CHAPTER 27 Lesson Plan The Scramble for Africa - · PDF file · 2007-11-07British Rule in India, TE p. 793 IDRS Guided Reading, p. 192 Skillbuilder Practice, p. 194 RSG (Spanish)

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INTRODUCE THE CHAPTER

CHAPTER OBJECTIVE: Trace the spread of European influence through colonial expansion.

❑ Previewing Main Ideas, PE/TE p. 770

❑ Time Line Discussion, TE p. 770

❑ Interpreting the Map, TE p. 771

SECTION CONTENT OBJECTIVES

Students will• Describe Africa before European domination.• Summarize the motives of European colonizers and

the factors that allowed them to control Africa.• Identify three groups that clashed in South Africa.

PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of

Primary Sources

The Scramble for Africa

CHAPTER Section 1 Lesson Plan

Name Date

27

THE AGE OF IMPERIALISM 201

FOCUS AND MOTIVATE

❑ Voices from the Past Audio CD

❑ Interact with History, PE/TE p. 772

❑ Discuss MAIN IDEA: Ignoring the claims of African ethnic groups, kingdoms, and city-states, Europeans established colonies.

❑ Discuss WHY IT MATTERS NOW: African nations continue to feel the effects of the colonial presence more than 100 years later.

NORTH CAROLINA PLANNER

EOC Competency Goals and Objectives

3.01, 3.04, 3.07, 4.02, 6.01, 6.02, 7.04, 8.04, 8.06

Skills Competency Goals

1.05, 1.08

NC_WH_LP_00i-292.indd 201NC_WH_LP_00i-292.indd 201 4/9/07 2:29:55 PM4/9/07 2:29:55 PM

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DIFFERENTIATING INSTRUCTION

Struggling Readers

❑ Events of the Boer War, TE p. 776

IDR Unit 6

❑ Guided Reading, p. 47

❑ Building Vocabulary, p. 52

❑ Geography Application: Livingstone, p. 54

❑ Reteaching Activity, p. 66

Reading Study Guide

❑ Section 1, p. 257

❑ RSG Audio CD

On-level

❑ Cooperative Learning: Dramatizing South African History, TE p. 777

IDR Unit 6


❑ Geography Application, p. 54

Above-level

❑ Tracing the Exploration of Southern Africa, TE p. 774

IDR Unit 6

❑ Primary Source: British Contract with an African King, p. 56

❑ Literature: “The Burial,” p. 60

ELPS

❑ “The Boer War”

❑ “Stanley Finds Livingstone”

❑ “Private Company Rule in the Congo”

English Learners

❑ Imperialism, Racism, Social Darwinism, TE p. 775

IDRS



RSG (Spanish)


❑ RSG Audio CD

Modified Lesson Plans for English Learners

Multi-Language Glossary

All Students

❑ TAKING NOTES: Outlining, PE p. 773 ❑ More About Collecting Wild Rubber, TE p. 774; Cecil Rhodes, Malaria, TE p. 775; The Berlin Conference, TE p. 776

REVIEW AND ENRICH

Integrate Technology

❑ Power Presentations: Lecture Notes, Section 1

❑ EasyPlanner Plus CD-ROM

❑ Electronic Library of Primary Sources

Cross-Curricular Connections

❑ Geography Application: Livingstone, Unit 6 IDR, p. 60

❑ Literature: “The Burial,” Unit 6 IDR, p. 60

ASSESS

Content Assessment

❑ Section Assessment, PE, p. 778

❑ Section Quiz, FA, p. 436

❑ Test Generator CD-ROM

❑ Integrated Assessment

Test-Taking Practice

❑ Test Practice Transparencies, TT101

❑ Strategies for Test Preparation Book

❑ Online Test Practice: classzone.com

202 CHAPTER 27, SECTION 1

RETEACH

❑ Reteaching Activity, Unit 6 IDR, p. 66


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Imperialism Case Study: Nigeria


Name Date

27

PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources


Students will• Explain the different forms of colonial control.• Trace British rule in Nigeria.• Summarize African resistance movements.• Analyze the impact of colonial rule in Africa.


Struggling Readers

❑ African Resistance: Analyzing a Primary- Source, TE p. 782

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


❑ History Makers: Menelik II, p. 63

Above-level

❑ Literature of Resistance, TE p. 783

IDR Unit 6

❑ Primary Source: Letter from Menelik II, p. 57

❑ Literature: from Things Fall Apart, p. 61

❑ Connections Across Time and Cultures, p. 65

ELPS

❑ from “Africa at the Center”

English Learners

❑ The Vocabulary of Imperialism, TE p. 781

IDRS


RSG (Spanish)


❑ RSG Audio CD



FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Europeans embarked on a new phase of empire building that affected both Africa and the rest of the world.

❑ Discuss WHY IT MATTERS NOW: Many former colonies have political problems that are the result of colonial rule.



1.01, 1.02, 3.04, 4.02, 6.01, 8.04


1.06, 3.01, 3.04, 4.06


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All Students

❑ TAKING NOTES: Summarizing, PE p. 779 ❑ More About Liberia, TE p. 780; African Resistance, TE p. 783

REVIEW AND ENRICH





Analyzing Key Concepts

❑ Imperialism, PE p. 80


❑ Language Arts: Building Vocabulary, Unit 6 IDR, p. 52

ASSESS

Content Assessment









RETEACH



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Europeans Claim Muslim Lands


Name Date

27



Students will• Summarize the decline of the Ottoman Empire.• Describe the Crimean War.• Analyze Egypt’s reforms.• Evaluate Persia’s response to foreign pressure.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: European nations expanded their empires by seizing territories from Muslim states.

