In-Depth Resources, pp. 59, 60Recruitment Poster
Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 349
Making Comparisons ■ ■ Reading Study Guide, pp. 117–118
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 115 ■ ■ Spanish Reading Study Guide, pp. 117–118
CHAPTER Section 2 (pages 346–350)
Name Date
11 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.03, 3.05
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08
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92 Chapter 11, Section 2
Lesson Plan for The Politics of War continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Test Generator ■ ■ Section 2 Quiz
America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861; Track 11: “We Are Coming Father Abra’am,” 1862
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 2 Assessment ■ ■ PE, p. 350
Section 2 Quiz ■ ■ Formal Assessment, p. 191
Reteaching Activity ■ ■ TE, p. 350 ■ ■ Unit 3 In-Depth Resources, p. 51
Block Scheduling OptionsCooperative Learning: Tracing the Origins ■ ■ TE, p. 347
of the Emancipation Proclamation ■ ■ Integrated Assessment Book
Cooperative Learning: Reacting to ■ ■ TE, p. 348the Emancipation Proclamation ■ ■ Integrated Assessment Book
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The Civil War 93
Life During WartimeSection 3 Objectives
1. Explain African Americans’ role in the struggle to end slavery.
2. Explain the decline of the Southern economy and the expansion of the Northern economy.
3. Describe the terrible conditions that Union and Confederate soldiers endured.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 351
InstructRead the section ■■ PE, pp. 351–356
■■ Unit 3 In-Depth Resources: Guided Reading, p. 45 ■■ Building Vocabulary, p. 48
Discuss key questions ■■ TE, pp. 351, 353, 354
One American’s Story: Mary Chesnut ■ ■ PE, p. 351
Historical Spotlight: Glory ■ ■ PE, p. 352for the 54th Massachusetts
Economic Background: Currency and Inflation ■ ■ PE, p. 353
Science & Technology: Battlefield Medicine ■ ■ PE, p. 355
More About: “Slave Resistance,” The South’s ■ ■ TE, pp. 352–355Economic Woes, Soldier’s Fare, Clara Barton, Sally Tompkins
Tracing Themes ■ ■ TE, p. 354
Connections Across Time ■ ■ TE, p. 356
Cross-Curricular LinksEconomics: Calculating the ■ ■ TE, p. 353
Impact of Inflation ■ ■ Integrated Assessment Book
Humanities: Listening to ■ ■ TE, p. 354Civil War Songs ■ ■ Integrated Assessment Book
Science: Charting Civil ■ ■ TE, p. 355War Medicine and Health ■ ■ Integrated Assessment Book
CHAPTER Section 3 (pages 351–356)
Name Date
11 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 4.06
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94 Chapter 11, Section 3
Lesson Plan for Life During Wartime continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers ■ ■ Reading Study Guide, pp. 119–120
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 116 ■ ■ Spanish Reading Study Guide, pp. 119–120
Integrate TechnologyAmerican Stories Video Series: ■ ■ Videocassette Volume 1
War Outside My Window
Electronic Teacher ToolsElectronic Library of Primary Sources ■ ■ from Diary of a Confederate Soldier,
by John S. Jackman
Test Generator ■ ■ Section 3 Quiz
America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861; Track 11: “We Are Coming Father Abra’am,” 1862
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 3 Assessment ■ ■ PE, p. 356