❑ Discuss WHY IT MATTERS NOW: Political events in this vital resource area are still influenced by actions from the imperialistic period.


Struggling Readers

❑ Charting the Decline of the Ottoman Empire, TE p. 787

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


World Art and Cultures Transparencies

❑ AT58, Reception at the Court of Sultan Selim III

Above-level

❑ Debating Use of the Suez Canal, TE p. 788

English Learners

❑ Understanding Reforms in Egypt, TE p. 789

IDRS


RSG (Spanish)


❑ RSG Audio CD





3.04


1.03, 1.04, 1.05, 1.06, 4.02


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All Students

❑ TAKING NOTES: Determining Main Ideas, ❑ World Art and Cultures Transparency:PE p. 786 AT58, Reception at the Court of Sultan Selim III

❑ More About The Kyhber Pass, TE p. 788; Jamal al-Din al-Afghani, TE p. 790

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH





❑ World Art and Cultures Transparency:AT58, Reception at the Court of Sultan Selim III


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British Imperialism in India


Name Date

27



Struggling Readers

IDR Unit 6


❑ Skillbuilder Practice: Analyzing Bias, p. 53


Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Analyzing Bias, TE p. 794

IDR Unit 6


❑ Skillbuilder Practice: Analyzing Bias, p. 53

Geography Transparencies

❑ GT27, India Under British Rule, 1805–1886

Above-level

❑ Colonialism in Literature, TE p. 792

IDR Unit 6

❑ Primary Source: Letter Opposing the English, p. 58

ELPS

❑ “The Rise of the Color Bar”

English Learners

❑ Causes and Effects of British Rule in India, TE p. 793

IDRS


❑ Skillbuilder Practice, p. 194

RSG (Spanish)


❑ RSG Audio CD




Students will• Describe the British takeover of India.• Identify positive and negative aspects of British

colonialism in India.• Trace early nationalistic movements in India.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: As the Mughal Empire declined, Britain seized Indian territory and soon controlled almost the whole subcontinent.

❑ Discuss WHY IT MATTERS NOW: India, the second most populated nation in the world, has its political roots in this colony.



3.01, 3.04, 3.05, 3.07, 4.02, 6.01, 6.02, 6.06, 8.04


1.01, 1.03, 1.04, 1.06


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All Students

❑ TAKING NOTES: Recognizing Effects, PE p. 791 ❑ World Art and Cultures Transparency:AT59, Raja Ram Singh in Procession

REVIEW AND ENRICH






❑ Geography Transparency:GT27, India Under British Rule, 1805–1886

❑ World Art and Cultures Transparency:AT59, Raja Ram Singh in Procession

ASSESS

Content Assessment









RETEACH



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Imperialism in Southeast Asia


Name Date

27



Students will• Summarize the acquisition of European colonies in

Southeast Asia.• Explain how Siam remained independent.• Describe U.S. acquisition of the Philippines and

Hawaii.


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Demand for Asian products drove Western imperialists to seek possession of Southeast Asian lands.

❑ Discuss WHY IT MATTERS NOW: Southeast Asian independence struggles in the 20th century have their roots in this period of imperialism.


Struggling Readers

❑ Colonization in Southeast Asia, TE p. 797

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


❑ History Makers: Mongkut, p. 64

Critical Thinking Transparencies

❑ CT27, Comparing Imperialist Styles

Above-level

❑ Analyzing a Speech, TE p. 798

IDR Unit 6

❑ Primary Source: In Favor of Imperialism, p. 59

ELPS

❑ from Hawaii’s Story by Hawaii’s Queen

English Learners

IDRS


RSG (Spanish)


❑ RSG Audio CD





3.07, 4.02, 8.04


1.05, 1.06


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Struggling Readers

❑ Test Form A, FA pp. 440–443

On-level

❑ Test Form B, FA pp. 444–447

Above-level

❑ Test Form C, FA pp. 448–451

English Learners


❑ Form A (Spanish), classzone.com

RETEACH


All Students

❑ TAKING NOTES: Clarifying, PE p. 796 ❑ Critical Thinking Transparency:

❑ More About Emilio Aguinaldo, TE p. 798 CT63, Chapter 27 Visual Summary

REVIEW AND ENRICH


❑ Visual Summary Transparency, CT63






ASSESS

Content Assessment










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CHAPTER OBJECTIVE: Analyze the effects of imperialism, economic instability, and revolution on developing nations.





Students will• Explain China’s resistance to foreigners.• Describe rebellions that shook China.• Summarize effects of China’s reforms.• Trace the growth of nationalism there.


Primary Sources

China Resists Outside Influence


Name Date

28

TRANSFORMATIONS AROUND THE GLOBE 211

FOCUS AND MOTIVATE



❑ Discuss MAIN IDEA: Western economic pressure forced China to open to foreign trade and influence.

❑ Discuss WHY IT MATTERS NOW: China has become an increasingly important member of the global community.



2.05, 3.01, 4.05


1.04, 1.06


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Struggling Readers

❑ Recognizing Effects, TE p. 808

IDR Unit 6



❑ Geography Application: The Opium Wars, p. 77


Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


❑ Geography Application: The Opium Wars, p. 77

❑ History Makers: Cixi, p. 85

Above-level

❑ Origins of the Taiping Rebellion, TE p. 807

IDR Unit 6

❑ Primary Sources: from Letter to Queen Victoria, p. 79

ELPS

❑ from Two Years in the Forbidden City

English Learners

❑ Geography of the Opium Wars, TE p. 806

IDRS



RSG (Spanish)


❑ RSG Audio CD



All Students

❑ TAKING NOTES: Identifying Problems, PE p. 805 ❑ World Art and Cultures Transparency:

❑ More About China’s Opium Addiction, TE p. 806; AT60, Sorting of Cocoons

Hong Xiuquan, TE p. 807; Reform in China, TE p. 809

REVIEW AND ENRICH






❑ Geography Application, Unit 6 IDR, p. 77

❑ World Art and Cultures Transparency:AT60, Sorting of Cocoons

ASSESS

Content Assessment









RETEACH




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Modernization in Japan


Name Date

28



Students will• Explain why Japan ended its isolation.• Trace the growth of Japanese imperialism.


Struggling Readers

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Analyzing Political Cartoons, TE, p. 812

IDR Unit 6



❑ GT28, Japanese Imperialism


❑ AT61, Japanese Girl in Western Dress

Above-level

IDR Unit 6

❑ Primary Source: from The Autobiography of Yukichi Fukuzawa, p. 80

ELPS

❑ from Fifty Years of New Japan

English Learners

❑ Japan Adapts the Best of the West, TE p. 811

IDRS


RSG (Spanish)


❑ RSG Audio CD



FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Japan followed the model of Western powers by industrializing and expanding its foreign influence.

❑ Discuss WHY IT MATTERS NOW: Japan’s continued development of its own way of life has made it a leading world power.



2.05, 3.01


1.05, 1.06, 1.08, 3.04


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All Students

❑ TAKING NOTES: Analyzing Causes, PE p. 810 ❑ World Art and Cultures Transparency:

❑ More About Extraterritorial Rights, TE p. 812; AT61, Japanese Girl in Western Dress

Kitagawa Utamaro, Katsushika Hokusai, TE p. 815

REVIEW AND ENRICH






❑ History Through Art: Japanese Woodblock Printing, PE p. 814

❑ Geography Transparency:GT28, Japanese Imperialism

❑ World Art and Cultures Transparency:AT61, Japanese Girl in Western Dress

ASSESS

Content Assessment









RETEACH



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U.S. Economic Imperialism


Name Date

28



Students will• Explain how Latin America’s colonial legacy

shaped its history.• Document how foreign powers influenced Latin

American economies.• Trace effects of the Monroe Doctrine and the

Roosevelt Corollary.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: The United States put increasing economic and political pressure on Latin America during the 19th century.

❑ Discuss WHY IT MATTERS NOW: This policy set the stage for 20th-century relations between Latin America and the United States.


Struggling Readers

❑ Chronology of Events in Latin America, TE p. 818

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6



❑ CT28, Patterns of Resistance, 1830–1914

Above-level

❑ Analyzing Problems and Solutions in Imperialist Times, TE p. 819

IDR Unit 6

❑ Primary Source: Building the Panama Canal, p. 81


❑ Science & Technology: Technology Revolutionizes Communications, p. 89

ELPS

❑ from The Rough Riders

English Learners

❑ Analyzing Quotations and Academic Vocabulary, TE p. 817

IDRS


RSG (Spanish)


❑ RSG Audio CD





8.04


1.06, 3.01


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All Students

❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency:PE p. 816 CT28, Patterns of Resistance, 1830–1914

❑ More About Caudillos, TE p. 817; Europe and LatinAmerica, TE p. 817; The Roosevelt Corollary, TE p. 821

REVIEW AND ENRICH






❑ Science & Technology: Panama Canal, PE p. 820

❑ Science & Technology: Technology Revolutionizes Communications, Unit 6 IDR, p. 89

ASSESS

Content Assessment









RETEACH



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Turmoil and Change in Mexico


Name Date

28



Students will• Describe the role of Antonio López de Santa Anna

in the history of Mexico.• Trace Juárez’s reform movement.• Describe the rule of Porfirio Díaz.• Explain the causes and results of the Mexican

Revolution.


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Political, economic, and social inequalities in Mexico triggered a period of revolution and reform.

❑ Discuss WHY IT MATTERS NOW: Mexico has moved toward political democracy and is a strong economic force in the Americas.


Struggling Readers

❑ Identifying Problems That Affected Mexico, TE p. 824

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


❑ History Makers: Porfirio Díaz


❑ CT64, Chapter 28 Visual Summary

Above-level

❑ Performing as Villa and Zapata, TE p. 825

IDR Unit 6

❑ Primary Source: from The Plan of Ayala, p. 82

❑ Literature: from Tom Mix and Pancho Villa, p. 83

ELPS

❑ “Alamo Massacre”

English Learners

❑ Creating a Time Line of the Mexican Revolution, TE p. 823

IDRS


RSG (Spanish)


❑ RSG Audio CD





1.02, 4.05, 8.03


1.03, 1.06


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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Comparing, PE p. 822 ❑ Critical Thinking Transparency:CT64, Chapter 28 Visual Summary

❑ Cooperative Learning: Creating a Historical ❑ World Art and Cultures Transparency:

Mural, TE p. 826 AT62, Distribution of the Land

❑ More About Antonio López de Santa Anna, TE p. 823; Benito Juárez, TE p. 824

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH






Analyzing Art

❑ Juárez: Symbol of Mexican Independence, PE p. 824


❑ Literature: from Tom Mix and Pancho Villa, Unit 6 IDR, p. 83

❑ World Art and Cultures Transparency:AT62, Distribution of the Land


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CHAPTER OBJECTIVE: Summarize the causes, events, and effects of World War I.