Section 3 Quiz ■ ■ Formal Assessment, p. 192
Reteaching Activity ■ ■ TE, p. 356 ■ ■ Unit 3 In-Depth Resources, p. 52
Block Scheduling OptionsCooperative Learning: Role-Playing ■ ■ TE, p. 352
Soldiers and Citizens ■ ■ Integrated Assessment Book
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The Civil War 95
The North Takes ChargeSection 4 Objectives
1. Describe the battle at Gettysburg and its outcome.
2. Explain Grant’s siege of Vicksburg.
3. Summarize the key points of the Gettysburg Address.
4. Summarize the final events of the war leading to the surrender at Appomattox.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 357
InstructRead the section ■■ PE, pp. 357–364
■■ Unit 3 In-Depth Resources: Guided Reading, p. 46 ■■ Building Vocabulary, p. 48
Discuss key questions ■■ TE, pp. 357, 360–362
One American’s Story ■■ PE, p. 357
Map: Battle of Gettysburg, July, 1863 ■ ■ PE, p. 358
History Through Art: Gettysburg Cyclorama ■ ■ PE, p. 359
Map: Vicksburg Campaign, April–July 1863 ■ ■ PE, p. 361
Key Players: Ulysses S. Grant and Robert E. Lee ■ ■ PE, p. 362
Map: Civil War, 1863–1865 ■ ■ PE, p. 363
More About: Stonewall Jackson, Joshua ■ ■ TE, pp. 358–361, 363–365Chamberlain, Pickett’s Charge, The Siege of Vicksburg, The Gettysburg Address, Grant And Lee in Virginia, William Tecumseh Sherman, Sherman on War, Lee’s Farewell
Primary Source: Burning of Columbia, ■ ■ Unit 3 In-Depth Resources, p. 62South Carolina
Humanities: Abraham Lincoln ■ ■ Humanities Transparency HT11Riding into Richmond, Virginia
CHAPTER Section 4 (pages 357–364)
Name Date
11 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.03, 3.05
Skills Competency Goals
1.02, 1.04, 3.01, 3.05
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Lesson Plan for The North Takes Charge continued
RESOURCESCross-Curricular Links
Geography: Surveying the Terrain ■ ■ TE, p. 359 ■ ■ Integrated Assessment Book
Civics: Understanding the Gettysburg Address ■ ■ TE, p. 361 ■ ■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Tracking Sequence ■ ■ TE, p. 358
■ ■ Reading Study Guide, pp. 121–122
Gifted and Talented Students: Analyzing ■ ■ TE, pp. 360, 364Strategic Victories; Recounting the Election of 1864
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 117 ■ ■ Spanish Reading Study Guide, pp. 121–122
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■ ■ from a Letter to General Hood by General Sherman; from a Letter to General Sherman by General Hood
Test Generator ■ ■ Section 4 Quiz
America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861; Track 11: “We Are Coming Father Abra’am,” 1862
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 4 Assessment ■ ■ PE, p. 365
Section 4 Quiz ■ ■ Formal Assessment, p. 193
Reteaching Activity ■ ■ TE, p. 365 ■ ■ Unit 3 In-Depth Resources, p. 53
Block Scheduling OptionsCooperative Learning: ■ ■ TE, p. 362
Creating a Museum Display ■ ■ Integrated Assessment Book
Cooperative Learning: Researching ■ ■ TE, p. 363the Technology of Warfare ■ ■ Integrated Assessment Book
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The Civil War 97
The Legacy of the WarSection 5 Objectives
1. Summarize the key economic, political, technological, and social effects of the Civil War.
2. Explain how the Civil War dramatically changed the lives of individuals, especially African Americans.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 366
InstructRead the section ■■ PE, pp. 366–371
■■ Unit 3 In-Depth Resources: Guided Reading, p. 47 ■■ Building Vocabulary, p. 48
Discuss key questions ■■ TE, pp. 366, 368
One American’s Story ■ ■ PE, p. 366
Graphs: The Costs of the Civil War ■ ■ PE, p. 367
History Through Photojournalism: Mathew ■ ■ PE, p. 369Brady’s Photographs
Now & Then: The Red Cross ■ ■ PE, p. 370
Tracing Themes ■ ■ TE, p. 367
More About: The End of Slavery, Mathew ■ ■ TE, pp. 368–371Brady, Booth’s Alleged ConspiratorsLincoln’s Last Working Day
Literature: Poems by Walt Whitman ■ ■ Unit 3 In-Depth Resources, pp. 63–65
Critical Thinking: Civil War; ■ ■ Critical Thinking Transparencies CT11, CT45North v. South
Cross-Curricular LinksCivics: Justifying the War ■■ TE, p. 368
■■ Integrated Assessment Book
Humanities: Responding ■ ■ TE, p. 369to Brady’s Images of War ■■ Integrated Assessment Book
CHAPTER Section 5 (pages 366–371)
Name Date
11 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.03, 3.05
Skills Competency Goals
1.01, 1.02 , 1.04, 1.06, 3.02, 3.05, 4.01, 4.08
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98 Chapter 11, Section 5
Lesson Plan for The Legacy of the War continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers ■ ■ Reading Study Guide, pp. 123–124
Students Acquiring English/ESL: ■ ■ TE, p. 367Understanding Vocabulary ■■ Access for Students Acquiring English, p. 118 ■■ Spanish Reading Study Guide, pp. 123–124
Integrate TechnologyElectronic Teacher Tools
Test Generator ■ ■ Section 5 Quiz ■■ Chapter Test
America’s Music CD ■ ■ Track 12: “When Johnny Comes Marching Home,” 1863
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 5 Assessment ■ ■ PE, p. 371
Section 5 Quiz ■ ■ Formal Assessment, p. 194
Reteaching Activity ■ ■ TE, p. 371 ■ ■ Unit 3 In-Depth Resources, p. 54
Chapter 11 Assessment ■ ■ PE, pp. 372–373
Chapter Test, Forms A, B, and C ■ ■ Formal Assessment, pp. 195–212
Block Scheduling OptionsCooperative Learning: Measuring ■ ■ TE, p. 370
the Impact of Lincoln’s Assassination ■ ■ Integrated Assessment Book
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Reconstruction and Its Effects 99