Students will• Identify the political and military forces at work in

Europe in the late 1800s.• List the countries that made up the Triple Alliance

and the Triple Entente.• Summarize the events that set World War I in

motion.


Primary Sources

Marching Toward War


Name Date

29

THE GREAT WAR 219

FOCUS AND MOTIVATE



❑ Discuss MAIN IDEA: In Europe, military buildup, nationalistic feelings, and rival alliances set the stage for a continental war.

❑ Discuss WHY IT MATTERS NOW: Ethnic conflict in the Balkan region, which helped start the war, continued to erupt in that area in the 1990s.



5.01, 6.05, 6.06


1.06, 1.08


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Struggling Readers

❑ Understanding Primary Sources, TE p. 841

IDR Unit 7



❑ Skillbuilder Practice: Summarizing, p. 6


Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Summarizing, TE p. 843

IDR Unit 7



❑ History Makers: Wilhelm II, p. 16

Above-level

IDR Unit 7

❑ Primary Sources: The Murder of Archduke Franz Ferdinand, p. 9

ELPS

❑ “Death Comes to Sarajevo”

English Learners

IDRS



RSG (Spanish)


❑ RSG Audio CD



All Students

❑ TAKING NOTES: Summarizing, PE p. 841 ❑ More About Militarism, TE p. 842

REVIEW AND ENRICH







ASSESS

Content Assessment









RETEACH




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THE GREAT WAR 221

Europe Plunges into War


Name Date

29



Students will• Describe the reaction to Austria’s declaration of

war.• Summarize military events on the Western front.• Explain the development of the war on the Eastern

front.


Struggling Readers

❑ Analyzing the War on the Eastern Front, TE p. 848

IDR Unit 7




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7


❑ Geography Application: The Battle of the Somme, p. 7


❑ AT63, The Fate of the Animals

❑ AT64, L’Assault

Above-level

❑ The Literature of War, TE p. 847

IDR Unit 7

❑ Primary Source: Poison Gas, p. 10

❑ Literature: from All Quiet on the Western Front, p. 13; “The Soldier” and “Dulce Et Decorum Est,” p. 15

❑ Science & Technology, p. 19

ELPS

❑ “The German Army Marches Through Brussels”

English Learners

❑ Analyzing Compound Words, TE p. 846

IDRS



RSG (Spanish)


❑ RSG Audio CD



FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: One European nation after another was drawn into a large and industrialized war that resulted in many casualties.

❑ Discuss WHY IT MATTERS NOW: Much of the technology of modern warfare, such as fighter planes and tanks, was introduced in World War I.



1.01, 5.01, 7.02


1.03, 1.04, 1.06, 1.08, 3.01


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All Students

❑ TAKING NOTES: Outlining, PE p. 845 ❑ World Art and Cultures Transparencies:

❑ More About Trench Warfare, Valentine AT63, The Fate of the Animals

Fleming, TE p. 847; Aircraft Equipment, TE p. 850 AT64, L’Assault

REVIEW AND ENRICH






❑ Geography Application: The Battle of the Somme, Unit 7 IDR, p. 7

❑ Literature: from All Quiet on the Western Front, p. 13; “The Soldier” and “Dulce-Et Decorum Est,” p. 15

❑ World Art and Cultures Transparencies:AT63, The Fate of the AnimalsAT64, L’Assault

ASSESS

Content Assessment









RETEACH



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THE GREAT WAR 223

A Global Conflict


Name Date

29



Students will• Describe the spread of the conflict.• Identify how governments established wartime

economies.• Summarize the Allies’ push to victory.• Explain the effects of the war.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: World War I spread to several continents and required the full resources of many governments.

❑ Discuss WHY IT MATTERS NOW: The war propelled the United States to a new position of international power, which it holds today.


Struggling Readers

❑ Explaining America’s Entry into World War I, TE p. 852

IDR Unit 7




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Connections Across Time and Cultures: Honoring War Heroes, TE p. 855

IDR Unit 7



❑ CT29, The Human and Financial Costs of World War I

Above-level

❑ Making a Propaganda Display, TE p. 854

IDR Unit 7

❑ Primary Source: The Zimmermann Note, p. 11

ELPS

❑ “A Suffolk Farmhand at Gallipoli”

English Learners

❑ Learning the Vocabulary of War, TE p. 853

IDRS


RSG (Spanish)


❑ RSG Audio CD





5.01, 8.03


1.05, 1.06


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All Students

❑ TAKING NOTES: Recognizing Effects, PE p. 851 ❑ Critical Thinking Transparency:

❑ More About U-Boats, TE p. 852; Women During CT29, The Human and Financial Costs of World

the War, TE p. 854; Erich Maria Remarque, TE p. 857 War I

REVIEW AND ENRICH





Analyzing Primary Sources

❑ Allied View of Armistice; German Reaction to Armistice, PE p. 855

Different Perspectives

❑ Views of War, PE p. 857



ASSESS

Content Assessment









RETEACH



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A Flawed Peace


Name Date

29



Students will• Explain events that led to the Treaty of Versailles.• Identify the effects of the treaty on European

powers.

THE GREAT WAR 225

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: After winning the war, the Allies dictated a harsh peace settlement that left many nations feeling betrayed.

❑ Discuss WHY IT MATTERS NOW: Hard feelings left by the peace settlement helped cause World War II.


Struggling Readers

❑ Understanding the Flawed Peace, TE p. 860

IDR Unit 7




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7


❑ History Makers: Georges Clemenceau, p. 17


❑ GT29, Danzig and the Polish Corridor

Above-level

❑ Debating the Provisions of the Versailles Treaty, TE p. 859

IDR Unit 7

❑ Primary Source: Signing the Treaty of Versailles, p. 12

❑ Connections Across Time and Cultures: Planning for Peace—Vienna and Versailles, p. 18

ELPS

❑ The Fourteen Points

English Learners

IDRS


RSG (Spanish)


❑ RSG Audio CD





5.01, 5.03, 5.05, 6.04, 8.03


1.06, 1.08


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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Clarifying, PE p. 858 ❑ Critical Thinking Transparency:CT65, Chapter 29 Visual Summary

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH







❑ Geography Transparency:GT29, Danzig and the Polish Corridor


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CHAPTER OBJECTIVE: Analyze the evolution of conflict between revolutionaries and nationalists before, during, and after World War I.





Students will• Describe the autocratic methods of Alexander III

and the economic changes under Nicholas II.• Explain the crises that paved the way for the March

Revolution and the end of czarist rule.• Summarize the Bolshevik Revolution and its

outcome.• Explain Lenin’s reforms and the rise of Stalin.


Primary Sources

Revolutions in Russia


Name Date

30

REVOLUTION AND NATIONALISM 227

FOCUS AND MOTIVATE

❑ Voices from the Past Audio CD: Anastasia


❑ Discuss MAIN IDEA: Long-term social unrest in Russia exploded in revolution, and ushered in the first Communist government.

❑ Discuss WHY IT MATTERS NOW: The Communist Party controlled the Soviet Union until the country’s breakup in 1991.



1.01, 1.04, 4.04, 5.01, 5.02, 6.04, 8.03


1.03, 1.04, 1.06


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Struggling Readers

❑ Learning from Literature: Doctor Zhivago, TE p. 870

IDR Unit 7





Reading Study Guide

❑ Section 1, p. 5

On-level

❑ Skillbuilder Practice: Analyzing Causes and Recognizing Effects, TE p. 868

IDR Unit 7



❑ History Makers: Vladimir Lenin, p. 40

Above-level

❑ Researching the Origins of the Russian Revolution, TE p. 871

IDR Unit 7

❑ Primary Source: from Bloody Sunday, p. 32

ELPS

❑ from Ten Days That Shook the World

English Learners

❑ Clarifying Key Events, TE p. 869

IDRS



RSG (Spanish)


❑ RSG Audio CD


All Students

❑ TAKING NOTES: Following Chronological Order, ❑ More About Rasputin, TE p. 869; Leon Trotsky, PE p. 867 TE p. 871

❑ Cooperative Learning: “Interviewing” Key Figures ❑ World Art and Cultures Transparency:of Revolutionary Russia, TE p. 872 AT65, Friendship of the People

REVIEW AND ENRICH






❑ Communism, PE p. 872


❑ World Art and Cultures Transparency:AT65, Friendship of the People

ASSESS

Content Assessment









RETEACH




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Totalitarianism Case Study: Stalinist Russia


Name Date

30



Students will• Define totalitarianism.• Describe Stalin’s goal of transforming the Soviet

Union into a totalitarian state.• Summarize Stalin’s state-controlled economic

programs.• Describe Soviet daily life.


Struggling Readers

❑ Using Questions to Find Main Ideas, TE p. 877

IDR Unit 7




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7



❑ GT30, European Totalitarianism by 1938

Above-level

❑ Creating a Fictional Totalitarian State, TE p. 876

IDR Unit 7

❑ Primary Source: The Need for Progress, p. 33

❑ Literature: from Darkness at Noon, p. 36; from 1984, p. 38

ELPS

❑ from 1984

English Learners

❑ Key Terms of Totalitarianism, TE p. 878

IDRS


RSG (Spanish)


❑ RSG Audio CD


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: After Lenin died, Stalin seized power and transformed the Soviet Union into a totalitarian state.

❑ Discuss WHY IT MATTERS NOW: More recent dictators have used Stalin’s tactics for seizing total control over individuals and the state.



1.02, 4.04, 5.01, 5.03


1.04, 1.05, 1.06, 1.08, 3.03, 3.05, 4.03


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All Students

❑ TAKING NOTES: Categorizing, PE p. 874 ❑ More About 1984, TE p. 875; Artists, Writers, and Propaganda, TE p. 876; Propaganda, TE p. 880

REVIEW AND ENRICH






❑ Totalitarianism, PE p. 875


❑ History Through Art: Propaganda, PE p. 880

❑ Literature: from Darkness at Noon, Unit 7 IDR, p. 36; from 1984, p. 38

❑ Geography Transparency:GT30, European Totalitarianism by 1938

ASSESS

Content Assessment









RETEACH



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Imperial China Collapses


Name Date

30



Students will• List problems the new Republic of China faced.• Trace the rise of communism in China.• Describe the civil war between Communists and

Nationalists.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: After the fall of the Qing dynasty, nationalist and Communist movements struggled for power.