The Politics of ReconstructionSection 1 Objectives
1. Summarize President Lincoln’s Reconstruction policies.
2. Explain Congressional Reconstruction policies.
3. Identify the programs of Johnson’s Reconstruction policy.
RESOURCESIntroduce the Chapter
Interpreting the Painting: ■■ PE, pp. 374–375Charleston, South Carolina
Chapter Time Line ■■ PE, pp. 374–375 ■■ TE, p. 374 Time Line Discussion
Interact with History ■■ PE, p. 375
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 376
InstructRead the section ■■ PE, pp. 376–382
■■ Unit 3 In-Depth Resources: Guided Reading, p. 68 ■■ Building Vocabulary, p. 71
Discuss key questions ■ ■ TE, pp. 376, 377, 379
One American’s Story: Andrew Johnson ■ ■ PE, p. 376
Key Player: Thaddeus Stevens ■ ■ PE, p. 377Chart: Major Reconstruction Legislation, ■ ■ PE, p. 380
1865–1879
Map: Southern Military Districts, 1867 ■ ■ PE, p. 381
More About: The Pocket Veto, Mississippi ■ ■ TE, pp. 377–380and the Thirteenth Amendment, SouthernLegislators, Black Codes, The Fourteenth Amendment, Johnson and the Fourteenth Amendment
Tracing Themes ■ ■ TE, p. 382
American Lives: Thaddeus Stevens ■ ■ Unit 3 In-Depth Resources, p. 85
Humanities: The Fifth Amendment; ■ ■ Humanities Transparencies HT12, HT34A. Johnson, Tailor
Name Date
CHAPTER Chapter Opener; Interact with History; Section 1 (pages 374–382) Lesson Plan12
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.04, 3.05
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 4.01, 4.08
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100 Chapter 12, Section 1
Lesson Plan for The Politics of Reconstruction continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Government: Measuring ■ ■ TE, p. 377Vice Presidential Accomplishments ■ ■ Integrated Assessment Book
Literature: from Jubilee ■ ■ Unit 3 In-Depth Resources, pp. 82–84
Differentiating InstructionLess Proficient Readers: Making a Flow Chart ■ ■ TE, p. 378
■ ■ Reading Study Guide, pp. 127–128
Gifted and Talented Students: Analyzing ■ ■ TE, p. 379the Fourteenth Amendment ■ ■ Integrated Assessment Book
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 126 ■ ■ Spanish Reading Study Guide, pp. 127–128
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■ ■ from “Black Codes of Mississippi of 1865;” from “Civil Rights Acts of 1866”
Test Generator ■ ■ Section 1 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 1 Assessment ■ ■ PE, p. 382
Section 1 Quiz ■ ■ Formal Assessment, p. 213
Reteaching Activity ■ ■ TE, p. 382 ■ ■ Unit 3 In-Depth Resources, p. 73
Block Scheduling OptionsCooperative Learning: Taking a Stand ■ ■ TE, p. 380
on the 1866 Congressional Election ■ ■ Integrated Assessment Book
Cooperative Learning: Judging ■ ■ TE, p. 381President Johnson ■ ■ Integrated Assessment Book
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