❑ Discuss WHY IT MATTERS NOW: The seeds of China’s late-20th-century political thought, communism, were planted at this time.


Struggling Readers

❑ Chinese Geography and Politics, TE p. 884

IDR Unit 7





Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7



❑ History Makers: Jiang Jieshi, p. 41

Above-level

❑ The Writing of Mao Zedong, TE p. 883

IDR Unit 7

❑ Primary Source: from “The Peasants of Hunan,” p. 34

ELPS

❑ from Autobiography of a Chinese Girl

English Learners

❑ Describing the Long March, TE p. 885

IDRS



RSG (Spanish)


❑ RSG Audio CD





3.01, 8.03


1.04, 1.06


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All Students

❑ TAKING NOTES: Comparing and Contrasting, ❑ History Makers: Jiang Jieshi, Unit 7 IDR, p. 41PE p. 882

❑ More About Sun Yixian, TE p. 883; Joining the Chinese Army, TE p. 884; Effects of the Long March, TE p. 885

REVIEW AND ENRICH







ASSESS

Content Assessment









RETEACH



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Nationalism in India and Southwest Asia


Name Date

30



Students will• Trace nationalist activity in India.• Summarize Gandhi’s nonviolent tactics.• Explain how Indian self-rule heightened conflicts

between Muslims and Hindus.• Describe the rise of independence movements in

Southwest Asia


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Nationalism triggered independence movements to overthrow colonial powers.

❑ Discuss WHY IT MATTERS NOW: These independent nations—India, Turkey, Iran, and Saudi Arabia—are key players on the world stage today.

Struggling Readers

❑ Using SQ3R, TE p. 890

IDR Unit 7




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7



❑ CT30, Time Machine: Revolution and Nationalism

Above-level

❑ Investigating Examples of Civil Disobedience, TE p. 888

IDR Unit 7

❑ Primary Source: from Hind Swaraj, p. 35


ELPS

❑ “Nonviolence”

English Learners

❑ Indian Protests and British Responses, TE p. 889

IDRS


RSG (Spanish)


❑ RSG Audio CD






1.02, 3.01, 4.05, 5.02, 6.02, 6.06, 8.03


1.03, 1.04, 1.06


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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Categorizing, PE p. 887 ❑ Critical Thinking Transparency:CT66, Chapter 30 Visual Summary

❑ More About Gandhi’s Views, TE p. 889 ❑ World Art and Cultures Transparency:

AT66, Persian Musicians

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH






Analyzing Primary Sources

❑ Satyagraha; Nonviolence, PE p. 888


❑ World Art and Cultures Transparency:AT66, Persian Musicians


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CHAPTER OBJECTIVE: Analyze the economic, political, social, and scientific changes that brought the world to the brink of a second world war.





Students will• Explain how new scientific theories challenged old

beliefs.• Describe how the brutality of war prompted

philosophers and writers to explore new ideas.• Summarize new styles in art, architecture, and

music.• Identify the changing roles of women.• Trace new technological advances.


Primary Sources

Postwar Uncertainty


Name Date

31

YEARS OF CRISIS 235

FOCUS AND MOTIVATE



❑ Discuss MAIN IDEA: The postwar period was one of loss and uncertainty but also one of invention, creativity, and new ideas.

❑ Discuss WHY IT MATTERS NOW: Postwar trends in physics, psychiatry, art, literature, communication, music, and transportation still affect our lives.



1.02, 1.04, 6.03, 7.01, 7.02


1.03, 1.04, 1.06, 1.08


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Struggling Readers

❑ Charting the Effects of Technology, TE p. 900

IDR Unit 7




Reading Study Guide


On-level

IDR Unit 7


❑ History Makers: Sigmund Freud, p. 62


❑ AT67, The Twittering Machine

❑ AT68, Electric Prisms

Above-level

❑ Exploring the Literature of the 1920s, TE p. 898

IDR Unit 7

❑ Primary Source: from An Interview with Charles A. Lindbergh, p. 55

❑ Literature: from This Side of Paradise, p. 59

ELPS

❑ “The Death of God”

English Learners

❑ Understanding Key Terms, TE p. 899

IDRS


RSG (Spanish)


❑ RSG Audio CD


All Students

❑ TAKING NOTES: Summarizing, PE p. 897 ❑ World Art and Cultures Transparencies:

❑ More About The Persistence of Memory, Jazz, AT67, The Twittering Machine

TE p. 899; Flappers, TE p. 900; Charles Lindbergh, AT68, Electric Prisms

TE p. 901

REVIEW AND ENRICH





Social History

❑ Labor-Saving Devices in the United States, PE p. 902


❑ Literature: from This Side of Paradise, Unit 7 IDR,p, 59

❑ World Art and Cultures Transparencies:AT67, The Twittering MachineAT68, Electric Prisms

ASSESS

Content Assessment








RETEACH




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YEARS OF CRISIS 237

A Worldwide Depression


Name Date

31



Students will• Describe the impact of World War I on postwar

Europe.• Identify the problems faced by the Weimar

Republic.• Trace the events that led to the financial collapse

of the U.S. economy.• Analyze the worldwide effects of the Great

Depression.


Struggling Readers

❑ Comparing Global Responses to the Great Depression, TE p. 908

IDR Unit 7





Reading Study Guide


On-level

❑ Skillbuilder Practice: Identifying Problems and Solutions, TE p. 906

IDR Unit 7


❑ Skillbuilder Practice: Identifying Problems and Solutions, p. 52

Above-level

❑ Creating a Political Cartoon, TE p. 907

IDR Unit 7

❑ Primary Source: German Inflation, p. 56

ELPS

❑ “Famine in Russia”

English Learners

❑ Understanding Inflation, TE p. 905

IDRS



RSG (Spanish)


❑ RSG Audio CD


FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: An economic depression in the United States spread throughout the world and lasted for a decade.

❑ Discuss WHY IT MATTERS NOW: Many social and economic programs introduced worldwide to combat the Great Depression are still operating.



5.02, 5.05, 6.04


1.06, 3.02


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❑ TAKING NOTES: Recognizing Effects, PE p. 904 ❑ More About The Weimar Republic, Germany’s Money Problems, TE p. 905; The New Deal, TE p. 909

REVIEW AND ENRICH







ASSESS

Content Assessment









RETEACH



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YEARS OF CRISIS 239

Fascism Rises in Europe


Name Date

31



Students will• Describe Mussolini’s creation of a Fascist state in

Italy.• Discuss the rise of Hitler, the Nazis, and extension

of Hitler’s power.• Trace the shift from democratic governments to

dictatorships in Eastern Europe.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: In response to political turmoil and economic crises, Italy and Germany turned to totalitarian dictators.

❑ Discuss WHY IT MATTERS NOW: These dictators changed the course of history, and the world is still recovering from their abuse of power.


Struggling Readers

❑ Identifying Causes and Effects, TE p. 913

IDR Unit 7




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7



❑ CT31, Economic Crises: Between Two Fires

Above-level

❑ Comparing Fascism and 17th-Century Absolutism, TE p. 911

IDR Unit 7

❑ Primary Source: Kristallnacht, p. 57

❑ Literature: Poems by Brecht, p. 60


ELPS

❑ from Memos on the Aims of Germany and Japan

English Learners

❑ Analyzing a Primary Source, TE p. 912

IDRS


RSG (Spanish)


❑ RSG Audio CD





1.02, 5.02, 5.03, 6.02, 6.05, 6.06


1.03, 1.06


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❑ TAKING NOTES: Comparing and Contrasting, ❑ World Art and Cultures Transparency: PE p. 910 AT69, Pillars of Society

❑ More About Support for Hitler, The Swastika, TE p. 913

REVIEW AND ENRICH






❑ Fascism, PE p. 911


❑ Literature: Poems by Brecht, Unit 7 IDR, p. 60

❑ World Art and Cultures Transparency:AT69, Pillars of Society

ASSESS

Content Assessment









RETEACH



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Aggressors Invade Nations


Name Date

31



Students will• Describe Japan’s attempts to build an empire.• Trace the moves of European Fascists in seeking

world power.• Summarize why British and French appeasement

and American isolationism failed to stop Fascist aggression.

YEARS OF CRISIS 241

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: As Germany, Italy, and Japan conquered other countries, the rest of the world did nothing to stop them.

❑ Discuss WHY IT MATTERS NOW: Many nations today take a more active and collective role in world affairs, as in the United Nations.


Struggling Readers

❑ Headlining the News, TE p. 916

IDR Unit 7





Reading Study Guide


On-level

IDR Unit 7


❑ Geography Application: Spain During the 1930s, p. 53

❑ History Makers: Francisco Franco, p. 63


❑ GT31, Expansion of Nazi Germany

Above-level

❑ Contrasting Literary Responses to the Spanish Civil War, TE p. 917

IDR Unit 7

❑ Primary Source: The Bombing of Guernica, p. 58

ELPS

❑ from Speech in the House of Commons

English Learners

❑ Analyzing Churchill’s Speech, TE p. 918

IDRS



RSG (Spanish)


❑ RSG Audio CD




1.02, 5.02, 5.03, 5.05


1.03, 1.06, 3.05


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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency:PE p. 915 CT67, Chapter 31 Visual Summary

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH






Analyzing Art

❑ Guernica, PE p. 918



❑ Geography Transparency:GT31, Expansion of Nazi Germany


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CHAPTER OBJECTIVE: Analyze the causes and results of World War II.





Students will

• Summarize the events that led to war.• Describe the fall of France and the Battle of Britain.• Explain the conflicts in the Mediterranean and on

the Eastern Front.• Describe American aid to the Allies.


Primary Sources

Hitler’s Lightening War


Name Date

32

WORLD WAR II 243

FOCUS AND MOTIVATE



❑ Discuss MAIN IDEA: Using the sudden mass attack called the blitzkrieg, Germany overran much of Europe and North Africa.

❑ Discuss WHY IT MATTERS NOW: Hitler’s actions set off World War II. The results of the war still affect the politics and economics of today’s world.



5.03


1.03, 1.04, 1.06


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Struggling Readers

❑ Charting the War on the Eastern Front, TE p. 928

IDR Unit 7




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7


❑ History Makers: Charles de Gaulle, p. 85; Winston Churchill, p. 86


❑ The Battle of Britain, 1940–41

Above-level

❑ Recognizing the Value of War Technology, TE p. 926

IDR Unit 7

❑ Primary Source: from Berlin Diary, p. 78

ELPS

❑ from “Blood, Toil, Tears, and Sweat”

English Learners

❑ Reporting on the Rescue at Dunkirk, TE p. 927

IDRS


RSG (Spanish)


❑ RSG Audio CD



All Students

❑ TAKING NOTES: Recognizing Effects, PE p.925 ❑ More About Charles de Gaulle, TE p. 927; The Battle of Britain, TE p. 928; The Siege of Leningrad, TE p. 929

REVIEW AND ENRICH






❑ Geography Transparency:GT32, The Battle of Britain, 1940–41

ASSESS

Content Assessment










RETEACH



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WORLD WAR II 245

Japan’s Pacific Campaign


Name Date

32



Students will• Explain how Japanese expansionism led to war

with the Allies in Asia.• Describe Japan’s early battle successes.• Explain how the Allies were able to stop Japanese

expansion.• Summarize Allied battle strategy.


Struggling Readers

❑ Understanding Geography in the Battle for Singapore, TE p. 933

IDR Unit 7





Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7



Above-level

❑ Comparing Reactions to Japanese Expansion, TE p. 932

ELPS

❑ from “Japanese Attack Sinks HMS Repulse”

English Learners

❑ Understanding Key Events, TE p. 934

IDRS



RSG (Spanish)


❑ RSG Audio CD



FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Japan attacked Pearl Harbor in Hawaii and brought the United States into World War II.

❑ Discuss WHY IT MATTERS NOW: World War II established the United States as a leading player in international affairs.



5.03


1.06, 3.01


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❑ TAKING NOTES: Recognizing Effects, PE p. 931 ❑ More About Corregidor, TE p. 932; Admiral Yamamoto, TE p. 933

REVIEW AND ENRICH







ASSESS

Content Assessment









RETEACH



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WORLD WAR II 247

The Holocaust


Name Date

32



Struggling Readers

❑ A Chronology of the Holocaust, TE p. 938

IDR Unit 7




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 7



❑ AT70, German and American propaganda posters

Above-level

IDR Unit 7

❑ Primary Source: from The Diary of a Young Girl, p. 80

❑ Literature: from Night, p. 82

English Learners

❑ Analyzing German and American Propaganda, TE p. 937

IDRS


RSG (Spanish)


❑ RSG Audio CD




Students will• Trace the course of the persecution of Jews by the

Nazis.• Describe the results of the “Final Solution.”

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: During the Holocaust, Hitler’s Nazis killed six million Jews and five million other “non-Aryans.”

❑ Discuss WHY IT MATTERS NOW: The violence against Jews during the Holocaust led to the founding of Israel after World War II.



5.03, 6.02, 6.06, 8.03, 8.05


1.03, 1.04, 1.06, 3.03


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❑ TAKING NOTES: Analyzing Bias, PE p. 936 ❑ World Art and Cultures Transparency:

❑ More About Jews in France, TE p. 937; The AT70, German and American propaganda posters

“Final Solution,” TE p. 938; Nazi Medicine, TE p. 939

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH





❑ Literature: from Night, Unit 7 IDR, p. 82

❑ World Art and Cultures Transparency:AT70, German and American propaganda posters


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WORLD WAR II 249

The Allied Victory


Name Date

32



Struggling Readers

❑ Creating Posters for the Home Front, TE p. 942

IDR Unit 7




Reading Study Guide


On-level

❑ Skillbuilder Practice: Following Chronological Order, TE p. 944

IDR Unit 7



Above-level

❑ Debating Reparations for Internees, TE p. 943

IDR Unit 7

❑ Primary Sources: from Farewell to Manzanar, p. 79

❑ from Hiroshima, p. 81

ELPS

❑ from Testimony Before the Special Senate Committee on Atomic Energy

English Learners

❑ News Report from Stalingrad, TE p. 941

IDRS



RSG (Spanish)


❑ RSG Audio CD



Students will• Describe the Allied strategy in Europe.• List efforts made on the home front.• Summarize events that led to the surrender of

Germany and of Japan.

FOCUS AND MOTIVATE

❑ Discuss MAIN IDEA: Led by the United States, Great Britain, and the Soviet Union, the Allies scored key victories and won the war.

❑ Discuss WHY IT MATTERS NOW: The Allies’ victory in World War II set up conditions for both the Cold War and today’s post-Cold War world.



5.03, 6.02, 8.03


1.01, 1.03, 1.06, 3.01


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it 7


All Students

❑ TAKING NOTES: Recognizing Effects, PE p. 940 ❑ More About The Battle of Stalingrad, TE p. 941; Attack on Dresden, TE p. 942; The Home Front, TE p. 943

REVIEW AND ENRICH


❑ Patterns of Interaction Video: Modern and Medieval Weapons




Global Impact

❑ The Atomic Bomb, PE p. 946



ASSESS

Content Assessment









RETEACH



Documents

CHAPTER 27 Lesson Plan The Scramble for Africa - · PDF file · 2007-11-07British Rule in India, TE p. 793 IDRS Guided Reading, p. 192 Skillbuilder Practice, p. 194 RSG (Spanish)